ENVIRONMENT AND SUSTAINABLE DEVELOPMENT: ITS APPROACH FROM THE PRECAUTIONARY PRINCIPLE

ENVIRONMENT AND SUSTAINABLE DEVELOPMENT: ITS APPROACH FROM THE PRECAUTIONARY PRINCIPLE

MEDIO AMBIENTE Y DESARROLLO SOSTENIBLE: UN ABORDAJE DESDE EL PRINCIPIO PRECAUTORIO

Pedro Enrique Castellanos-Fuentes¹

ORCID: https://orcid.org/0000-0001-5873-3272

¹Instituto Tecnológico Superior Compu Sur. Ecuador.

ABSTRACT

Over the last century, the environment has experienced the adverse repercussions of industrial development, overexploitation of land and pressure from population growth. Despite having advanced technology, regulations and knowledge to mitigate these negative effects, humanity still faces a considerable debt to nature in terms of developing fully sustainable practices from an environmental perspective. This article focuses on the analysis of intervention actions that can be carried out in relation to socio-environmental and ecological activity, as well as the relevance of adequate environmental education that satisfies the demands and needs of a developing society. and sustainable. It constitutes a guidance tool to assume responsible behavior in the face of this global problem. From the use of theoretical methods such as analysis-synthesis and induction and deduction; Based on a descriptive and interpretative approach, and own perceptions, contrasted with the pertinent theoretical foundations, the importance of the environment, sustainable development, the precautionary principle and the essential role of environmental education for the achievement of this end is shown.

Keywords:

Environment, environmental education, sustainable development.

RESUMEN

En el transcurso del último siglo, el medio ambiente ha experimentado las repercusiones adversas del desarrollo industrial, la sobreexplotación de la tierra y la presión derivada del crecimiento poblacional. A pesar de disponer de tecnología avanzada, regulaciones y conocimientos para mitigar estos efectos negativos, la humanidad aún enfrenta una considerable deuda con la naturaleza en cuanto al desarrollo de prácticas sostenibles en su totalidad desde una perspectiva ambiental. Este artículo se centra en el análisis de las acciones de intervención que se pueden llevar a cabo en relación con la actividad socio-ambiental y ecológica, así como en la relevancia de una educación ambiental adecuada que satisfaga las demandas y necesidades de una sociedad en desarrollo y sostenible. Constituye herramienta de orientación para asumir comportamientos responsables ante esta problemática de alcance mundial. A partir de la utilización de métodos teóricos como el análisis-síntesis e inducción y deducción; con base en un enfoque descriptivo e interpretativo, y percepciones propias, contrastadas con los fundamentos teóricos pertinentes, se muestra la importancia del medio ambiente, el desarrollo sostenible, el principio precautorio y su papel imprescindible de la educación ambiental para el logro de este fin.

Palabras clave:

Medio ambiente, educación ambiental, desarrollo sostenible.

INTRODUCTION

The new scenarios emerging in the socio-environmental field nowadays require studies more focused on generating alternatives for prevention and environmental education. These initiatives should contribute to the desired sustainable development, integrating the ecosystem and ensuring that the protection and conservation of the environment are effective and recognized by humanity due to their relevance, since they represent one of the greatest challenges to be faced and solved. Although certain natural phenomena cannot be prevented from occurring, it is possible to prevent them from becoming more aggressive and destructive each year by implementing measures to reduce or mitigate their impact.

The above includes the introduction of new technologies, new studies, new approaches, strategies and the increasingly intentional attention to this area of knowledge that is so vital for the existence of man and the planet. Different authors (Quiva & Vera, 2010; Novo & Bautista, 2012; Cantú, 2013; Fragoso et al., 2017; Simões et al., 2019; Borges, 2019), have made a significant effort to explain what both the environment and sustainable development consist of, provide in turn, information on the origins of these categories, agree that the imperative need for their study and attention by all those who can somehow bring a change or transformation in favor of sustainable development has persisted over time.

The global trend towards resource destruction could become irreversible if concrete and urgent actions are not implemented to address its various causes. These include massive deforestation, air, water and food pollution, loss of biodiversity, growing atmospheric imbalances, thinning of the ozone layer and the greenhouse effect, as well as society's wasteful energy and wasteful consumption habits. In this reflective context, the authors of the present research argue that, although progress has been made in researching and solving relevant problems, there is still an urgent need to study and address the issue at hand. This is especially important for those who, in some way, can contribute to a change or transformation in favor of environmental and social sustainability.

