Zmena klímy – možný dopad (nielen) na obyvateľstvo - Prohuman

Integral Approach framework would contribute to the process of creating a more
resilient global economic system, giving intrinsic value to cultural diversity and
rediscovering the spiritual and moral economic core, from which our economic
systems have been detached.
Climate change, as one of the key global challenges facing humanity, therefore represents
an opportunity to develop economy and society that will be based on the
principles of sustainable development. Furthermore, climate change can become
the starting point to develop truly transdisciplinary and transcultural approach
to education for sustainable development, as a pillar of global and development
education. This thesis is supported by the analysis of the green economy paradigm,
which is claimed by the United Nations, and in which ESD is considered as an important
cross cutting area.
Key words: sustainable development, low-carbon society, climate change, education
for sustainable development, global education, integral approach
INTRODUCTION
The complexity of the challenges we are facing today
The increasing impacts of climate change are widely experienced. Our Planet
Earth is in bad condition also due to other problems, like population growth,
damages to the ecosystem, unpleasant surprises such as Fukushima, … The list of
troubles – environmental social, economic – is much longer: terrorism, financial
crises, polarisation of the society, migrations, revolutions and wars, energy crises,
… and these problems are interrelated, mutually reinforcing… Briefly – our world
is so confusing! Old ways of fragmented, schematic thinking, problem solving and
learning are not adequate anymore. More holistic, integrative approaches to deal
with this multitude of complex problems are urgently needed.
Global challenges in the context of a knowledge society require such radical
changes in thinking and behaviour of individuals, organisations and societies as
probably never before in the human history – which means learning in the broadest
sense. Due to the complexity of these interrelated problems and threats in
the globalised world, an integral, holistic and systemic knowledge base is urgently
needed. In order to assure for permanent process of innovation in education,
timely responsive to global challenges, we cannot limit ourselves only to concepts
and examples in the educational sector. Educational scientists, practitioners and
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