{"?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-UDJFXF6F/407bf633-4fe5-4599-8bcf-5a95423012e4/PDF","dcterms:extent":"389 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-UDJFXF6F/a2e4debf-67a4-484a-984d-5548a194b63e/TEXT","dcterms:extent":"69 KB"}],"edm:TimeSpan":{"@rdf:about":"1965-2025","edm:begin":{"@xml:lang":"en","#text":"1965"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-UDJFXF6F","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-ETPSIC7M"},{"@xml:lang":"sl","#text":"Teorija in praksa"}],"dcterms:issued":"2017","dc:creator":["Kos, Drago","Pavlin, Samo"],"dc:format":[{"@xml:lang":"sl","#text":"številka:5"},{"@xml:lang":"sl","#text":"letnik:54"},{"@xml:lang":"sl","#text":"str. 806-830, 912"}],"dc:identifier":["ISSN:0040-3598","COBISSID:35263581","URN:URN:NBN:SI:doc-UDJFXF6F"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Visoka šola za politične vede"},"dc:subject":[{"@xml:lang":"sl","#text":"Educational programs"},{"@xml:lang":"sl","#text":"General upper secondary schools"},{"@xml:lang":"sl","#text":"Gimnazije"},{"@xml:lang":"sl","#text":"Izobraževalni programi"},{"@xml:lang":"sl","#text":"izobraževalni sistemi"},{"@xml:lang":"sl","#text":"Sustainable development"},{"@xml:lang":"sl","#text":"Trajnostni razvoj"}],"dcterms:temporal":{"@rdf:resource":"1965-2025"},"dc:title":{"@xml:lang":"sl","#text":"Trajnostni razvoj v izobraževalnih programih| primer slovenskih gimnazij|"},"dc:description":[{"@xml:lang":"sl","#text":"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"},{"@xml:lang":"sl","#text":"V teoretskem uvodu razpravljava o refleksivnosti izobraževanja za potrebe trajnostnega razvoja (TR). Argumentirava smiselnost refleksivne obravnave in ugotavljava, da je koncept še vedno dokaj enigmatičen in šibko operacionaliziran. Čeprav je očitno, da o tako kompleksni zamisli, kot je TR, v družbi nasploh in tudi v strokovnih krogih še ni soglasja, je zamisel v učnih programih predstavljena, kot da gre za konsenzualno razvojno paradigmo. Preliminarna empirična analiza, ki je predstavljena v drugem delu, pokaže, da je tudi v šolskih programih celovitost še nedosežen standard obravnav TR. Odprta ostaja tudi dilema, kakšno je ustrezno razmerje med spoznavno analitičnim pristopanjem in praktično aplikativnimi obravnavami. TR je v obstoječem formalnem šolskem sistemu obravnavan redukcionistično, predvsem zato, ker je šolski sistem neprilagojen uvajanju radikalnih transdisciplinarnih zamisli. Ključna je torej ugotovitev, da pogostost obravnav \"trajnostnih\" pojmov v učnih programih nakazuje ali celo dokazuje sprejetost TR kot najpomembnejše razvojne ideje enaindvajsetega stoletja, obenem pa redukcionizem in parcialnost \"trajnostnih\" vsebin nakazujeta razhajanja v dojemanju in razumevanju tega \"radikalnega\" koncepta. To pa seveda močno otežuje implementacijo koncepta tako v izobraževalnih sistemih kot tudi v družbi nasploh"}],"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-UDJFXF6F","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-UDJFXF6F"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-UDJFXF6F/407bf633-4fe5-4599-8bcf-5a95423012e4/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"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, Fakulteta za družbene vede"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-UDJFXF6F/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-UDJFXF6F"}}}}