METHODOLOGY

The research focused on an extensive literature search, a review and documentary analysis of books, indexed journal articles and essays. Also, an exhaustive description of the positions of authors researching the subject, their conceptions and definitions and their most significant contributions was carried out. This allowed the use of theoretical methods such as analysis-synthesis and induction-deduction for a greater systematization of the content of the subject and the context.

For the development of the research that supports the ideas presented here, a reflexive approach is adopted on the categories analyzed, using a criterial analysis that has a theoretical and practical value in terms of meaning. This analysis is based on a descriptive-interpretative approach and on personal perceptions, contrasted with the relevant theoretical foundations. The results obtained show a variety of opinions on the subject and highlight that there are multiple aspects that require further analysis, which is of interest to the scientific community. However, effective solutions and contributions are still needed in the positions of those who continue to investigate this issue.

DEVELOPMENT

Today, reflecting on the environment, the green economy and its laws is a highly relevant topic. It is not new that the world is facing serious environmental problems that aggravate the current crisis, with devastating consequences for all living beings. For example, climate change is negatively impacting agricultural production, the ozone layer is in trouble, and access to drinking water is becoming increasingly limited. In addition, many companies dump hazardous waste in inappropriate places, causing health problems and polluting water. Deforestation also affects the habitat of numerous species, contributing to the decline in global biodiversity. These are just some of the problems caused by international crises, lack of human awareness and continuous environmental destruction in pursuit of further industrial development.

The epistemic study (Quiva & Vera, 2010; Martínez, 2010; Novo & Bautista, 2012; Cantú, 2013; Fragoso et al., 2017; Simões et al., 2019; Borges, 2019), facilitates the analysis and verification of the criteria related to the subject, as well as the challenges that the environment poses directly to sustainable development and, therefore, to the desired equity. Important contributions are presented that seek to improve environmental education adapted to the context and its dynamics, making it more effective and sustainable. They reach a consensus of criteria that in order to achieve sustainable economic growth, it is essential to respect the environment and promote social equity. That it is crucial for people to educate themselves about the care and protection of the environment, developing an environmental awareness that contributes to social, economic and ecological progress. Therefore, this implies the need to promote new approaches to resource management.

In this sense, it is understood that sustainable development requires a balance between economic growth and environmental protection, ensuring that the benefits of development are distributed equitably. Community participation is fundamental to implementing fair and environmentally responsible solutions and strategies such as the transition to a green economy, investment in sustainable infrastructure and environmental education are key to achieving this balance. Furthermore, it is vital that public policies integrate these aspects to promote equitable development that benefits all sectors of society. Only through a collaborative approach will it be possible to build a prosperous and sustainable future for present and future generations.

From the perspective of Novo & Bautista (2012), in addition to an Environmental Education based solely on knowledge and values, as well as on skills and attitudes, it is essential to propose theoretical approaches that redefine the educational-environmental action based on the communicative relationship established between the individual and his or her environment. This will make it possible to recognize the necessary interdependence between the two, fostering a dialogic link, as suggested by research, “the development of this theoretical corpus appears to us as a dynamic, open task, which, as a result of the analysis carried out, we understand that it should continue to be encouraged.” (p. 595)

Based on the criteria presented, we agree with García & Muñoz (2013), that the purpose and objective of Environmental Education goes beyond the mere environmental dimension. It is necessary to broaden its focus within a new conceptual framework that considers socioeconomic and ethical aspects from a global perspective. This implies deepening the understanding of sustainability as an operative principle and sustainable development as a viable social alternative.

Similarly, Cantú (2013), defines sustainable development, as that which today demands a harmonious process that demands from the different representatives of society, responsibilities and obligations in the practice of economic, political, environmental and social schemes, as well as, in the guidelines for the use of resources or natural assets that establish an adequate quality of life. Furthermore, according to Cantú (2013), sustainable development is of great importance for our society, since its objective invites to reflect on the practical content of development and seeks to find common ground between the social, economic and environmental dimensions that make it up. It also implies the need to internalize and understand the importance of maintaining, over time, an infrastructure and capital that are social, economic and environmental.

