Sustainable Tourism Law

THE PATH TOWARDS SUSTAINABLE TOURISM 771 knowledge of a disciplinary object: law, economy, sociology, engineering, architecture, agronomy, history, philosophy, biology, geography, physics, chemistry, etc. Unidisciplinary teaching, necessary as the basis for knowledge, however, has not yet incorporated in its development, the paradigm of complexity, as a first revealing look at interdisciplinary relationships. For example, it is fundamental that the law student completes his education, at least, with economics, sociology, politics and history. With regard to postgraduate training, it is necessary to review with which training methodology, future specialists in environment and tourism are trained. It is about finding the appropriate method that allows the postgraduate student to be trained in a sustainable tourism development. It is not enough that at the Geography School, there is a postgraduate course on the environment and tourism, or that at the Law School, tourism law is taught, or that at the Economic Sciences School, tourism economy and sustainable development are dealt with. Today, both the World Tourism Organization and the United Nations claim the need for environmentally sustainable tourism. This supposes to train the postgraduate student in the integratingmanagement of all disciplinary variables and knowledge that arise from the time and space environment. If we agree with Piaget 9 , that “only action creates knowledge”, it is from the handling of problems for their resolution or the drafting of projects, that it can lead to a comprehensive training of the undergraduate student. From learning about a problem or the definition of an idea – project, the student or group of students can identify and learn about the universe of included topics that requires the search and analysis of the disciplinary answers, at the time and in the space where they must operate, also developing intuition and analogical thinking, which allows using memory, the senses, the historicity, the capacity of understanding and the contradictory solutions, their own values and those that are based on the common knowledge. The aim is that the student or group of students, through a specific activity, reach critical reflection of their own knowledge to promote a successful “dialogue” of interrelated knowledge. 9 “A learned truth is only a half-learned truth, while the whole truth must be reconquered, reconstructed or rediscovered by the students themselves,” Jean Piaget.