The focus of this paper is the relation between global warming and climate change, as the biggest problems of modern civilization, and the development of climate literacy, as one of the major ...prerequisites and tools for conquering this problem. The topic of climate literacy is being introduced in formal and informal education all over the world. As it is still in its preliminary, introductory phase, we do not have enough data to discuss its impacts in practice. A compelling definition of climate literacy, which we consider useful for its future practice, is as follows: "A climate-literate person: a) understands the essential principles of Earth's climate system; b) knows how to assess scientifically credible information about climate; c) communicates about climate and climate change in a meaningful way; and d) is able to make informed and responsible decisions with regard to actions that may affect climate" (U. S. Climate Change Science Program, 2009). According to our assumptions, climate literacy of modern civilization is very low. We have no empirical research on which to base our assumptions as there are almost no research conducted on this topic. However, systemic changes to the worse with regards to global warming can serve as an indirect indication. Climate literacy of modern societies does not yet encourage significant technological, organisational and social changes towards the reduction of greenhouse gases. Major obstacles for the development of climate literacy from the sociological standpoint are as follows: a) The perception of modern people is narrow in its scope and lags behind the facts as they claim that global warming and climate change are issues of the future. Climate literacy should, according to them, be dealt with when the problem becomes more urgent; b) An efficient and organized global political response to the issue of global warming has been non-existent for years. This has either postponed or at least slowed down the development and spread of climate literacy; c) The development of climate literacy will be motivated more by growing negative consequences of global warming than by anticipating future consequences of climate change; and d) The "translation" of scientific findings, data and insights about global warming and climate change for "ordinary" citizens is inefficient.
U središtu pozornosti članka odnos je procesa rastućeg globalnog zagrijavanja i klimatskih promjena, među najvećim problemima suvremene civilizacije, i razvoja klimatske pismenosti, kao jedne od ...glavnih pretpostavki i alata ovladavanja ovim problemom. Tema klimatske pismenosti danas je u fazi iniciranja u formalnim i neformalnim obrazovnim praksama diljem svijeta. Rezultata sustavnih istraživanja ovih praksi u ovoj fazi, logično je, još nema.
Definicija klimatske pismenosti koju ocjenjujemo uvjerljivom i korisnom u budućoj praksi klimatskog opismenjavanja glasi: „Klimatski pismena osoba: a) razumije osnovna načela planetarnog klimatskog sustava; b) zna kako doći do znanstveno vjerodostojnih informacija o klimatskim promjenama; c) komunicira o klimi i klimatskim promjenama na adekvatan i razumljiv način; i d) sposobna je učiniti utemeljene i odgovorne odluke u vezi s akcijama koje mogu utjecati na klimu u smjeru smanjenja stakleničkih plinova i smanjenja globalnog zagrijavanja“ (U. S. Climate Change Science Program, 2009). Prosječna klimatska pismenost, prema našoj općoj ocjeni, u suvremenoj je civilizaciji na niskoj razini. Za to nemamo potvrde u rezultatima istraživanja jer njih na ovu temu gotovo da i nema. Sustavno pogoršanje na polju globalnog zagrijavanje indirektno potvrđuje ovu procjenu. Klimatska pismenost suvremenih društava još ne pokreće bitne tehnologijske, organizacijske i društvene promjene ka smanjenju stakleničkih plinova. Osnovne zapreke u razvoju klimatske pismenosti sa sociologijskog motrišta su: a) Percepcija modernih ljudi je sužena, kasni za činjenicama, globalno zagrijavanje i klimatske promjene su – kažu oni - problem budućnosti! Klimatskim opismenjavanjem ćemo se baviti kada to bude aktualno; b) Učinkovit i organizirani politički globalni odgovor na problem globalnog zagrijavanja godinama je izostajao. To je, najkraće rečeno, odgodilo ili barem usporilo razvoj i širenje klimatske pismenosti; c) Klimatsko će opismenjavanje više potaknuti rastuće negativne posljedice globalnog zagrijavanja nego metoda anticipacije budućih posljedica klimatskih promjena; i d) „Prevođenje“ znanstvenih nalaza, podataka i spoznaja o globalnom zagrijavanju i klimatskim promjenama „običnim“ stanovnicima svijeta i pojedinih društava i država je neučinkovito.
