Envigogika (E-Journal, Charles University Environment Center in Prague)
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Social learning in transnational projects – lessons from European territorial cooperation projects
Get PDFStaré průmyslové regiony v Evropě prošly v posledních desetiletích radikálními změnami. Poté, co v nich převažující průmyslová odvětví byla omezena nebo uzavřena, tyto regiony obvykle čelí velkým potížím, které mají vliv na jejich ekonomickou, sociální a ekologickou budoucnost. Jednou z možností, jak podpořit proces jejich transformace, je určit a udržitelným způsobem využívat to, co po sobě průmyslová výroba zanechala. Takové využití regionálního potenciálu, obecně označovaného jako jejich přírodní a kulturní bohatství, bylo cílem dvou projektů mezinárodní spolupráce ReSource a Shift-X, které byly oba financovány Fondem Evropské unie pro rozvoj (EFRR, INTERREG IVB).Článek ukazuje, jak zapojení výzkumu v podporovaných projektech nastartovalo společné učení – podpořilo předávání znalostí mezi všemi partnery projektu. Autoři argumentují, že na jedné straně tento přístup nabídl partnerům důležité vzájemné výhody, přitom však na druhé straně dosáhnout těchto výhod bylo dosti náročným úkolem mezinárodní spolupráce. V upadajících průmyslových regionech, zvláště těch, kde jsou zastoupeny jen malé a střední obce, jsou kapacity omezené a jakýkoliv vnější zásah je často chápán spíše jako nežádoucí faktor, který dále omezuje zdroje a poskytuje málo výhod pro samotné regiony. Proto jedním z hlavních cílů mezinárodní spolupráce musí být vytvoření důvěry a založení pracovního vztahu mezi všemi partnery. Zapojení do projektů ukázalo, že společná práce regionálních aktérů a vnějších akademických partnerů může mít významný vliv na učení všech zúčastněných; přesto musí překonávat určité výhrady z jejich strany, než lze úspěšně pokračovat v žádoucích inovacích.Old industrial regions in Europe have undergone radical changes in the last decades. After downsizing or closure of predominant industries such regions usually face big challenges concerning their economic, social and ecological futures. One chance to master this transformation process is the identification and sustainable utilisation of potentials left by industrial production. Utilisation of regional potentials, commonly categorized as natural and cultural potentials, was the aim of two transnational cooperation projects ReSource and SHIFT-X, which were both funded by European Union’s Development Fund (ERDF, INTERREG IVB).The paper shows how the involvement of research partners in the projects supported and facilitated joint learning effects and knowledge transfer between all project partners. It is argued that on the one hand such an approach offers important mutual benefits for partners, while on the other hand the realisation of such benefits remains a challenging task in a transnational collaboration. In declining industrial regions, especially when characterised by small- and medium-sized towns, the capacities to act are scarce and any outside intervention is often seen more as an unwanted factor that additionally stretches resources and provides little advantages for such regions. Therefore one of the main aims in transnational collaboration has to be the establishment of a trustful and committed working relation between all partners. The engagement in the projects has shown that the joint work between regional actors and the external academic partners can create important transnational learning effects for all involved; nevertheless it has to overcome certain reservations on all sides before innovative ways can be pursued successfully
Competence raising through teaching of ESD environmental key topics implementing “project technology”
No full textVysokoškolské vzdělání v Arménii v současné době čelí tlaku vzdělávacích reforem, jakož i novým rozvojovým možnostem. Realizace potřebných změn souvisí s tím, že kromě znalostí, schopností, dovedností a hodnot jsou v procesu učení zdůrazňovány kompetence. Balíček reforem rovněž vyžaduje nové uvedení do globálních otázek životního prostředí ve vysokoškolském vzdělávání. V podmínkách současné ekologické krize je jedním z nejdůležitějších úkolů navrhnout nové přístupy ke vzdělávání pro udržitelný rozvoj ve vysokoškolském vzdělávání. Hlavní cílem tohoto typu vzdělávání je pak zvýšit kompetence a účast žáků v ochraně přírody a při rozhodování.Tzv. UNESCO Chair ve vzdělávání pro udržitelný rozvoj v Centru pro ekologicko-noosférických studií Národní akademie věd Arménské republiky ve spolupráci s Národním institutem vzdělávání arménského Ministerstva školství a vědy realizují řadu školení a seminářů pro pedagogy a studenty z pedagogických ústavů – cílem je zvýšit jejich kompetence v klíčových oblastech a tématech životního prostředí a v kontextu udržitelného rozvoje, a to prostřednictvím projektové metody výuky. Pro tato školení a semináře byly vybrány pedagogicky orientované univerzity a instituce odborného vzdělávání, kde se výuka vedla projektovou metodou s vybranými nejlepšími studenty a vyučujícími. Během těchto školení a seminářů (zabývajících se různými problémy v oblasti životního prostředí) bylo proškoleno 44 učitelů a