摘要：Pri pripravi lokalnih, regionalnih in državnih razvojnih planov ter različnih programov posega v prostor se zelo pogosto izkaže, da je kultura vključevanja javnosti (t.i. participativna kultura) v Sloveniji šibka in pogosto tudi že v naprej odklonilna. Manjka tako zavesti o pomenu vključevanja javnosti kot odgovorni vlogi slehernega posameznika za kvaliteten in trajnostno usmerjen razvoj. V prispevku se sprašujemo, kakšna je vloga geografske vzgoje in izobraževanja na tem področju ter predstavljamo primer pedagoškega eksperimentalnega dela, katerega namen je bil usposabljati bodoče učitelje geografije za aktivno participatorno izobraževanje. Na izbranem vzorcu študentov univerzitetnega dvopredmetnega pedagoškega študija Geografija in…, smo preverjali nekatere vidike t.i. modela realističnega izobraževanja učiteljev. Analiza opravljenega seminarskega dela študentov, bodočih učiteljev geografije je pokazala, da le-ti v pretežni meri razmišljajo o okoljskih (zlasti ekoloških), manj o ekonomskih, še manj pa o socialnih vidikih trajnostnega razvoja. Med vzroke za tako stanje sami navajajo svoje dosedanje izobraževanje, zlasti vse oblike neposrednega izkustvenega učenja.
其他摘要：Local, regional and national development plans and the various programs encroach upon the space is very often the case that the culture of public participation (so- called participatory culture) in Slovenia is weak and often divergent in advance. There is a lack of the awareness of the importance of public participation as a responsible role for the quality of each individual-oriented and the lack of the sustainable development. In this article we ask ourselves what is the role of geographical education in this area and we are representing a case of a teaching experimental work which was designed to train future geography teachers to active participatory learning. Having a selected sample of university students who are studying two subject programme of Geography and …... we examined some aspects of these realistic model of teaching education. The analysis of student seminar work performance, as becoming a future teachers of geography, has revealed how they mostly think about the environment (especially organic), and less on the economic, much less on the social aspects of sustainable development. Among the reasons for these situations for themselves, they indicate their prior empirical education.
