The article deals with education as one of the key factors for better social integration and improvement of living conditions of the Roma population. The research is focused on the attitudes of parents of Roma and nonRoma children in order to find concrete solutions to overcome the problem of education of Roma children in the municipality of Ub. The research included 55 parents of non-Roma children, 50 parents of Roma children and three parents of Roma children with disabilities. The results show that Roma children need support in terms of education from an early age, that it is important to raise the awareness of Roma parents and children about the need for education, that parents must be involved in school events and the child's progress. Greater engagement of teaching staff is needed in order for everyone in the school environment to feel equal, to enable education that would qualify them for working with Roma children, and to adapt teaching materials to the needs of children. Children from the majority community need basic knowledge of Roma culture to help Roma peers integrate more easily.
{"title":"Proposals for improving the situation in the education of Roma children based on the opinion of Roma and non-Roma parents","authors":"N. Simić","doi":"10.5937/sinteze10-30365","DOIUrl":"https://doi.org/10.5937/sinteze10-30365","url":null,"abstract":"The article deals with education as one of the key factors for better social integration and improvement of living conditions of the Roma population. The research is focused on the attitudes of parents of Roma and nonRoma children in order to find concrete solutions to overcome the problem of education of Roma children in the municipality of Ub. The research included 55 parents of non-Roma children, 50 parents of Roma children and three parents of Roma children with disabilities. The results show that Roma children need support in terms of education from an early age, that it is important to raise the awareness of Roma parents and children about the need for education, that parents must be involved in school events and the child's progress. Greater engagement of teaching staff is needed in order for everyone in the school environment to feel equal, to enable education that would qualify them for working with Roma children, and to adapt teaching materials to the needs of children. Children from the majority community need basic knowledge of Roma culture to help Roma peers integrate more easily.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71053273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: Scientific article entitled "THE INFLUENCE OF PROJECT TEACHING ON CREATIVITY AND ACHIEVEMENTS OF STUDENTS IN STUDYING SOCIAL CONTENTS WITHIN THE SUBJECT NATURE AND SOCIETY", authored by Aleksandar P. Janković, Andrijana Lj. Davidović and Dragan M. Lambić, published in issue 17 of the journal Sinteze - journal for pedagogical sciences, literature and culture, dated 10.12.2020, doi:10.5937/sinteze9-25402 and corections doi:10.5937/sinteze9-30998, is being retracted due to plagiarism.
摘要:Aleksandar P. jankoviki, Andrijana Lj.撰写的题为《项目教学对学生在学习学科性质和社会中的社会内容的创造力和成就的影响》的科学文章。davidoviki和Dragan M. lambiki发表在Sinteze杂志第17期-教育科学，文学和文化杂志，日期为2020年12月10日，doi:10.5937/sinteze9-25402，更正doi:10.5937/sinteze9-30998，由于抄袭而被撤回。
{"title":"Retraction: The influence of project teaching on creativity and achievements of students in studying social contents within the subject Nature and Society authored by Aleksandar P. Jankovic, Andrijana Lj. Davidovic and Dragan M. Lambic (2020, no. 17, pp. 1-18)","authors":"U. Uredništvo","doi":"10.5937/sinteze10-39015","DOIUrl":"https://doi.org/10.5937/sinteze10-39015","url":null,"abstract":"Abstract: Scientific article entitled \"THE INFLUENCE OF PROJECT TEACHING ON CREATIVITY AND ACHIEVEMENTS OF STUDENTS IN STUDYING SOCIAL CONTENTS WITHIN THE SUBJECT NATURE AND SOCIETY\", authored by Aleksandar P. Janković, Andrijana Lj. Davidović and Dragan M. Lambić, published in issue 17 of the journal Sinteze - journal for pedagogical sciences, literature and culture, dated 10.12.2020, doi:10.5937/sinteze9-25402 and corections doi:10.5937/sinteze9-30998, is being retracted due to plagiarism.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71053872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margaret Atwood's Maddaddam trilogy depicts a civilization devastated by a lethal virus developed in a laboratory. The portrayal of isolated and marginalized individuals who perpetrate the construction of the virus, as well as the state of crisis and fear immanent to the apocalyptic narrative, lead to the analysis of the trilogy in reference to the social conditions following the 9/11 terrorist attacks. The New historical conception of literature as an equal participant of the process of circulation of the historical and cultural practices provides grounds for the interpretation of the novels within the field of a public imaginary which stems from the equalization of the terrorist threat with undefeatable contagious diseases. However, the trilogy's cooperation with the system it attempts to uncover will hinder its subversive property and a critical distance. Despite its employment of parody in order to unveil the system, the trilogy (re)enforces the space where fear and apocalyptic thought dwell, therefore obstructing its separation and corroborating the culture of fear and terror it originated from.