studentů z 5 vysokých škol, 3 odborných škol, 5 středních škol, a 3 nevládních organizací působících ve 3 oblastech Arménské republiky. Byla provedena evaluace a nejlepší vyhodnocené projekty byly prezentovány na diskusích u kulatých stolů.Higher education in Armenia is currently facing the pressure of reform as well as tremendous opportunities for development. Implementation of these reforms is conditioned by the fact that competence is emphasized among knowledge, abilities, skills and values. The package of reforms also requires a new introduction to global environmental issues in higher education. In the conditions of the present ecological crisis one of the most important issues is to develop new approaches to ESD in higher education. The main problem of ESD is to raise the competence and participation of learners regarding environmental protection and resolution.The UNESCO Chair on “Education for Sustainable Development” at the Center for Ecological-Noosphere Studies of the National Academy of Sciences of the Republic of Armenia in cooperation with the National Institute of Education of the Armenian Ministry of Education and Science are carrying out a series of trainings and seminars for educators and students from pedagogical institutes to increase their competence on key environmental topics in the context of sustainable development implementing project method of teaching. Pedagogical-oriented universities and vocational training institutions have been chosen, where trainings and seminars have been carried out with the best students and the teaching staff using project method. In the result of the trainings and seminars 44 teachers and learners from 5 universities, 3 vocational colleges, 5 high schools, 3 NGOs were trained in 3 regions of the Republic of Armenia (with different environmental problems). Evaluations were carried out and the best tested projects were presented at round table discussions
The Ethics of Persona
Get PDFV textu nazvaném „K personální etice“ jsou postupně otevírány následující otázky: Co je základem etiky? Co zakládá lidství člověka? Jak se v dějinách proměnil pohled na podstatu člověka? Co znamenal objev subjekt-objektového přístupu k světu? Proč se dnes hovoří o potřebě nové etiky? Po zdůraznění role komunikace v lidském bytí je ukázán důsledek rozdílu společenského nebo individuálního východiska lidské existence. Dále je vylíčeno postupné objevování personální dimenze člověka až k napětí, které je možné na základě Lévinasovy formulace vyjádřit jako otázku: nominativ, nebo akuzativ? Poukazem na upřednostnění akuzativního „sebe“ před nominativním „já“ se dospívá k upřednostnění odpovědnosti a péče jako (existenciálně) podstatnému etickému východisku pro smysluplný rozvoj člověka a světa.In the text entitled "The Ethics of Persona" are successively opened following questions: What is the basis of ethics? What constitutes the humanity of man? How have views of human nature in history changed? What has the discovery of the subject-object approach to the world meant? Why do we now talk about the need for a new ethics? After emphasizing the role of communication in the human being, a consequence of the difference of social or individual bases of human existence is shown. Also depicted is the gradual discovery of the personal dimension of man and the tension, which can be expressed following Levinas\u27s formulation, as a question: nominative, or accusative? Referring to the prioritisation of accusative "selves" before the nominative "Ego" leads to the prioritisation of responsibility and care as the (existential) significant ethical basis for the meaningful development of man and the world
Competences for sustainable development in higher education - analysis of the Central and Eastern European Region
No full textPro rozvoj oborů souvisejících s udržitelným rozvojem na vysokoškolské úrovni jsou zapotřebí především změny v samotné výuce. Aby poukázali na procesy související s touto transformací, zkoumali autoři (předpoklady pro) rozvoj kompetencí vysokoškolských pedagogů ve 13 zemích střední a východní Evropy a srovnali tato zjištění s podobnými poznatky z jiných evropských zemí. Pro analýzu situace byl využit průzkum, v němž byly zjišťovány národní podmínky pro VUR na úrovni VŠ; samotné kompetence pak byly vybrány z příkladů dobré praxe v případových studiích, vypracovaných podle vzoru kompetencí EHK OSN. Výsledky ukazují některé nedostatky v profesním rozvoji vysokoškolských pedagogů: pěstování kompetencí není obecně věnována pozornost a chybí zvláště v oblasti VUR. V důsledku toho jsou přístupy a principy VUR aplikovány ve zkoumané části světa méně často.Z širšího pohledu vyplývá, že příležitosti pro rozvoj kompetencí na úrovni VŠ existují, ale jsou nerovnoměrně rozděleny mezi jednotlivými zeměmi. Pro podporu profesního rozvoje kompetencí vysokoškolských pedagogů v oblasti VUR je důležitým faktorem pochopení environmentálního vzdělávání ve vztahu k vzdělávání pro udržitelný rozvoj, a také přijetí inter– či trans–disciplinární perspektivy. Autoři tvrdí, že oborový přístup je hluboce zakořeněnou součástí akademické kultury ve všech post-socialistických zemích střední a východní Evropy, zatímco pro udržitelnost