Trajnostni razvoj v izobraževalnih programih : primer slovenskih gimnazij

slovenian

2017

volume 54, issue 5

Univerza v Ljubljani, Fakulteta za družbene vede
(Obvezni izvod spletne publikacije)

In the theoretical introduction, we discuss the reflexivity of education to sustainable development (SD). Since the concept is still relatively enigmatic and weak in its operationalisation, we argue the sense of reflexive reading. It is obvious that in society in general as well as in professional circles there is no consensus on complex SD ideas. Nevertheless, it is presented in educational curricula as a consensual paradigm. The preliminary empirical analysis presented in the second part shows that even in school programmes wholeness is still an unsurpassed standard of SD treatments. What is the appropriate relationship between cognitive analytical and practical applications of SD remains an unsettled dilemma. Within the existing formal school system its presentation is reductionist mainly because the school system is not adapted to integrating radical transdisciplinary ideas. The key observation therefore is that the frequency of "sustainable" concepts in school curricula proves that SD is the most important development idea of the twenty-first century, while the reductionism and partiality of SD presentations indicate differences in perceptions and understandings of this "radical" concept. This greatly complicates implementation of the idea in both the education system and society in general.

12.11.2019