{"title":"Culture of fear and terrorism in Margaret Atwood's MaddAddam trilogy","authors":"Nataša Milojević","doi":"10.5937/sinteze10-28572","DOIUrl":"https://doi.org/10.5937/sinteze10-28572","url":null,"abstract":"Margaret Atwood's Maddaddam trilogy depicts a civilization devastated by a lethal virus developed in a laboratory. The portrayal of isolated and marginalized individuals who perpetrate the construction of the virus, as well as the state of crisis and fear immanent to the apocalyptic narrative, lead to the analysis of the trilogy in reference to the social conditions following the 9/11 terrorist attacks. The New historical conception of literature as an equal participant of the process of circulation of the historical and cultural practices provides grounds for the interpretation of the novels within the field of a public imaginary which stems from the equalization of the terrorist threat with undefeatable contagious diseases. However, the trilogy's cooperation with the system it attempts to uncover will hinder its subversive property and a critical distance. Despite its employment of parody in order to unveil the system, the trilogy (re)enforces the space where fear and apocalyptic thought dwell, therefore obstructing its separation and corroborating the culture of fear and terror it originated from.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71053575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to determine the differences in motor abilities in preschool boys, depending on the level of their physical activity. The total sample consisted of 30 boys aged between 6 and 7, who attended kindergartens "Plavi zec" and "Kolibri" in the city of Paracin. The sample was divided into two subsamples. The first subsample consisted of 15 boys who, in addition to physical activity in the kindergarten (according to the plan and program implemented by the preschool institution), were, in the previous six months, members of the soccer club "Vuk" from Paracin. The frequency of children's exercises in the football club was three times a week for 60 minutes. The second subsample consisted of 15 boys who did not have additional (organized) physical activity outside the plan and program implemented in the preschool institution. Motor abilities were determined by using a standardized battery of motor tests, taken from the research of Bale and Popovic (2007). Running speed (20 meter run from a standing start), frequent arm movement (arm taping), explosive leg strength (standing depth jump), explosive arm strength (throwing a 1kg medicine ball) and body coordination (polygon backwards) were tested. Differences in motor abilities were calculated by T-test and by using a small and independent sample size. The results of this study indicate that boys who were involved in additional physical activities (r < .05).
{"title":"Differences in motor abilities in preschool boys","authors":"Marija Đorđević, Stefan Dašić","doi":"10.5937/sinteze10-35583","DOIUrl":"https://doi.org/10.5937/sinteze10-35583","url":null,"abstract":"The aim of this study was to determine the differences in motor abilities in preschool boys, depending on the level of their physical activity. The total sample consisted of 30 boys aged between 6 and 7, who attended kindergartens \"Plavi zec\" and \"Kolibri\" in the city of Paracin. The sample was divided into two subsamples. The first subsample consisted of 15 boys who, in addition to physical activity in the kindergarten (according to the plan and program implemented by the preschool institution), were, in the previous six months, members of the soccer club \"Vuk\" from Paracin. The frequency of children's exercises in the football club was three times a week for 60 minutes. The second subsample consisted of 15 boys who did not have additional (organized) physical activity outside the plan and program implemented in the preschool institution. Motor abilities were determined by using a standardized battery of motor tests, taken from the research of Bale and Popovic (2007). Running speed (20 meter run from a standing start), frequent arm movement (arm taping), explosive leg strength (standing depth jump), explosive arm strength (throwing a 1kg medicine ball) and body coordination (polygon backwards) were tested. Differences in motor abilities were calculated by T-test and by using a small and independent sample size. The results of this study indicate that boys who were involved in additional physical activities (r < .05).","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71053763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It has long been recognized that learning content is very useful for developing the intellectual and creative abilities of children. Modern teaching requires dynamic, diverse teaching and its adaptability to the abilities of each individual student. This implies a skillful combination of modern teaching materials, methods, forms and the choice of teaching form in each lesson. In that context, motivational games in the class have a special function. It is common knowledge of every teacher that students in classes need to be encouraged towards full engagement of cognitive abilities. This is not always easy to achieve. In every class, psychological preparation (application) is necessary to mobilize students' attention in the shortest possible period of time, prepare them for cognitive activities, whether it is preparation for the processing of new teaching contents, doing exercises or repeating old material. In all this, well selected motivational games can play a significant role. With engagement of cognitive process in solving such tasks, students can find successful solutions in a short time, and success is the best motive for further work in class.
