{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-Y6B4PODF/4a3b92a8-54f1-4b73-bcc8-f342961925cb/PDF","dcterms:extent":"301 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-Y6B4PODF/9e9fefcd-ae12-45df-b3e8-b3bedbb3b284/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"1995-2025","edm:begin":{"@xml:lang":"en","#text":"1995"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-Y6B4PODF","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-D8TWJWPW"},{"@xml:lang":"sl","#text":"AS. Andragoška spoznanja"}],"dcterms:issued":"2021","dc:creator":"Košmerl, Tadej","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:27"},{"@xml:lang":"sl","#text":"str. 101-120"}],"dc:identifier":["DOI:10.4312/as/9834","ISSN:1318-5160","COBISSID_HOST:61440259","URN:URN:NBN:SI:doc-Y6B4PODF"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Znanstvena založba Filozofske fakultete"},"dc:subject":[{"@xml:lang":"sl","#text":"adult education"},{"@xml:lang":"sl","#text":"andragogika"},{"@xml:lang":"sl","#text":"education for sustainable development"},{"@xml:lang":"sl","#text":"global citizenship education"},{"@xml:lang":"sl","#text":"global education"},{"@xml:lang":"sl","#text":"global learning"},{"@xml:lang":"sl","#text":"globalno izobraževanje"},{"@xml:lang":"sl","#text":"globalno učenje"},{"@xml:lang":"sl","#text":"izobraževanje odraslih"},{"@xml:lang":"sl","#text":"izobraževanje za globalno državljanstvo"},{"@xml:lang":"sl","#text":"izobraževanje za razvoj"},{"@xml:lang":"sl","#text":"izobraževanje za trajnostni razvoj"}],"dcterms:temporal":{"@rdf:resource":"1995-2025"},"dc:title":{"@xml:lang":"sl","#text":"Od kolonialnega učenja do izobraževanja za trajnostni razvoj| pregled izbranih konceptov izobraževanja o globalni soodvisnosti|"},"dc:description":[{"@xml:lang":"sl","#text":"After the Second World War, certain intergovernmental organisations promoted an approach to education that would transcend national borders and nationalistic beliefs and, while being conscious of international and global interdependence, address the current social challenges from a transnational perspective. In line with such trends, many different educational concepts have evolved to date, especially since 2000, generating terminological and conceptual ambiguity that this article seeks to reduce by focusing on the five main concepts: global education, global learning, global citizenship education, development education, and education for sustainable development. The concepts have more similarities than differences; however, depending on the conceptualisation, sustainable development, learning and the competences for a global society, developmental aid to the 'South' or social participation may be more in the forefront. In the past decade, all the concepts have placed greater emphasis on environmental challenges and sustainable development, while organisations that promote and develop these concepts are now placing them within the framework of sustainable development goals"},{"@xml:lang":"sl","#text":"Po drugi svetovni vojni so nekatere medvladne organizacije spodbujale popularizacijo načina izobraževanja, ki bi presegal državne meje in nacionalistična prepričanja ter ob zavedanju mednarodne in globalne soodvisnosti obravnaval aktualne družbene izzive skozi transnacionalno perspektivo. Do danes se je v skladu s takšnimi težnjami razvilo veliko različnih izobraževalnih konceptov, zlasti po letu 2000, kar povzroča terminološke in konceptualne nejasnosti, ki jih poskuša ta prispevek zmanjšati z obravnavo petih osrednjih konceptov: globalno izobraževanje, globalno učenje, izobraževanje za globalno državljanstvo, izobraževanje za razvoj ter izobraževanje za trajnostni razvoj. Pokažemo, da imajo koncepti več podobnosti kot razlik, odvisno od konceptualizacije pa je lahko bolj v ospredju trajnostni razvoj, pomoč državam svetovnega \"juga\", učenje in zmožnosti za delovanje v globalni družbi ali družbena participacija. V zadnjem desetletju se pod vsemi obravnavanimi koncepti bolj poudarjajo okoljski izzivi in trajnostni razvoj, organizacije, ki uporabljajo in razvijajo posamezne koncepte, pa jih zdaj postavljajo v okvir ciljev trajnostnega razvoja"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-Y6B4PODF","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-Y6B4PODF"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-Y6B4PODF/4a3b92a8-54f1-4b73-bcc8-f342961925cb/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Ljubljani, Filozofska fakulteta, Znanstvena založba"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-Y6B4PODF/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-Y6B4PODF"}}}}