The author analyzes the ambivalence of liberalism regarding political & economic freedoms. While classical liberals advocated individual freedom vs the aristocratic state, modern liberals advocate the controlled rule of the majority by means of the state & the law. Since their original idea of the freedom of private ownership led to the creation of boundless wealth, they have sought ways of limiting state ownership & establishing an intermediate category of ownership. However, the advocacy of intermediate ownership & intermediate state does not suffice for a success at the polls, so liberals have adopted the conservative concept of the protection of public good from the fury of private interests. Today's marginalization of liberal parties has not prevented liberal ideas to penetrate into the programs of all democratic parties. Hence, liberalism has become more of a cultural achievement & less of a viable political option. Adapted from the source document.
After the breakup of the USSR, and the several rounds of Post-Cold War enlargements of the Western integrations, once large space of newly independent and geopolitically uncontrolled European post-communist states, located between the EU, NATO and Russia, contracts geopolitically and 'wanders' strategically. The three states, Belarus, Ukraine and Moldova, located on Russia's western borders share about three thousand kilometers of borders with the EU and NATO, and about two thousand and five hundred kilometers with Russia, which implicates that they are prone to the geopolitical influences from their surroundings. This Interspace of the three states lies inside the strategic triangle comprised of: 1) Russia - geopolitically and militarily powerful state as well as a giant considering its energy reserves, which makes her relatively strong 'hard' power as well as a significant 'soft' power; 2) the EU - economic giant on the global level that is not unified enough; has domestic problems and is partially dependent on Russia when it comes to energy, a civilian power without 'hard' power that in its foreign relations relies on policies based on financial assistance, assurance, and attractiveness; 3) NATO, led by the USA - the most powerful military-political-security 'hard' power that exists today; it does not have the kind of influence on Europe and the Post-Soviet space that it had in the 90-ies. However, as a consequence of subordination of the Interspace that lasted for a couple of centuries, the common characteristics intrinsic to this space occur: ambiguous identities; deficits in the democratic practices; complicated, prolonged and incomplete transition; economic decline, demographic problems - all of which favor a strategic 'adoption' of the Interspace by the Kremlin, a former imperial master. At the same time, a relative marginalization of the Interspace is evident regarding the processes of Euro-Atlantic integration. After the unsuccessful attempts of 'pulling out' Kiev, Kishinev, and the South Caucasian Tbilisi from this Russian sphere of influence, the states positioned in the Interspace, together with Russia, comprise a regional security complex, a stabilized geopolitical 'Russosphere' that is a key part of the Kremlin's attempts for Eurasian reintegration under Russia's leadership. Adapted from the source document.
Obrazovna inkluzija je tema koja je relevantna za pedagogijski i društveni kontekst, a posebice za suvremene odgojno-obrazovne reforme. Uključivanje ili inkluzija je zahtjev koji je koncepcijski nazvan odgoj i obrazovanje za sve. U širem smislu riječi, obrazovna inkluzija se odnosi na uključivanje djece i odraslih koji su zbog psihofizičkih, socijalnih, kulturnih, odgojno-obrazovnih mogućnosti, etničkih i drugih razlika podložni socijalnoj isključenosti, izloženi socijalnoj marginalizaciji, a time obespravljeni i ranjivi. U užem smislu riječi, inkluzija je zahtjev kojim senaglašava da je svako dijete ma pravo na obrazovanje u skladu s svojim mogućnostima. U okviru Deklaracije o ljudskim pravima iz 1948. godine se proklamira i postavlja uvjet za ostvarenje temeljnog prava čovjeka, a to je prava na besplatno osnovno obrazovanje za svu djecu. Zemlje Europe i svijeta naglašavaju važnost inkluzije u obrazovanju na svim razinama odgojno-obrazovnog sustava kroz nacionalne kurikulume i druge dokumente obrazovne politike. Obrazovna inkluzija je zahtjev koji proširuje i produbljuje odgojni model integracije djece s teškoćama u razvoju u redovno školovanje. ; Inclusive education is a relevant theme in the pedagogical and social context. It has a special meaning towards the new educational reforms. Inclusion is a demand that is conceptually known as education for all. In broader meaning, educational inclusion relates to the inclusion of the children and the adults who were socially excluded and exposed to social marginalization due to psychophysical, social, cultural, educational, ethnical and other differences by which they were deprived of their rights. In the narrow sense inclusion is a demand which emphasizes that every child is ready to train in accordance with the possibilities in the school as the education institution.The Declaration of Human Rights Act of 1948 defines the right on education as a fundamental human right of every child and every adult. Inclusive education with the meaning that everybody is involved in education is clearly defined and determined in The Salamanca Statement and Framework for Action in 1994 that promotes the right of every child that regardless of his/her physical, intellectual, emotional, social, linguistic or other conditions should be involved inthe regular schools. Educational inclusion with previously mentioned meaning constitutes the demand that broadens and deepens the educational model to integrate children with disabilities into educational system. In consistence with above-mentioned, in this paper, the differences between the integrated education and the inclusive education will be shown. By identifying the significance of inclusion for social development in European countries and in the world, it is its importance and role in educational system that is emphasised.