U radu predstavljamo neke aspekte urbane poljoprivrede čime nastojimo ovu temu afirmirati kao značajnu za buduća sociološka i druga društvena istraživanja. U radu navodimo oblike u kojima se urbana ...poljoprivreda danas javlja te čimbenike koji su utjecali na raznolikost tih oblika. Nakon kratkog pregleda povijesnog razvoja urbane poljoprivrede, navodimo društvene značajke i funkcije različitih vrsta urbane poljoprivrede koje ona može imati u urbanom prostoru i društvu, poput utjecaja na sigurnost hrane i kvalitetu prehrane, osjećaj pripadnosti i integraciju doseljenika u zajednicu, smanjenje kriminala i povećanje socijalnog kapitala. U radu osvrnuli smo se i na kritike te na nedostatak sustavnih istraživanja urbane poljoprivrede te probleme na koje urbani poljoprivrednici, a i istraživači mogu nailaziti. Na kraju rada osvrnuli smo se na perspektive proizvodnje hrane u gradovima.
In this paper the authors will outline three time periods through which they will describe the main developmental processes in formation of civil society and environmental movement in Croatia. In the ...first part of paper they will describe beginnings of civil society formation in Croatia still being a member of Federal Republic of Yugoslavia. In second part of paper they will describe development and change of non-governmental organizations/environmental movement in the period from 1990 till today. In third part of paper they will outline the state and profile of environmental non-governmental organizations in Croatia in 2014. Then they will address most recent relevant surveys, Sustainability Index of civil society organizations and civil society index, and they will outline the part of qualitative research that refers to the sectoral perception of environmental NGOs. Finally they will conclude about the state and direction of environmental organizations development in Croatia.
ABSTRACT IN ENGLISH: The available empirical evidence suggests that contemporary globalisation is unsustainable in the long run unless we introduce new institutions and new applied policies which ...will deal with this global problem. The social order in which `profit above all else' rules cannot be an efficient regulator of the balance between material growth and the natural resources of life. Thus a new direction of development is needed which will not repeat the mistakes of the old one. This new direction offers the concept of sustainable development which presupposes a considerable amount of social change and which has the character of a global societal social innovation. The two main pillars of sustainable development are 'learning for sustainability' and 'leading change towards sustainability'. This article is dedicated to 'leading towards sustainability' as a conscious and planned activity of democratically chosen political elites and other decision-making actors regarding the direction and modes of modern development. Leadership is by no means the dictatorship of the individual or cliques, a monopoly, or a type of 'eco-fascism'. In the article, the author considers the question of why sustainable development cannot be spontaneous, and why it has to be purposefully managed. Efficient leadership presupposes that the social actors of leading change towards sustainability have to internalise sustainability, life preservation and survival as the ultimate value and their special interest, and have to systematically 'feed themselves with new knowledge'. The production of social actors for leadership towards sustainability, a kind of 'production of actors of sustainable future' is the most important task of modern education systems throughout the world. // ABSTRACT IN GERMAN: Verfügbare empirische Angaben legen den Schluss nahe, dass die moderne Globalisierung