je zásadní transdisciplinární přístup a širší zapojení zúčastněných stran. Kontext prezentovaného výzkumu tvoří projekt University Educators for Sustainable Development (UE4SD), do kterého je zapojeno 53 partnerů z 33 evropských zemí; jejich spolupráce má pomoci určit nejlepší způsoby, jak rozvíjet kompetence vysokoškolských pedagogů ve výuce udržitelnosti. Některé výsledky tohoto projektu jsou v článku stručně představeny.Debates relevant to sustainability oriented teaching at higher education level anticipate the necessary transitions in curricula. In order to depict the overall ESD related transformation of university teaching, the authors examined (pre–requisites for the development of) university educators’ competences in 13 countries of the Central and Eastern Europe, and compared these findings with those from other European countries (similar in some aspects). The situation was analysed in a survey where national policy conditions for ESD at HE level were examined, and competences were outlined within good practice case studies according to the UNECE framework. The results show some deficits in professional development of university educators, where attention to competences is missing in general, and in the field of ESD in particular. In consequence, ESD approaches and principles are applied less frequently in this part of Europe.From a broader point of view it was observed that opportunities for competence development at HE level exist but are unevenly distributed across countries. For support of professional development of university educators in the field of ESD competences, understanding of environmental education versus ESD is an important factor, and also acceptance of an inter– or transdisciplinary perspective. The authors argue that disciplinarianism is a deeply rooted part of academic culture in all post–socialist CEE countries, while for sustainability a transdisciplinary approach and the wider involvement of stakeholders is crucially needed. The context of the presented research is the University Educators for Sustainable Development (UE4SD) project where 53 partners from 33 European countries collaborate to identify the best ways to develop university educators’ competences in sustainability teaching. The outcomes of this project are briefly introduced in the article
Debate about the Šumava National Park in the Czech Chamber of Deputies
No full textRegion Šumavy byl v druhé polovině 20. století dosídlený obyvateli z mnoha východoevropských zemí. Bez znatelnějšího občanského zájmu byla následně v roce 1991 vyhlášena jeho ochrana. Ochránci přírody se musí vypořádávat se strachem místních lidí, který se mnohdy proměňuje ve zlobu. Toho systematicky využívá část politické reprezentace k manipulaci veřejného mínění ve prospěch zájmů místní lobby. Správní úřady na území národního parku mění svůj přístup v návaznosti na trend v celonárodní politice, následkem čehož roste nestabilita přístupů k národnímu parku, jenž dosud vyústila do dvou výrazných období protestů ochránců přírody.Článek odkrývá tuto strukturu událostí za pomoci obsahové analýzy kompletního znění politických debat o Šumavě na půdě Poslanecké sněmovny mezi roky 1994 a 2012. Politici totiž využívají výše popsanou situaci na základě svých politických strategií. Během parlamentních debat se odkazují na regionální atmosféru při zdůrazňování nezaměstnanosti, životní úrovně a exkluze místních lidí z rozhodování. Pomíjejí přitom pluralitu situace v místě, nepatrnou roli v konstrukci problému u samotných politiků a znevažují vědeckou shodu.Článek rovněž shrnuje dosavadní legislativní návrhy týkající se Národního parku Šumava mezi roky 1991 a 2013. Zaměřuje se přitom na porovnání vývoje akcentů a dikce v jednotlivých návrzích a na základě analýzy kontextu popisuje dosavadní legislativní proces. Rozbor poslání národního parku v textu návrhů doplňuje analýzou parlamentní rozpravy, která se o návrzích vedla. Text na základě diskurzivní analýzy rozebírá základní vzorce a role, které při této diskusi její aktéři zastávají, jak se jejich pozice promítají do podoby legislativních návrhů, a jak se vyvíjí pojmové rámování tématu. This study focuses on the content of the complete transcripts of parliamentary debates about National Park Šumava (ŠNP) in the Chamber of Deputies between 1990 and 2013. The study shows that politicians have been using the situation in the ŠNP to support their political strategies. During the parliamentary debates they refer to the regional atmosphere while highlighting peripheral character of the region and exclusion of local people from decision-making. They ignore plurality of conditions in the area and role of politics in the construction of the problem. The study also summarizes the legislative proposals relating to ŠNP through examination of evolution of accents and dictions in different bills and description of legislative process. Basic patterns and roles represented in the discussion are analysed, as well as the way they are reflected in the conceptual framing of the topic and accents of legislative proposals. The study concludes that scientific approach, reducing political influence on the territory, gradually disappears from the content of parliamentary debates and from the mission statement of the bills on ŠNP