From the point of view of the relationship that evidently exists between the terms environment and sustainable development, there are several criteria that justify the successes and failures in this regard. Simões et al. (2019), for their part, argue that for environmental education to contribute to sustainable development and respond to the growing environmental problems, it is essential that it arises from the initiatives of international organizations that have pointed out the global environmental deterioration. Through meetings, forums and summits, the need to promote education that generates environmental awareness and fosters sustainable development patterns at all educational levels has been recognized. However, this continues to be a challenge today.

In this regard García & Muñoz (2013), point out that environmental education, throughout its evolution, has addressed several variants related to the environment, sustainable development and other aspects. These variants are based on different approaches and rationalities, which include technological, economic, social, political and ecological dimensions, among others. According to Simões et al. (2019), they point out that environmental education for sustainable development, understood as a cross-cutting theme, aims to foster in students competencies to identify, understand and project themselves in socio-environmental issues. This education promotes sustainable development as a means to guarantee the survival of current forms of life on the planet and to reach a balance that satisfies the needs of the present generation without compromising the capacities of future generations.

In the same line of ideas, on the existing relationship between them, it is worth highlighting the criterion of Bonilla & Vera (2011) when referring, on the one hand, to the physical-biological plot, formed by material realities that give rise to biological beings; This plot is linked to the biological-social plot formed by processes and activities of biological beings, including human beings, which give rise to productions that are already in the socio-cultural plot, where the human species acquires protagonism as the only actor that in this scenario has the competence to narrate interrelated life. In that sense García & Muñoz (2013) state, “and it is precisely in that narration where ecological responsibility and the necessary construction of Environmental Education emerge.” (p. 218).

Similarly, it is valid to take into account as part of the study, a look at the ecosystemic approach, and in this order, Fragoso et al. (2017), highlight that one of the distinctive aspects of sustainable development is the integration of its various dimensions, recognizing the interrelationships between them. This approach is considered complementary and seeks to analyze reality in a multidimensional manner, attempting to harmonize nature conservation with sustainable human development within a specific political and economic context.

Therefore, it is assumed from the studies of Fragoso et al. (2017), that an important aspect of this approach is the presence of human beings, as an integral component of ecosystems, which creates a new dynamic in which the social and economic aspirations of people must be considered, particularly for the control, development and use of their environment in a sustainable manner. In this sense, for Fragoso et al. (2017), the ecosystemic approach implies evidencing the links of biological phenomena and processes with the environment and understanding the complexity and fragility of relationships in nature, thus recognizing that each element plays a role within the system, based on a close and complex relationship, which explains the identity of the system and consequently the interconnections between the different elements that integrate it.

According to the perspective of Quiva & Vera (2010), creating a world in which each person can enjoy sustainable lifestyles and contribute to a positive social transformation is a great challenge. Given the current reality, which moves away from the principles needed to improve the relationship with nature and move towards greater equity, action is focused on three key areas: society, the environment and the economy, with culture as a cross-cutting axis. These areas reflect the four dimensions of sustainable development: social, ecological, economic and axiological. The latter is fundamental to relations among human beings and with nature, influencing the other three dimensions.

Martínez (2010), for his part, identifies several global features of the social and environmental crisis, adapted to the present research, being the following: a human lifestyle destructive to the relationship between society and the biosphere; the anthropocentric notion that separates human activities from nature; a market-centered approach that prioritizes profit over environmental well-being; the search for unlimited economic growth that harms both ecosystems and human beings; a lifestyle characterized by overproduction and overconsumption, which generates social inequalities. The defense of private property rights at the expense of collective and environmental well-being; the lack of awareness of global ecological and economic interdependence; the depletion of non-renewable energy sources, which requires the search for clean alternatives; the growing gap between the developed and developing world, marked by asymmetrical economic relations that affect both the environment and society.

From the analysis of the context regarding the topic and for the meaning it enhances, it is significant to highlight the criterion of Borges (2019), environmental education should highlight the importance of active participation in the prevention and resolution of environmental problems, addressing the most relevant issues from a global perspective. At the same time, it is essential to take into account regional differences and start with an analysis of present and future conditions. Finally, Borges (2019), states that environmental education should promote the importance and need for cooperation at local, national and international levels to address these problems. The role of environmental education in sustainable development is to stimulate the creativity and rationality needed to solve challenges and face complex decisions related to cultural, social and technological aspects.

