Page 149 - Marjan Šimenc (ur.), Razvoj državljanske vzgoje v Republiki Sloveniji, Dissertationes 22, Digitalna knjižnica, Pedagoški inštitut 2012
P. 149
analiza učnih načrtov: družba in državljanska
(in domovinska) vzgoja ter etika
Ime teme slovenski finski
Opredelitev Človeštvo in prihodnost Global education means activity
teme which
A Globalni problemi človeštva
B Trajnostni razvoj včeraj, danes, jutri A guides towards individual global
C Varovanje naravnega in kulturnega responsibility and communal global
okolja kot skupne dediščine človeštva responsibility; the ethic of a world
D Odnos do drugih živih bitij na citizen, which in turn is founded in
planetu fairness and respect of human rights
E Problemi virov B supports growth into a critical and
F Ključne razlike v sodobnem media-critical citizen with knowledge
človeštvu and skills to act successfully as part of
G Možnosti sodelovanja posameznika one’s own community in a globalising
pri odločitvah o prihodnjem razvoju world
H Etika za prihodnost C promotes national and international
interaction, inter-cultural dialogue
and learning from one another
Č global education is a process helping
us understand and appreciate differ-
ence and different cultures and make
choices that promote development
D helps to see the earth as an entity
with limited resources, where one
must learn both to economise
resources and to share them fairly,
equitably and equally
E increases knowledge and skills
which help us understand the ever
globalising economy and influence
the rapidly changing economy and its
social and cultural ramifications
F enhances initiative rising from an
individual aspiration to work for a
better world and from hope of its
realisation, and
G comprises human rights education,
equality education, peace educa-
tion, media education, intercultural
understanding, questions relating to
development and equity, and educa-
tion for sustainable development
(Global Education, 2007: 11).
Slabo razumljiv učni načrt je problem, zlasti ker učni načrt za cilj
postavlja kritično mišljenje. O tem, kar dobro ne razumeš, je težko misli-
ti. Manj je tudi možnosti, da bi to pomagalo pri premisleku drugih vse-
bin. Res je, da tako postane učni načrt krajši, vendar pa tudi neuporaben,
saj bi značilnost učnega načrta morala biti jasnost in transparentnost.
Enigmatične zapise drobcev vsebine sicer dodatno pojasnijo cilji, ki
pravzaprav niso cilji, temveč prikrit zapis dodatne vsebine. V resnici so
cilji pogosto vsebinsko bolj konkretni kot vsebina, tako da imajo vlogo
dodatnega opredeljevanja vsebine. Ciljev tako v učnem načrtu v nekem
smislu pravzaprav ni, sta le dve stopnji opredelitve vsebine: enigmatična
(in domovinska) vzgoja ter etika
Ime teme slovenski finski
Opredelitev Človeštvo in prihodnost Global education means activity
teme which
A Globalni problemi človeštva
B Trajnostni razvoj včeraj, danes, jutri A guides towards individual global
C Varovanje naravnega in kulturnega responsibility and communal global
okolja kot skupne dediščine človeštva responsibility; the ethic of a world
D Odnos do drugih živih bitij na citizen, which in turn is founded in
planetu fairness and respect of human rights
E Problemi virov B supports growth into a critical and
F Ključne razlike v sodobnem media-critical citizen with knowledge
človeštvu and skills to act successfully as part of
G Možnosti sodelovanja posameznika one’s own community in a globalising
pri odločitvah o prihodnjem razvoju world
H Etika za prihodnost C promotes national and international
interaction, inter-cultural dialogue
and learning from one another
Č global education is a process helping
us understand and appreciate differ-
ence and different cultures and make
choices that promote development
D helps to see the earth as an entity
with limited resources, where one
must learn both to economise
resources and to share them fairly,
equitably and equally
E increases knowledge and skills
which help us understand the ever
globalising economy and influence
the rapidly changing economy and its
social and cultural ramifications
F enhances initiative rising from an
individual aspiration to work for a
better world and from hope of its
realisation, and
G comprises human rights education,
equality education, peace educa-
tion, media education, intercultural
understanding, questions relating to
development and equity, and educa-
tion for sustainable development
(Global Education, 2007: 11).
Slabo razumljiv učni načrt je problem, zlasti ker učni načrt za cilj
postavlja kritično mišljenje. O tem, kar dobro ne razumeš, je težko misli-
ti. Manj je tudi možnosti, da bi to pomagalo pri premisleku drugih vse-
bin. Res je, da tako postane učni načrt krajši, vendar pa tudi neuporaben,
saj bi značilnost učnega načrta morala biti jasnost in transparentnost.
Enigmatične zapise drobcev vsebine sicer dodatno pojasnijo cilji, ki
pravzaprav niso cilji, temveč prikrit zapis dodatne vsebine. V resnici so
cilji pogosto vsebinsko bolj konkretni kot vsebina, tako da imajo vlogo
dodatnega opredeljevanja vsebine. Ciljev tako v učnem načrtu v nekem
smislu pravzaprav ni, sta le dve stopnji opredelitve vsebine: enigmatična
