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Si: Izraz trajnostni razvoj se je v zadnjih letih uveljavil v vseh tujih in domačih razvojnih dokumentih. Vendar je pot do uresničitve takšnega razvoja zelo dolga in temelji na ozaveščanju strokovne in laične javnosti. Kartografija lahko veliko pripomore pri načrtovanju trajnostnega prostorskega razvoja, ne le v postopkih priprave in sprejemanja prostorskih načrtov, temveč tudi pri izobraževanju mladih. V podzavest vsakega posameznika se namreč mora zakoreniniti spoznanje, da je prostor omejena dobrina, zato je zelo pomembno, da ohranjamo in nadgrajujemo njegove vrednote. Za prepoznavanje vrednot prostora lahko tako pri terenskem kot kabinetnem delu s pridom uporabljamo geodetske podatke, karte, trirazsežnostne modele, simulacije in podobno. Brez zadržkov trdimo, da so nekateri kartografski in drugi grafični prikazi primerni kot učila v osnovnih in srednjih šolah. V praksi smo njihovo uporabnost pri izobraževanju za trajnostni prostorski razvoj preizkusili večkrat, in sicer na seminarjih za učitelje v okviru mednarodnega projekta R.A.V.E. Space in izpopolnjevanj Centra za poklicno izobraževanje. Izkušnje so pokazale, da so bili tako pristopi kot postopki dela pravilni in da bi jih veljalo v prihodnje nadgraditi, saj je vzgajanje prebivalcev v aktivne in kritične državljane ključnega pomena za doseganje ciljev trajnostnega prostorskega razvoja. EN: In recent years, the term “sustainable development” has appeared in all international and Slovenian development documents. However, the path to the realization of such development is a long one and is based on awareness-raising among professionals and in general public. Cartography can contribute significantly to this, especially in planning sustainable spatial development, which entails not only drawing up and adopting spatial plans, but also educating young people. The belief that space is a limited resource and that it is extremely important to preserve and further develop its values must be rooted in every individual’s consciousness. Geodetic data, maps, three- dimensional models, simulations, and other aids can readily be used for identifying spatial values both in field and office work. It can be asserted without reservation that some cartographic and other visual aids can be used as teaching tools in elementary and secondary schools. In practice, their applicability in sustainable spatial development education has been tested several times at teacher seminars organized in the framework of the international project R.A.V.E. Space, and training organized by the Vocational Training Center. Experience has shown that both approaches and work procedures are appropriate and that they could be further developed in the future, because educating people to become active and critical citizens is of key importance for achieving the goals of sustainable spatial development. |
