Please use this identifier to cite or link to this item: http://hdl.handle.net/2122/8227
AuthorsLa Longa, F.* 
Camassi, R.* 
Crescimbene, M.* 
TitleEducational strategies to reduce risk: a choice of social responsibility
Issue DateJul-2012
Series/Report no.3/55 (2012)
DOI10.4401/ag-5525
URIhttp://hdl.handle.net/2122/8227
KeywordsRisk education, Seismc risk, Volcanic risk
Subject Classification05. General::05.03. Educational, History of Science, Public Issues::05.03.99. General or miscellaneous 
AbstractThis work develops a critical reflection on the activities for information, training and education conducted by a group of researchers of the INGV in recent years. In particular, our analysis, from an epistemological point of view, is between:  science outreach, the link between science and the world;  science teaching and its role of contact between science and school;  risk education, imaged as a process able to develop a culture of risk in relation to the territory in which we live. These issues are critically analyzed on the basis of experience gained since 1995. The educational methodologies tested in "peacetime", out of seismic events, with the EDURISK Project are compared with those experienced during the emergency in Abruzzo. Increasingly today, we refer to prevention as a primary strategy of defense against risk. But very often the responsibility of making prevention falls on the others as government, institutions, local authorities and the citizen perceive themselves as powerless against the inevitability of natural events and refer to the rulers for the implementation of effective prevention policies. As researchers, what are the most effective actions we can take to influence the risk reduction and motivate the choices of people? The effectiveness of our interventions must be based on scientific information, on a specific training, or must be reached to develop values, actions, awareness? Our interventions must be oriented and developed to inform, to train or to educate?
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