According to studies by Borges (2019), it is argued that the expected results of environmental education for sustainable development focus on two main areas:

Socio-cultural: It seeks to improve the behavior of human potential, eliminating cultural barriers and promoting sustainable management of the environment.
Socio-economic: The aim is to contribute to technical progress, promote innovation, increase productivity, facilitate urban integration and reduce poverty (p.19).

In the opinion of the author of this research, despite the large number of actions developed in favor of the protection of nature and the reduction of environmental destruction, there are still insufficient measures to ensure a future sustainable development, so governments, organizations and institutions around the world must join efforts and wills to achieve harmony between the environment and sustainable development and thus improve the quality of life of current and future generations.

From a legal perspective, the United Nations Conference on Sustainable Development, Rio+20 (United Nations, 2012), emphasized that social, economic and environmental factors are interdependent and evolve simultaneously. The main objective of this summit was to establish a comprehensive agenda and a new international plan of action to address environmental and development issues, thus guiding future cooperation and program development. The conference focused on two key themes: the green economy within the framework of sustainable development and poverty eradication, as well as the institutional framework needed to achieve this. Among the many actions agreed upon, Member States decided to initiate a process to develop the Sustainable Development Goals (SDGs).

For its part, the Economic Commission for Latin America and the Caribbean (2013), held the Conference on Sustainable Development in Latin America and the Caribbean: Follow-up to the Post-2015 Development Agenda and Rio +20. Spaces in which strategies are outlined, key aspects that define the subject are analyzed and the main environmental problems that affect sustainability and therefore its development are addressed. The meeting focused on development objectives, global and regional governance and discussion from a regional and global perspective.

In this order of ideas, seen the subject that concerns us from the social sciences, according to Bolaños et al. (2015), science and technology have been recognized as the most significant tools to address the different environmental problems. However, the use of these tools is also related to a fundamental question: what have been and what should be our attitudes towards nature? The answer to this question may lead us to question our tradition of anthropocentric thinking, which emphasizes an instrumental rationality in areas such as science, technology, economics, politics and society.

In this regard, Pérez (2009) emphasizes that the complexity of understanding the world as a unique system where physical-social phenomena occur has allowed the environmental issue to acquire an important place in the discussion on the need to transcend traditional disciplines. However, this affirmation also entails many uncertainties. In the social and economic sciences, development has been a recurring theme. The relationship between environment and development has gained relevance in the debate due to the interest of international, national and local actors, as well as the need to clarify what is understood by these concepts within the social sciences.

The most recent studies refer from the legal sciences to a new principle for the sake of environmental protection, known as the precautionary principle. From the position of Bordenave (2011), the precautionary principle establishes guidelines on how to proceed in situations where science does not provide clear answers. If an activity generates reasonable doubts about the possibility of causing environmental damage, the absence of scientific certainty cannot be used as a justification for carrying out such potentially hazardous activity.

From the perspective of Tacuri & Valarezo (2019), the precautionary principle is essential to protect the environment and public health, especially in situations of scientific uncertainty. This principle implies taking preventive measures upon suspicion of risks, even when there is no conclusive evidence about the negative effects of an activity or product. Unlike the precautionary principle, which applies when a risk has already been identified, the precautionary principle is based on three key elements: the identification of a potential hazard, uncertainty about the harm, and the need to implement effective measures to avoid serious or irreversible damage.

However, Silva (2019), when considering the prevention and precautionary principles as tools to access justice in defense of the environment, it is crucial to recognize that exposure to risks and vulnerabilities affects not only the natural environment, but also all forms of life on the planet. Therefore, this situation triggers a series of direct and indirect reactions that impact various aspects of human life, including water, land, air and soils. And they impact people's daily lifestyles in areas such as personal, family, work, domestic, health, food, education and recreation, which can result in the violation of several human rights that will be addressed in the following section.