Development of environmental attitudes from the perspective of teachers from the second level of primary schools
No full textPříspěvek shrnuje výsledky původního výzkumu zaměřeného na problematiku environmentálních postojů. Jednalo se o kvalitativní výzkum, který byl proveden metodou polostrukturovaných rozhovorů a zúčastnilo se ho 10 respondentů (učitelů), kteří vykonávají funkci koordinátora EVVO. Otázky byly zaměřeny na chápání pojmů postoj, názor, hodnota a zájem. Bylo zjišťováno, zda respondenti svou výuku cíleně zaměřují na rozvoj environmentálních postojů a jakým způsobem postoje u žáků rozvíjí. Na základě analýzy rozhovorů lze respondenty rozdělit do několika skupin podle několika kritérií (především zda o postojích přemýšlejí v rovině teoretické a do jaké míry své závěry uplatňují v praxi). Dále bylo zjišťováno, jaký vliv na výuku postojů sehrálo zavedení RVP. Většina respondentů se domnívá, že zavedení tohoto dokumentu příliš neovlivnilo rozvoj postojů ve výuce. Ve výzkumu byl také zjišťován vzájemný přenos postojů mezi žáky a jejich rodiči, přičemž byl zaznamenán především přenos postojů ze žáků na jejich rodiče.This paper summarizes the results of original research focused on the issue of environmental attitudes. It concerns qualitative research which has been conducted by semi-structured interviews with 10 respondents (teachers) who are environment education coordinators. Questions were focused on their understanding of the concepts of attitude, beliefs, values and interest. It also ascertained whether respondents considered their teaching systematically focused on the development of environmental attitudes and how they develop the attitudes of pupils. Based on an analysis of the interviews the respondents can be divided into several groups according to several criteria (primarily whether they think about attitudes at a theoretical level and to what extent their plans are put into practice). What impact the introduction of the Framework Educational Programme for Basic Education had on the teaching of attitudes was also observed. Most respondents believe that the introduction of this document does not significantly affect the development of attitudes in teaching. The transfer of attitudes between pupils and their parents was also observed in which the predominant transmission of attitudes was from pupils to their parents
The second life of Tuchomyšl: Local identity of displaced people from a strip-mined village (English version)
No full textV důsledku těžby hnědého uhlí v severních Čechách a s ní spojeným rozvojem průmyslu bylo v uplynulém století zlikvidováno 106 obcí a vystěhováno devadesát tisíc obyvatel. Jednou z těchto obcí byla i Tuchomyšl, jejíž obyvatelé byli přemístěni do nově postavených panelových sídlišť v Ústí nad Labem a Chlumci. Na základě antropologické analýzy biografických rozhovorů s přesídlenci z Tuchomyšle tato případová studie ukazuje, jak se někdejší Tuchomyšlané dnes identifikují s již neexistujícím fyzickým prostorem Tuchomyšle, a zároveň jak reflektují nedobrovolné přestěhování. Jak se ukázalo, lokální identitu těchto přesídlenců ovlivňuje několik faktorů v čele s místem nového bydliště, věkem v době likvidace a ekonomickou situací daného člověka. Tito lidé se přitom dodnes silně identifikují se sociálním prostorem zaniklé obce, který svými pravidelnými srazy udržují i 35 let po fyzické likvidaci obce při životě.Českou verzi textu najdete zde.The 20th century saw the obliteration of 106 towns and villages, and 90,000 people were displaced as a result of brown coal mining in North Bohemia and associated industrial development. Tuchomyšl was one of these villages; its population was resettled in newly built prefabricated housing estates in Ústí nad Labem and Chlumec. Based on an anthropological analysis of biographic interviews with the displaced people of Tuchomyšl, this case study demonstrates how the former residents of Tuchomyšl identify with the physical space of the village which no longer exists, and what they think of their forced eviction. As it turns out, the local identity of these resettled people is influenced by several factors, particularly the location of their new residence, their age at the time of their village\u27s destruction, and their economic standing. These people continue to identify strongly with the social space of the former village, which they keep alive with regular get-togethers even 35 years after the physical destruction of the village
Invitation to the conference Our common present 2016