langfristig unhaltbar ist, sofern nicht neue Institutionen und neue Maßnahmen eingeführt werden, die dieses globale Problem in den Griff bekommen. Eine dem "Profit um jeden Preis" verschriebene Gesellschafts-ordnung kann kein wirksamer Regulator des Gleichgewichts zwischen dem sich häufenden materiellen Reichtum und den natürlichen Lebensgrundlagen sein. Es ist daher notwendig, eine neue Entwicklungsrichtung einzuschlagen, bei der die Fehler der Vergangenheit vermieden werden müssen. Eine solche neue Richtung bietet das Konzept der nachhaltigen Entwicklung, das umfassende gesellschaftliche Wandel voraussetzt und den Charakter einer globalen gesellschaftlichen Innovation besitzt. Die zwei Grundpfeiler nachhaltiger Entwicklung sind "Lernen für Nachhaltigkeit" und "Führung zur Nachhaltigkeit". Der Artikel widmet sich ebendieser "Führung zur Nachhaltigkeit" als dem bewussten und planvollen Agieren demokratisch gewählter politischer Eliten sowie anderer Akteure, die Richtung und Modus der modernen Entwicklung maßgeblich mitbestimmen. Führung ist keineswegs die Diktatur eines Einzelnen oder einer Machtclique, keineswegs ein Monopol oder gar "Öko-Faschismus". Der Verfasser geht der Frage nach, warum nachhaltige Entwicklung nicht spontan erfolgen kann, sondern bewusst angestrebt werden muss. Wirksame Führung setzt dabei voraus, dass die maßgeblichen Akteure das Ziel der Nachhaltigkeit, der Verteidigung und Wahrung des Lebens als höchsten Wert und ganz besonderes Anliegen "verinnerlicht" haben und sich beständig um die "Aneignung neuer diesbezüglicher Kenntnisse" bemühen. Die Hervorbringung gesellschaftlicher Akteure, denen die Führung zur Nachhaltigkeit obliegt, d.h. die "Hervorbringung von Akteuren einer nachhaltigen Zukunft" gehört zu den erstrangigen Aufgaben moderner Bildungssysteme in der ganzen Welt. Reprinted by permission of Drustvena Istrazivanja
Održivi razvoj i vođenje Lay, Vladimir
Društvena istraživanja,
12/2007, Letnik:
16, Številka:
92
Journal Article
Recenzirano
Odprti dostop
The available empirical evidence suggests that contemporary globalisation is unsustainable in the long run unless we introduce new institutions and new applied policies which will deal with this ...global problem. The social order in which profit above all else" rules cannot be an efficient regulator of
the balance between material growth and the natural resources of life. Thus a new direction of development is needed which will not repeat the mistakes of the old one. This new direction offers the concept of sustainable development which presupposes a considerable amount of social change and which has the character of a global societal social innovation. The two main pillars of sustainable development are "learning for sustainability" and "leading change towards sustainability". This article is dedicated to "leading towards sustainability" as a conscious and planned activity of democratically chosen political elites and other decision-making actors regarding the direction and modes of modern development. Leadership is by no means the dictatorship of the individual or cliques, a monopoly, or a type of "eco-fascism". In the article, the author considers the question of why sustainable development cannot be spontaneous, and why it has to be purposefully managed. Efficient leadership presupposes that the social actors of leading change towards sustainability have to internalise sustainability, life preservation and survival as the ultimate value and their special interest, and have to systematically "feed themselves with new knowledge". The production of social actors for leadership towards sustainability, a kind of "production of actors of sustainable future" is the most important task of modern education systems throughout the world.
