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Vojna kot protislovna tema v osnovni šoli : didaktični pristopi in etični vidiki
Ajda Mulec, 2026, undergraduate thesis

Keywords: vojna, protislovne teme, didaktični pristopi, etična načela, osnovna šola
Published in RUP: 14.10.2026; Views: 36; Downloads: 0
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Kodifikacija etike v vzgoji in izobraževanju v Sloveniji
Karolina Babič, Tomaž Grušovnik, 2026, original scientific article

Abstract: Avtorja v prispevku raziskujeta pojavnost in način kodifikacije etike v slovenskem izobraževalnem prostoru. Metodološki pristop temelji na kvalitativni analizi besedil, v okviru katere je bilo analiziranih 84 notranjih aktov, kodeksov etike in nekaterih normativnih predpisov na področju izobraževanja. Raziskava je pokazala, da poleg redkih kodeksov etike, eksplicitno poimenovanih s tem imenom, obstajajo tudi drugačni načini kodificiranja etike v šolskih dokumentih ter da je kodifikacija etike v izobraževanju večinoma oblikovana na način seznamov vrednot, katerih aplikacija je nadalje predpisana s seznamom podrobnejših navodil za ravnanje. Iz kodeksov etike, ki imajo pretežno takšno predpisovalno (preskriptivno) funkcijo, izhajajo določene težave, hkrati pa je takšna predpisovalna oblika kodeksov etike v nasprotju s konceptom avtonomije učitelja in izobraževalne stroke. Prispevek podaja tudi priporočila v smeri bolj procesnega pristopa, kjer je kot akter kodeksov etike prepoznan avtonomni subjekt in kot njegova ključna moč veščina kritičnega etiškega presojanja, kodeks etike pa ne nastopa kot seznam navodil za ravnanje, temveč prej kot vadnica za etiško delo.
Keywords: kodeks etike, kodifikacija etike, etika v izobraževanju, avtonomija, etiško presojanje
Published in RUP: 09.07.2026; Views: 506; Downloads: 12
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The social construction of environmental reality : an analysis of life cycle assessment in the food industry
Pedja Ašanin Gole, Karolina Babič, Vida Sruk, 2025, original scientific article

Abstract: This article offers a critical sociological-philosophical-communicological review of the Life Cycle Assessment (LCA) method in the context of the food industry. While LCA has been established as a standardized tool for quantifying environmental impacts, this study analyses it not merely as a technical method but as an epistemological construct that actively shapes societal understanding of sustainability. Drawing on the theory of social construction of reality, situated knowledge, and critical theory, the article explores how methodological choices within LCA (e.g., system boundary definition and indicator selection) are not neutral but reflect specific social and political priorities. The findings reveal that standardized LCA approaches oſten lead to epistemological reductionism by homogenizing complex ecological processes and neglecting local contexts and environmental justice issues. Furthermore, the article examines the instrumentalization of LCA in sustainability communication and green marketing, where quantitative data are frequently used to legitimize existing business models rather than to drive systemic change. The discussion emphasizes the need to transcend instrumental rationality and shiſt toward transdisciplinary and deliberative approaches. The article advocates for integrating Social Life Cycle Assessment (S-LCA) and broader Life Cycle Sustainability Assessment (LCSA) frameworks to address sustainability challenges in the food industry more holistically, incorporating social justice and cultural sensitivity.
Keywords: life cycle assessment (LCA), social construction of reality, situated knowledge, sustainability environmental communication, epistemology of ethics, sociology of responsibility
Published in RUP: 10.11.2025; Views: 1365; Downloads: 16
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