No full textVelké naděje, projekty, omyly – snahy o pochopení a ovládnutí přírody v minulosti a dnesKonference se uskuteční na Filosofické fakultě UK, Praha 1, nám. Jana Palacha 2, místnost 104 (viz mapa), ve dnech 31. března (česká část) ‑ 1. dubna 2016 (anglická část konference).Aktuální informace o konferenci a jejím programu najdete zde.Z kapacitních důvodů je nezbytné se k účasti přihlásit; registrační formulář najdete zde.Téma konference:Lidé se s nevypočitatelností přírody snažili vypořádat odjakživa, současně ji ale také svými zásahy v jistém ohledu působili. Odedávna toužili proměnit prostředí, společnost nebo i samotného člověka; pokoušeli se spoutat přírodní síly nebo předcházet nepředvídatelným rizikům. Pokusy o zasahování do přírody nebo manipulaci s lidskou bytostí a vazbami a pouty sociálními či ekonomickými ovšem často pro nepochopení podstatných vnitřních zákonitostí vyzněly (sebe)destruktivně. Hranice mezi tím, co je založeno na snech či pouhé iluzi, a příznivě působícími plány či procesy, je takřka nerozlišitelná – skutečné přínosy, nebo naopak zásadní rizika se obvykle projeví až po dlouhé době. Kýžený pokrok a nezamýšlená katastrofa jsou často jen dvě strany stejné mince. A tak i v plně odpovědném a vědecky uchopeném vztahu k přírodě můžeme sledovat poměrně nezřetelnou hranici mezi možným a nemožným, realitou a fikcí, kterou je snadné technickými prostředky pravidelně překračovat.V tomto smyslu hledáme poučení z minulosti, současně se ale pokoušíme nahlížet do budoucnosti – sledujeme velké (i menší), často utopické plány společenské, technické nebo třeba umělecké. Mapujeme slepé uličky, které lidé v minulosti vyzkoušeli, i ty, do kterých se právě vrhají. Pokládáme to za způsob, jak se o vztahu člověka a přírody dozvědět více. Současně si klademe četné otázky, které se nás přímo dotýkají. V co dnes můžeme doufat, čeho se obávat, kam pravděpodobně směřujeme? A jak (a jakou) o tom podáme zprávu těm, co přijdou po nás ‑ budou žít ve světě postaveném z našich představ a rozhodnutí?Great expectations, projects and mistakes – efforts to understand and control nature in the past and the presentThe Conference will take place at the Faculty of Arts, Charles University, Prague 1, square Jana Palacha 2, room 104 (see map), 1st April 2016People have for ages been trying to deal with the unpredictability of nature and at the same time causing it through their interventions. They have always longed to transform the environment, society, or even man as such; they have strived to harness the forces of nature or prevent unpredictable risks. Attempts to interfere with nature or engineer human beings and their social or economic relationships have often been (self) destructive due to misunderstandings over fundamental internal principles. The boundary between what is based on dreams or mere illusion, and appropriate plans and processes, is almost indistinguishable – the real benefits or, conversely, major risks, usually become apparent after only a long time. Desired progress and unintended disaster are often two sides of the same coin. And so even in a fully responsible and scientifically sound relationship with nature we can observe an indistinct dividing line between the possible and the impossible, reality and fiction, which is easy to regularly transgress by technical means.In this sense, we are looking for lessons from the past, but at the same time trying to look into the future – we see big (and small), often utopian plans for social or technical development, and artistic achievement. We attempt to map the dead ends that people have tried in the past and those into which they are now wanting to enter. We consider it a way of learning more about the relationship between man and nature. At the same time, we have numerous questions that directly affect us. In what we can hope for today, what we should worry about, where are we probably heading? And how (and what) we will report back to those who come after us –will they live in a world built on our ideas and decisions
Editorial 10 (1)
No full textDear readers,We offer you a new English issue of Envigogika which thematically focuses on case studies of regional sustainable development where social actors play specific roles in communication processes – it documents both the promotion of positive changes at regional level and/or also provide evidence to illuminate seemingly unresolvable conflicts. The concept of social learning from an educational point of view frames this thematic edition – as with any other learning process, stakeholder dialogue has a transformative aspect, the opportunity to confront and possibly change opinions and act on the basis of agreed emergent standpoints. In particular, this collection of case studies specifically tries to illuminate role of science and education in regional development, and attempts to introduce methods of analysis of diverse social relationships as well as practical ways of facilitation of communication processes.In this issue of Envigogika two types of case studies are presented – regional development and regional conflicts. Progress in both is highly dependent on the involvement of actors who shape discussions and consequently frame the issue. Analysis of social aspects is hence highly desirable and first steps undertaken here show some interesting results.The first area of interest (development issues) is a traditional focus of Actor Analysis (AA) and this method is widely used abroad in the envisioning stage and helps to facilitate negotiation processes. In the Czech context however, deliberation processes take place rather spontaneously and without a proper analytical stage, and reflections on negotiations in specific cases illustrates exactly this. A hypothesis about the need for continuous cultivation of democratic conditions in the