cjeloživotno učenje za održivi razvoj - Učiteljski fakultet - Sveučilište ...

V. Uzelac, THEORETICAL-PRACTICAL FRAMEWORK OF LIFELONG LEARNING...ble development and conception of lifelong learning (Memorandum o cjeloživotnomučenju, Bruxelles, 2000).The conception of lifelong learning for sustainable development is mostly viewedfrom a vertical and horizontal viewpoint (Pastuović, 2001). As it is a matter of thecombination of numerous components and their interlacement, and also the fact thatthey belong to different categories, numerous questions have been opened withinthese viewpoints. Analyzing the single statements, it is possible to identify someof them only approximately although this is also relative and subject to a broaderreconsideration. We have chosen several statements as the starting points (Šoljan,2007: 414) that clearly outline what is expected from educational institutions in thefirst place (particularly schools) and in what way. They were brought down to thefollowing:• Education for sustainable development is not one-time learning and the finalresult of success, but a permanent need for learning about sustainable development,that is, for the development of children’s and adults’ engagement in learning.• Education for sustainable development is connected with permanent changes,whose connection is the basis of sustainable development, and thus the gainedknowledge about sustainable development is not final but permanently subjectto change.• Education for sustainable development helps us to stay current with various accomplishments,especially scientific, technical, economic and other that are connectedwith sustainable development, and also to direct changes and variousdirection signs in the future of sustainable development.• Education for sustainable development shows the tendency to include all peopleof all ages where man is the main initiator and user of its own progress, whileits power is conditioned by continuous learning, that is, development of his ownabilities of learning about sustainable development in a narrower sense and developmentof abilities in a larger sense.AFFIRMATIVE ASSOCIATIONS OF ISSUE OF SUSTAINABILITYWITH EDUCATIONWe remind on two basic questions because they refer to possible ways of thedevelopment of lifelong education, that is, learning for sustainable development: (1)In what way and in which direction the issue of sustainable development, that is,the dimensions of sustainability predetermine the perspectives of contents of theeducational process and the activities in this process? The question can also beraised as follows: (2) In what way and in which direction the contents, relation-29