THE PARADIGMATIC ASPEC TS OF ENVIRONMENTAL ISSUES AND EDUCATION FOR THE ENVIRONMENT AND SUSTAINABLE DEVELOPMENT

U sklopu istraživanja problematike obrazovanja učitelja i njihova profesionalnog usavršavanja analizirali smo paradigmatske aspekte problematike okoliša i održivog razvoja s posebnim osvrtom na područje odgoja i obrazovanja, odnosno odgoja i obrazovanja za okoliš i održivi razvoj. Globalna koncepcija održivog razvoja i suvremena problematika okoliša važno su područje refleksije i djelovanja, posebice u području odgojno-obrazovnih paradigmi. Kartezijanska, odnosno modernistička i humanističko-ekološka, odnosno postmodernistička paradigma, leže u temeljima novih ekoloških koncepcija i pokušavaju odgovoriti na izazove suvremenih načina života i rada. Tijekom proteklih nekoliko stoljeća moguće je pratiti njihov razvoj, pri čemu u fokus naših razmatranja ulazi njihov paradigmatski »sukob«. Gledano s aspekta paradigmi, razlike u pristupu promišljanja o čovjeku i okolišu te »prisvajanje« paradigmatskih obilježja problematike okoliša i održivosti, upućuju na njezinu iznimnu važnost na globalnoj razini, a posebice u području odgoja i obrazovanja. Promjena paradigmatskog svjetonazora upućuje na promjenu odnosa čovjeka i njegova okoliša, ali i promjenu u odgojnoobrazovnom promišljanju i djelovanju. Formirajući se kao neizostavni dio koncepcije održivog razvoja, odgoj i obrazovanje za održivi razvoj, na taj način i u procesu njegova razmatranja i djelovanja, logički je odgovor i prijeko potreban put na kojem treba graditi, u pomirenju paradigmi, jedinu moguću budućnost – onu održivu.Within the framework of the research of the issues of teacher training and professional development, the paradigmatic aspects of the issues of the environment and sustainable development have been analysed with special attention given to the field of education, i.e. education for the environment and sustainable development. The global conception of sustainable development and the contemporary environmental issues represent an important field of both reflection and action, particularly within the framework of educational paradigms. The Cartesian or the modernistic and humanistic ecological or the postmodernistic paradigms are at the very core of the novel ecological conceptions, and have been attempting to respond to the challenges of contemporary lifestyles. It has been possible to follow their development through the last few centuries, with their paradigmatic »conflict« having become the focus of this study. From the perspective of paradigms, the differences in the approaches of one’s reflections on man and nature, as well as the »adoption« of the paradigmatic features of the environmental and sustainability issues point to its exceptional global importance, particularly in the field of education. A change in paradigmatic worldview indicates a change in one’s relationship to one’s environment, as well as a change in one’s both reflection and action on education. Forming as an inseparable constituent of the concept of sustainable development, education for sustainable development is the logical answer and absolutely essential path on which, while reconciling paradigms, to build a possible – and sustainable – future