Therefore Silva (2019), reveals, the principle of prevention and the precautionary principle require an analysis of the economic, political, legal, social and cultural context of a country, which influences the actions and priorities of citizen representatives in projects or public policies. In the case of indigenous communities and other collectivities, it facilitates preventive actions through environmental impact studies, especially when the risks are known and there are scientific evaluations of the potential damage. The precautionary principle, in particular, allows the State to establish lines of action through legislative, administrative and judicial authorities to protect the environment and human health.

In other words, for Pérez et al. (2016), the precautionary principle is composed of three fundamental elements: a) the existence of a danger or risk of serious or irreversible damage to the environment or human health, b) uncertainty regarding the damage, and c) the need to quickly implement effective measures to prevent the materialization of that serious or irreversible damage.

Everything indicates according to the authors consulted regarding the precautionary principle (Bordenave, 2011; Pérez, et al., 2016; Silva, 2019; Tacuri & Valarezo, 2019), also known as the precautionary principle, implies the adoption of protective measures upon suspicion of environmental or health risks, even without clear scientific evidence. This approach holds that, in situations of uncertainty about the negative effects of an activity, it is preferable to act to prevent harm rather than wait for definitive evidence. Recognized in various international agreements, it differs from the precautionary principle, which only requires action when a risk has already been identified.

Consequently, it was found in this research that the precautionary principle is a fundamental pillar of global environmental legislation, designed to prevent serious or irreversible damage to the environment, even in situations of scientific uncertainty. Its application varies in different countries, reflecting unique legal, political and cultural contexts.

For example, in the case of Ecuador, the precautionary principle is enshrined in the Organic Environmental Code (2018). This code states that lack of scientific certainty should not be a reason to avoid taking precautionary measures. In particular, Article 9 of the code explicitly mentions this principle as part of the foundations of Ecuadorian environmental regulations, emphasizing its objective of avoiding, reducing or mitigating environmental affectations. The Inter-American Court of Human Rights has also emphasized that States must act with caution in the face of activities that may cause irreversible damage, even without conclusive scientific evidence.

From the perspective of Tacuri & Valarezo (2019), the precautionary principle originated at the United Nations Conference on Environment and Development in 1992, where it was established as a tool to prevent potential environmental damage. In Ecuador, this principle is based on several articles of the Constitution of the Republic (Ecuador. Asamblea Nacional Constituyente, 2008), in which it is clear the obligation of the State to implement measures to ensure a healthy and balanced environment; for example, Article 73 commemorates the State to apply “precautionary and restriction measures”; for activities that may cause extinction of species or destruction of ecosystem (Ecuador. Asamblea Nacional, 2017).

Finally, despite its legal enshrinement, the effective application of the precautionary principle faces significant challenges in Ecuador to analyze at present. For, as Tacuri & Valarezo (2019) have shown, the lack of specific and easily implemented and supervised mechanisms by Ecuadorian authorities has led to its scarce practical application. This raises questions for jurists and the general population on how to ensure that the State complies with its obligations under this principle and how regulatory frameworks can be strengthened to effectively and sustainably protect the environment. Specifically, it is worth recognizing that the precautionary principle in Ecuador represents an important step towards a more responsible and socially sustainable environmental management.

CONCLUSIONS

Although there are multiple definitions and approaches to sustainable development, there is a growing consensus on the need to integrate economic, social and environmental considerations to achieve a viable future for both current and future generations. The diversity of perspectives reflects the complexity of the subject and underscores the importance of finding common ground from research and practice.

As a key solution to the environmental problems referenced, the importance of effective environmental education that fosters ecological awareness and a solid environmental culture is highlighted. This education is fundamental for study and contributes to achieving greater equity and social development. In this sense, environmental education should be seen as an essential tool to promote sustainable development. The theoretical assumptions presented in this research show the importance of the environment in sustainable development and the essential role of environmental education in achieving this goal.

The precautionary principle is essential to ensure that informed and proactive decisions are made to protect the environment and human health, adapting to contemporary needs and the uncertainties inherent in current environmental challenges. Its purpose is to safeguard the environment and public health, enabling governments and organizations to make decisions based on indications of potential harm. It also involves assessing the possible negative effects and consequences of inaction, as well as encouraging participation and transparency in the decision-making process. This principle is particularly relevant in contexts of rapid change and can be applied to protect human health or the environment in the absence of sufficient information.

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