<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nada  Denona  Bogović</style></author><author><style face="normal" font="default" size="100%">Saša   Čegar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION PRINCIPLES IN A MODEL OF STRONG SUSTAINABILITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">economy</style></keyword><keyword><style  face="normal" font="default" size="100%">strong sustainability</style></keyword><keyword><style  face="normal" font="default" size="100%">weak sustainability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413726506.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the past decades, in all the world schools and faculties of economics, it was taught that the main objective of economic policy is to ensure continuous economic growth. However, for reasons of limited absorption capacity of the environment and increasing reduction of the original ecosystems, models of economic growth are in opposition to the basic ecological principles. This is primarily the consequence of learning and applying the conventional economic paradigm which disregards the relationship between economy and environment. Therefore, the authors of this paper, proceeding from the correlation between economy and environment from the aspect of fundamental natural laws, analysed the basic determinants of the strong sustainability paradigm which implies that natural capital resources should be maintained in the constant flow of time. The research also includes analysis of the correlation between specific economic and ecological challenges of sustainable development in global regions. The authors concluded that sustainable economy may exist only in the sustainable symbiosis with the natural system. Taking into account the complex relationship between nature, society, technology and economy, the authors concluded the paper with the proposition of concrete guidelines for a reform of economic education, in accordance with the concept of strong sustainability.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">10-19</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Evangelia   Kalerante</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST’S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">economy</style></keyword><keyword><style  face="normal" font="default" size="100%">educational policy</style></keyword><keyword><style  face="normal" font="default" size="100%">female education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727332.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">45</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics of standpoints on female education shifting from England to Greece as well as the gradual formulation of educational standpoints within socialist societies and how these standpoints have been tied to broader issues on social progress and economic development are being presented. 
 Thus, the traditional conservative Greek educational system is contradicted and gradually substituted by modern and progressive elements of educational consideration. Women’s rights in education are also interpreted in terms of political freedom. Social progress is, therefore, closely associated to female emancipation. According to Drakoulis, the connection of democracy, humanism and socialism is conducive to an overall respect for the human being. A fair society would therefore be the outcome of universal compulsory education targeting all social strata and which could be achieved through a combination of “instrumental knowledge”, morality and humanism on the basis of social justice and a socialist transformation of society.
 That era’s archives as well as corresponding scarce bibliography of that period (1870-1915) have been studied in order to approach the ideological and political framework of the Greek policy formulation.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">19-26</style></section></record></records></xml>