It is not enough to address the climate crisis: it is necessary to tackle the entire set of problems that contribute to exceeding planetary boundaries.

For guidelines to be useful, they must consider cultural, anthropological, educational, social, and economic factors, as well as the usual diet of the target society.

Can the application of neuroscience to education be studied while maintaining every aspect of the scientific method used in neuroscience? Or, even more simply, can neuroscience be applied to education?

The concept of educating city is based on the evidence that space is not neutral, but rather generates, disseminates, and reinforces images and values in an explicit and implicit way. This communicative character is more intense the more complex, diverse, and richer the reference space is.

The following reflections are based on the premise that individual and social life is open to a number of possibilities, among which we can find digitalisation.

Pseudosciences are by-products of the prestige of science as a social enterprise and as a means of obtaining knowledge. Their character is inherently negative, given that, by definition, a pseudoscience is an intellectual fraud consisting of products, practices, or ideas unconnected with scientific rationality that

Creieu que estic sent superficial insinuant que per als universitaris anar a classe no és tan important? Gens ni mica. El món ha canviat, i la universitat també ho ha de fer.

In education, urban planning, sustainability, in any domain, we tend to slide down the anecdotal slope of casuistry. Everything becomes a specific case.