Czech Republic, (with help of sound scientific analytical methods) specifically concerning deliberation processes, was posed as a result of a collaborative research process. This hypothesis was explored in different ways by our invited authors.To provide a brief overview of the issue:Simon Burandt, Fabienne Gralla and Beatrice John in their article Actor Analysis in Case Studies for (regional) Sustainable Development introduce the Actor Analysis analytical tool used to reflect regional (sustainable) development challenges throughout several articles in this issue. This method can be used with the aim not only of studying social capital, but also to have an impact on decision making and community choices. Its role in describing social players and their interactions, to assist in understanding regional development processes and potential conflicts, and to provide information for strategy development is demonstrated through a specific case (the Ore Mountains). The steps of an actor analysis described in the article can be read as guideline for implementing this analysis and an analytical perspective on this process is provided by this article.An outstanding Czech sustainability oriented local economy project is presented in an article by Jan Labohý, Yvonna Gaillyová and Radim Machů: A sustainability assessment of the Hostětín cider house project. The authors assess the sustainability of the project in relation to different kinds of capital using complex indicators that uncover different aspects of the production process and its local cultural characteristics; moreover, effects to the local economy are measured using the local multiplier effect indicator. From this assessment it is clear that the cider house project meets the primary goals of regional sustainable development in a long term perspective.Another – opposite, negative – case is described by Jan Skalík in the analyses the Debate about the Šumava National Park in the Czech Chamber of Deputies. The article demonstrates persisting conflict and its roots with help of the text analysis method applied to the transcripts of parliamentary debates about National Park Šumava (ŠNP) in the Chamber of Deputies between 1990 and 2013. The relationship between politicians and local people within decision-making process, which is depicted as a consequence of this conflict, is then discussed. Interesting conclusions concern the plurality of dialogue and roles of the actors within it; the influence of scientists on the solutions; and the inflammatory and emotional characteristics of recent debate.As a contrast, which serves as a counterargument to show the power of civic society, Vendula Zahumenská refers to a case in Hradec Králové where environmentalists and local developers have been in conflict concerning the development and commercial use of the Na Plachtě natural monument. This case study shows the role of public participation in environmental protection and describes the specific opportunities for influencing environmental decision-making.But there are cases in CR where declared economic interests are so strong that they eliminate dialogue with civic society – for example, as a result of brown coal mining and its associated industrial development, 106 towns and villages were obliterated in North Bohemia and its population was resettled to newly built prefabricated housing estates. A Case study analysing biographic interviews with the displaced people of Tuchomyšl is presented by Ivana Hermová. The author shows that the former Tuchomyšlers continue to identify strongly with the social space of the obliterated village, and discovers how they reflect on their forced eviction 35 years after the physical destruction of the village.That these conclusions concerning the involvement of social actors might be reflected (and used) in the practice of school education, is described by Alois Hynek, Břetislav Svozil, Jakub Trojan and Jan Trávníček. In a reflection on the Deblínsko landscape project these authors refer to the roles of stakeholders including a university, primary school and kindergarten, and also owners, users, decision-makers, shareholders and stakeholders within public administration. The project is driven by Masaryk University which applies sustainability/security concepts in practice while closely relating these activities with research and teaching. This experience shows that social learning processes can start early among children/pupils/students.A brief analytical overview of cases in this special issue, as well as an overview of information and experiences from a database of case studies from different regions of the Czech Republic and from abroad (compiled by authors beyond the scope of this issue), is provided in an article Potential for social learning in sustainable regional development: analysis of stakeholder interaction … by Jana Dlouhá and Martin Zahradník. The conditions for the success or failure of environmental or sustainable development strategies from a social point of view have been analysed here with a focus on the roles of actors in a dialogue about regional sustainability issues within cooperative or conflict situations and concern for the communication processes