|Editor||A. Ross, Learning for Democratic Europe|
The school is often expected to remedy what has been taught incorrectly, or omitted, in other areas of learning; this is so in the wider European context (Multicultural Education, OECD&CERI, 1987), as well in Slovenia. The education process is supposed to create conditions for developing an understanding of complex social processes and building further relationships of understanding and tolerance, so that rights enacted in law are demonstrated in pedagogical as well as out-of-school life. Culture and education are basic foundation of identity and of the preservation of personal and national diversity: both contribute to an individual's basis for asserting basic human rights. In the process of European integration the formation of new countries like Slovenia there is a great need to understand the basis of human, international and inter-state relationships. Education is very important in this; civil education (for instance putting human rights in its frame), multicultural education, and education for harmony which teaches tolerance and acceptance of social differences as well as an understanding of human rights. The promotion of such attitudes is important, because they lead to an understanding of the multilevel social processes which can reveal and overcome stereotypical opinions and prejudices that arise from a lack of understanding geographical and cultural diversity. This is an area where geographical education can add an important quality. Geographers have included educational goals in the renewed school programmes which aim to develop professionally based relationships, opinions and values (for instance toward a human and his/her rights) that derive from respect for different races, religions, ethnic, linguistic and cultural heritages. We need to emphasise that it is not effective to teach about democracy in isolation or confined to certain subject areas. It should be present in all school subjects, including geography.