Presentation of the Authors of the Two Volumes -- Introduction xxi Angela BARTHES, Catherine CIBIEN and Bruno ROMAGNY -- Part 1 Biosphere Reserves and Sustainable Development Goals: Multidisciplinary Scientific Issues -- Introduction to Part 1 3 Bruno ROMAGNY -- Chapter 1 Man and the Biosphere: A Precursory Program for the Next World 7 Meriem BOUAMRANE and Didier BABIN -- 1.1 1971-2021, the beginnings of sustainable development -- 1.2 Making sure no one is left behind -- 1.3 Identification of gaps, risks and challenges -- 1.4 Valuable lessons learned from the transformation towards sustainable and resilient societies -- 1.5 Investments that may affect the building of sustainable and resilient societies -- 1.6 Integration of biodiversity within sustainable development policies -- 1.7 Policy recommendations to accelerate progress in building sustainable and resilient societies -- 1.8 Lessons learned from the Covid-19 crisis and perspectives for biosphere reserves for the next world -- 1.9 References -- Chapter 2 Humans and Nature: A Story to be Rewritten 17 Magda BOU DAGHER KHARRAT, Éliane BOU DAGHER and Rhéa KAHALÉ -- 2.1 Homo sapiens, a species like the others -- 2.2 Homo sapiens, a nature modifier -- 2.3 The Mediterranean, more than a sea in the middle of the land -- 2.4 The academic sphere and the action in favor of biodiversity -- 2.5 Biosphere reserves and Sustainable Development Goals -- 2.6 References -- Chapter 3 Social Representations, Collective Organization and Mediterranean Biosphere Reserves 25 Angela BARTHES, Bruno ROMAGNY, Jean-Marc LANGE, Lahoucine AMZIL, Roser MANEJA, Mohammed ADERGHAL and Véronique CHALANDO -- 3.1 Introduction -- 3.2 Social representations as an exploratory method of prior knowledge -- 3.3 How can social representations be defined? Some theoretical elements -- 3.4 How can social representations be defined? Central core and peripheral elements -- 3.5 The methodological elements of our study -- 3.6 Study results -- 3.7 Differences and similarities in the social representations of students -- 3.8 Addressing the issue of complexity versus focusing on the environment -- 3.9 Addressing the collective organization of society versus the recourse to individual action -- 3.10 Conclusion -- 3.11 References -- Chapter 4 Challenges and Opportunities of Collaborative Research on Biosphere Reserves in the Mediterranean 43 Moustapha ITANI, Salma NASHABE TALHOUK, Wassim EL-HAJJ, Nivine NASRALLAH and Hannah ABOU FAKHER -- 4.1 Introduction -- 4.2 Collaborative research -- 4.3 Beneficial aspects of collaborative research -- 4.4 Challenges to collaborative research and data sharing -- 4.5 Motives behind collaborative research -- 4.6 The Mediterranean Basin: asymmetries between Northern and Southern Mediterranean countries -- 4.7 Travel limitations -- 4.8 Conclusion -- 4.9 References -- Chapter 5 Scientific Tourism in Multi-Labeled Protected Areas: The Ecological Transition and Controversy in the Mountains 61 Mikaël CHAMBRU and Cécilia CLAEYS -- 5.1 Introduction -- 5.2 The ecological transition: from the injunctions to the different socio-political and cultural references -- 5.3 The trajectories of governance forms for a scientific tourism project -- 5.4 The ambiguities related to the touristic development of scientific culture -- 5.5 The environmental paradoxes of a scientific tourism project -- 5.6 Conclusion -- 5.7 References -- Part 2 Educational Practices Relating to Biosphere Reserves: Balance and Prospects -- Introduction to Part 2 81 Angela BARTHES -- Chapter 6 Teaching How to Produce Differently at a Biosphere Reserve 83 Véronique CHALANDO and Angela BARTHES -- 6.1 Introduction -- 6.2 Curricular challenges of teaching how to "produce differently" -- 6.3 Technical knowledge and political movements -- 6.4 Knowledge conflicts and conflicts of values: the question of direction in the circulation of knowledge -- 6.5 Towards coherent criteria for analyzing agroecological literacy -- 6.6 Case study -- 6.7 Discussion -- 6.8 Conclusion -- 6.9 References -- Chapter 7 The Sustainable Management of Biosphere Reserves: What Are the Challenges for Agricultural Education? 103 Nina ASLOUM, Guillaume GILLET and Laurent BEDOUSSAC -- 7.1 Introduction -- 7.2 Agroecology, from its emergence to the change of agricultural model -- 7.3 Social representations -- 7.4 Methodology -- 7.5 Data categorization -- 7.6 Results -- 7.7 Discussion -- 7.8 Conclusion -- 7.9 References -- Chapter 8 Collective Skills from Partnerships Between Protected Areas and Teachers 119 Sylviane BLANC-MAXIMIN -- 8.1 Introduction -- 8.2 The educational partnership -- 8.3 Three case studies in a labeled rural territory -- 8.4 Presence of a collective skill and of the collective's skill -- 8.5 Conclusion -- 8.6 Appendix -- 8.7 References -- Chapter 9 The Instrumentalization of Education in Sustainable Development at the Service of Tourism: The Case of the Arganeraie 141 Salma ITSMAÏL and Bruno GARNIER -- 9.1 Introduction -- 9.2 Environmental crisis and inflation of alternative tourism -- 9.3 Tourism and sustainable development -- 9.4 Sustainable tourism and patrimony: educational issues -- 9.5 Towards a "sustainable strategy" -- 9.6 The Moroccan situation: a sustainable tourism policy in the ABR? -- 9.7 A cultural as well as a natural patrimony item: the argan tree -- 9.8 Between reality and opportunism: the instrumentalization of sustainable development -- 9.9 Education: the missing vector for sustainable tourism -- 9.10 Conclusion -- 9.11 References -- Chapter 10 Biosphere Reserves and Political Skills Transfer in University Curricula 165 Melki SLIMANI, Angela BARTHES and Jean-Marc LANGE -- 10.1 Introduction -- 10.2 Towards a conceptual recontextualization of the political skill in the environmental field -- 10.3 Environmental political skill: Master's degree in Man and the Biosphere - case study -- 10.4 Results and discussion -- 10.5 Conclusion: changing curricular morphologies -- 10.6 References -- Chapter 11 Education and Mediation in the Arganeraie: Alliance Strategies Between Education and Tourism Actors? 183 Saïd BOUJROUF and Abdullah AÏT L'HOUSSAIN -- 11.1 Introduction -- 11.2 Locating the Arganeraie biosphere reserve -- 11.3 The ABR, a tourist landscape showcased by the media? -- 11.4 ABR landscape imaging and its dissemination -- 11.5 A confusion between education forms in the ABR: formal, non-formal and informal -- 11.6 Towards mediation in the ABR or the construction of an alliance and communication strategies between education and tourism actors -- 11.7 The territorial integration of the ABR - a condition for the alliance's success: communication, mediation and media coverage -- 11.8 "Polarized" networks in the ABR: a tool for the alliance between education and tourism actors -- 11.9 Actor training for the development of capacities: skills and capability for communication management -- 11.10 Conclusion -- 11.11 References -- List of Authors -- Index -- Summary of Volume 2.