among actors, scientists included. As a result of this analysis, interesting hypotheses were formulated, related to the role of future visioning as a ground for discussion, communication frameworks which involve all concerned actors, and the (non)existence of facilitation practices. These findings highlight the importance of reflecting on development issues’ social aspects to help understand and promote democratic decision making processes at regional level.The case studies which follow the research section of the issue take the opportunity to provide a colourful depiction of local sustainable development conditions. The Description of old industrial regions in Europe and potential for their transformation is described by Joern Harfst and David Osebik who stress social learning as an important transformative factor. In particular the involvement of research partners may support joint learning effects and knowledge transfer between all actors. Establishment of trusting working relationships may be crucial to overcome certain reservations on all sides before innovative approaches can be pursued successfully.The Vulkanland case study case written by Michael Ober traces the first glimpses of a sustainable development vision for a border region with little hope for economic prosperity to the successful development of a new identity which has reinforced local peoples’ self-confidence. The initiators of the project first imagined a future built on different standards than the past and consequently managed to substantially transform this region within a period of 15 years. The ‘Steirisches Vulkanland’ region now includes 79 municipalities which together promote local, green, self-sustaining businesses and continue to be ambitious about their future visions including achieving energy independence.As part of the theme illustrated in this Special issue and mentioned also within the analysis of the cases is a text Discovery of a supposed extinct settlement species made at Königsmühle in the Ore Mountains (published previously in Envigogika 9/1 last year but worth republishing in English in the context of this thematic issue). Author Petr Mikšíček pays attention to footprints left in the landscape by bygone generations of inhabitants (and also to present-day footprints left by our generation) and struggles to retain this memory for future generations. Clashes with the interests of some of the actors (land owners in this case) are necessary to preserve the footprints that are on the brink of being wiped out.A brief introduction to the new publication Analysis and support for participatory decision-making processes aimed at regional sustainable development strategies through the use of actor analysis methodology which is available fully online here is presented in the Information section of the Issue.From this overview, some general conclusions can be derived:Conflict situations described in this issue emerged when traditional concepts were enforced by strong actors (without joint envisioning and planning with the others); these circumstances usually do not allow for balanced discussions about the future. However the important role of minor actors such as scientists was also revealed. Experiences with their involvement provided a chance to highlight the role of scientists in policy-making.Based on the findings of this and other related research, the role of scientists can be framed not only as providers of the (rather technical) expertise to reach the goals that were set within the environment or SD oriented decision-making, but also as entering policy negotiations providing an insight into the processes they undergo. If invited at an early stage of decision-making, they can have a considerable impact on its results (then their involvement can be described as an action research). This finding might be used in planning of similar practical and scientific projects.As we can see, several interesting ideas resulted from a comparative meta-analysis of the case studies and were outlined in this issue of Envigogika. In general, it is a social point of view that provides an insight into the nature of the examples presented from the Czech Republic and the good practices from abroad. A scientific method of description is used here to reflect policy mechanisms as well as to indicate a way forward for integrating decision making practice into very sensitive, local or regional sustainability contexts. We sincerely hope that this will precipitate a broad process of public dialogue among experts as well as other actors – beyond the realm of academic discussions only, but nevertheless with substantial academic input.We wish you an enjoyable read and a pleasant and relaxing summer!On behalf of the Envigogika editorial teamJana and Jiří DlouhýAcknowledgementResearch in several articles of this issue was supported by the following projects: Interdisciplinary network of cooperation for policy development in the field of sustainable development (Mezioborová síť spolupráce pro policy development v oblasti udržitelného rozvoje – MOSUR, 2011‑2014) CZ.1.07_2.4.00_17.0130 from the OPVK program of Ministry of Education, Youth and Sports; and TD020120 (TAČR), and 14/36005S (GAČR)