In this paper we will outline three time periods through which we will describe the main developmental processes in formation of civil society and environmental movement in Croatia. In the first part ...of paper we will describe beginnings of civil society formation in Croatia still being a member of Federal Republic of Yugoslavia. Awareness of environmental problems in Croatia and Yugoslavia appeared relatively early, during ‘70 (last century), not lagging much behind the developed countries, but still in a quite smaller extent. Reactions of the system regarding warnings about environmental deterioration and pollution coming from below have been restricting and civil society had limited impact. As the political system changed, and as Croatia gained independence, new processes are appearing on the civil society scene. In second part of paper we will describe development and change of non-governmental organizations / environmental movement in the period from 1990 till today. Over past 25 years number and profile of environmental NGOs in Croatia has changed constantly in number and character, but in last couple of years the civil society ‘scene’ has stabilized and matured. In third part of paper we will outline the state and profile of environmental non-governmental organizations in Croatia in 2014. Then we will adress most recent relevant surveys, Sustainability Index of civil society orgnizations and Civil society index, and we will outline the part of qualitative research that refers to the sectoral perception of environmetal NGO-s. Finally we will concludeabout the state and direction of environmental organizations development in Croatia.Regarding the later we can speak of well-formed and developed environmental movement in Croatia, although not mass and large-scaled. The state of environmental organizations is improved in almost every aspect, except in financial segment regard in the economic crisis. Nontheless, dispite the improvments in public perception, environmental organizations are still not recognized as equal partner by the policy and private sector.
This article is a contribution to reflecting on the relationship among integral sustainability as criterion/goal and sustainable development as a project/process, as well as the process of education ...(about social values) and learning (knowledge). The author draws on the viewpoint that the process of sustainable development is inherently a process of learning through which one can, if one chooses to, learn to build capacities and capabilities with the aim of living in a more sustainable way. In the first chapter a preliminary analysis of the topic's context is offered on two levels: the level of Croatia, and planetary level. In the second chapter a short discussion is reported, definitions of basic concepts given and axiological origins considered. In the third chapter of the article an overview of general and specific contents of education and learning is given. A proposition of a general curriculum is presented in ten topical "clusters". Without nourishing and learning these general contents and topics, and within them implied values, it is hard to develop an understanding of integral sustainability and sustainable development. Special contents of the curriculum, directly concerning Croatia, are initially presented in a model of three thematic "circles" derived from the analysis of natural resources and environmental specifics of Croatia. These are the following circles: a. "water-soil-food-(environmental) agriculture"; b. "ambiental resources-Karst-biological diversity-development / "environmentalisation" of tourism";
This article is a contribution to reflecting on the relationship among integral sustainability as criterion/goal & sustainable development as a project/process, as well as the process of education ...(about social values) & learning (knowledge). The author draws on the viewpoint that the process of sustainable development is inherently a process of learning through which one can, if one chooses to, learn to build capacities & capabilities with the aim of living in a more sustainable way. In the first chapter a preliminary analysis of the topic's context is offered on two levels: the level of Croatia, & planetary level. In the second chapter a short discussion is reported, definitions of basic concepts given & axiological origins considered. In the third chapter of the article an overview of general & specific contents of education & learning is given. A proposition of a general curriculum is presented in ten topical "clusters." Without nourishing & learning these general contents & topics, & within them implied values, it is hard to develop an understanding of integral sustainability & sustainable development. Special contents of the curriculum, directly concerning Croatia, are initially presented in a model of three thematic "circles" derived from the analysis of natural resources & environmental specifics of Croatia. These are the following circles: a. "water-soil-food- (environmental) agriculture"; b. "ambiental resources-Karst-biological diversity-development/"environmentalisation" of tourism"; c. "renewable energy resources & their practical affirmation environmental protection." This article supports the initiation of systematic education & learning for integral sustainability & sustainable development in Croatia & offers an outline of contents which would in the Croatian socio-cultural & developmental milieu be historically adequate & up-to-date. 1 Table, 24 References. Adapted from the source document.
UZ TEMU Lay, Vladimir
Društvena istraživanja,
2003, Letnik:
12, Številka:
65+66
Journal Article
Recenzirano
Odprti dostop
Održivi razvoj ili "razvoj sposoban za budućnost", kako to kaže uvaženi njemački sociolog Ugo. E. Simonis, unatočen određenom zamoru svjetske javnosti tom temom, i nadalje je prvorazredno važan ...predmet mišljenja i promišljanja prirodnoslovnih i društveno-humanističkih orijentiranih znanstvenika i stručnjaka.
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