Call for papers – thematic issue Competences in Environmental Education (EE) and Education for Sustainable Development (ESD)
Get PDFCompetences have been identified as legitimate educational goals wherever it is not only knowledge that counts in learning (and educators are concerned with not only the cognitive domain in their teaching). There is an ongoing discussion on “key competences for all” identified by the European Parliament as a necessary prerequisite for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society (cf. EP, 2006). Also in the field of EE and ESD, there have been attempts to find appropriate operationalisation of action-oriented, learner-centred, and socially and environmentally responsible educational strategies which would help to realize a transition of the whole education system towards sustainability. Competences appear to be an appropriate concept providing an opportunity especially for a change of traditional teaching/learning practices and proper assessment of these innovations at the level of the student, educational module or programme, and also the policy level – they might be specifically designed for different disciplinary and cultural contexts and easily adjusted for all ISCED levels. As a proper tool for setting transformative educational goals and reflection of the prerequisites/outcomes of the relevant learning processes, they have been stressed in prominent ESD policy documents (UNECE, 2011, 2013), in theoretical discussions (Wiek et al.,2011) as well as in practice (growing knowledge base of case studies in relevant journals).We encourage concerned experts to enrich this debate and contribute to the pool of knowledge by providing results of their original research and share their experience with practical implementation of the concept – and submit their work for the thematic issue of Envigogika. We accept articles in the category of research papers and case studies; moreover, there is a possibility to provide multimedia presentations of existing learning programmes and other activities. The deadline for submission of the manuscripts is 15 September 2014; the thematic issue will appear after the review process by the end of the year.The theme of the Envigogika issue is closely related to the international COPERNICUS Alliance Conference to be held on 3 October 2014 the outcomes of which are expected to be one of the main contributions to the UNESCO Decade for ESD (2005‑2014), ending this year. Conference-related themes cover curricular aspects of university education; thus they provide an opportunity to reflect ESD-oriented higher education in all disciplinary fields from the perspective of the educator and his/her professional development. Articles related to the themes of the Conference can be presented in parallel sessions as part of the afternoon programme (see here) if they are submitted in the form of abstracts through the registration system on the conference website by 15th July 2014. Other competence-related themes may be submitted for the special issue of Envigogika as well.Authors are warmly welcome to attend the COPERNICUS Alliance Conference to meet top European experts in the field and discuss issues of common interest. The Conference is closely associated with the UE4SD project which links the competence theme with professional development of university educators in the field of ESD. In the project, 55 partners from 33 countries are represented, the majority of which are expected to attend the Conference as it is a constitutive part of their cooperation. Four regions (East, West, North and South) are evenly covered by the partners’ consortium and thus the Conference will be a unique opportunity to also make links with these regional networks. Authors from the Czech Republic and its neighbours are therefore especially encouraged to consider their involvement in the Conference programme as the transition towards sustainability is an issue to be highlighted in this part of the world.ReferencesEP, (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. European Reference Framework in the EC. Official Journal L 394 of 30.12.2006. [online] [cit 2014-05-12] available from http://www.cmepius.si/files/cmepius/userfiles/grundtvig/gradivo/key_competencies_2006_en.pdf (see also http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm ).UN ECE (2011). Learning for the future: Competences in Education for Sustainable Development. Geneva: United Nations Economic Commission for Europe, Steering Committee on Education for Sustainable Development. Retrieved from http://www.unece.org/fileadmin/DAM/env/esd/ESD_Publications/Competences_Publication.pdfUN ECE (2013). Empowering educators for a sustainable future: Tools for policy and practice workshops on education for sustainable development Competences. Geneva: , United Nations Economic Commission for Europe, Steering Committee on Education for Sustainable Development. Retrieved from http://www.unece.org/fileadmin/DAM/env/esd/8thMeetSC/ece.cep.ac.13.2013.4e.pdfWiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustain Sci, 6(2), 203-218. Retrieved from http://link.springer.com/10.1007/s11625-011-0132-6 http://dx.doi.org/10.1007/s11625-011-0132-6