{"title":"Motivational and cognitive value of games in the teaching process","authors":"S. Nikolić, M. Saračević, Mirela Šabotić","doi":"10.5937/sinteze9-16006","DOIUrl":"https://doi.org/10.5937/sinteze9-16006","url":null,"abstract":"It has long been recognized that learning content is very useful for developing the intellectual and creative abilities of children. Modern teaching requires dynamic, diverse teaching and its adaptability to the abilities of each individual student. This implies a skillful combination of modern teaching materials, methods, forms and the choice of teaching form in each lesson. In that context, motivational games in the class have a special function. It is common knowledge of every teacher that students in classes need to be encouraged towards full engagement of cognitive abilities. This is not always easy to achieve. In every class, psychological preparation (application) is necessary to mobilize students' attention in the shortest possible period of time, prepare them for cognitive activities, whether it is preparation for the processing of new teaching contents, doing exercises or repeating old material. In all this, well selected motivational games can play a significant role. With engagement of cognitive process in solving such tasks, students can find successful solutions in a short time, and success is the best motive for further work in class.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":"101-112"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71056737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study examines the extent to which the readiness of children and their parents influences the acceptance of children with autism spectrum disorders by their typically developed peers, in regular educational groups. A total of (N=65) of typically developed respondents, attending three preparatory groups for starting school, participated in this research. In each group, one child with an autistic spectrum disorder was included in the educational process. The goal of the study was to determine whether the readiness of typically developed children and their parents influences the peer-acceptance of children with autism spectrum disorders in regular educational groups. The first educational group (N=25) and their parents were prepared for the arrival of a child with an autism spectrum disorder by the preschool teacher. This process also included the parents of the child with an autism spectrum disorder. The cooperation between the preschool teacher and the parents was exquisite. The second educational group (N=25) and their parents were also prepared for the arrival of the child with an autism spectrum disorder, but the cooperation with the parents of the child with an autism spectrum disorder was poor. The third educational group (N=15) was not prepared for the arrival of the child with an autism spectrum disorder to the educational group. The cooperation with the parents was completely lacking. The findings of the study indicate that the child from the first educational group was accepted by its peers the most at the start and the end of the school year, compared to the children from the second and third educational groups. It can be concluded that the readiness of typically developed children and their parents has positive effects on the peer-acceptance of the child with an autism spectrum disorder. The findings indicate the need for further research that will address this topic and its possible implications in practice.
{"title":"The factors of acceptance of children with autism spectrum disorders in preschool institutions","authors":"B. Kojić, S. Kojić-Grandić, T. Z. Markov","doi":"10.5937/sinteze9-24201","DOIUrl":"https://doi.org/10.5937/sinteze9-24201","url":null,"abstract":"The present study examines the extent to which the readiness of children and their parents influences the acceptance of children with autism spectrum disorders by their typically developed peers, in regular educational groups. A total of (N=65) of typically developed respondents, attending three preparatory groups for starting school, participated in this research. In each group, one child with an autistic spectrum disorder was included in the educational process. The goal of the study was to determine whether the readiness of typically developed children and their parents influences the peer-acceptance of children with autism spectrum disorders in regular educational groups. The first educational group (N=25) and their parents were prepared for the arrival of a child with an autism spectrum disorder by the preschool teacher. This process also included the parents of the child with an autism spectrum disorder. The cooperation between the preschool teacher and the parents was exquisite. The second educational group (N=25) and their parents were also prepared for the arrival of the child with an autism spectrum disorder, but the cooperation with the parents of the child with an autism spectrum disorder was poor. The third educational group (N=15) was not prepared for the arrival of the child with an autism spectrum disorder to the educational group. The cooperation with the parents was completely lacking. The findings of the study indicate that the child from the first educational group was accepted by its peers the most at the start and the end of the school year, compared to the children from the second and third educational groups. It can be concluded that the readiness of typically developed children and their parents has positive effects on the peer-acceptance of the child with an autism spectrum disorder. The findings indicate the need for further research that will address this topic and its possible implications in practice.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":"41-63"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71057170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sociocutural competence, which is an important aspect of learning Spanish as a foreign language, is analysed in the paper. The aim of the survey is to point at this phenomena trough examination of the sociocultural competence of students of the Spanish language in a primary school. The sample survey included students of the eighth grade of the primary school "Žarko Zrenjanin" in Zrenjanin (n=85). The instrument for gathering data was the test which contained closed-ended questions. The data were presented in percentages. The obtained results show that students do not have a high level of knowledge in sociocultural contents which are related to geography, history, everyday life, customs, and famous persons in the area of art. Their knowledge is uneven, which is reflected in the fact that students have better knowledge in some segments from geography and everyday life, and in some segments they have less knowledge. On the basis of the conducted research, it can be concluded that it is necesary to work more on sociocultural competence of primary school students and to pay more attention to this not sufficiently studied area in Serbia.
{"title":"Sociocultural competence of students of the Spanish language in primary school","authors":"N. Pajić","doi":"10.5937/SINTEZE9-21438","DOIUrl":"https://doi.org/10.5937/SINTEZE9-21438","url":null,"abstract":"Sociocutural competence, which is an important aspect of learning Spanish as a foreign language, is analysed in the paper. The aim of the survey is to point at this phenomena trough examination of the sociocultural competence of students of the Spanish language in a primary school. The sample survey included students of the eighth grade of the primary school \"Žarko Zrenjanin\" in Zrenjanin (n=85). The instrument for gathering data was the test which contained closed-ended questions. The data were presented in percentages. The obtained results show that students do not have a high level of knowledge in sociocultural contents which are related to geography, history, everyday life, customs, and famous persons in the area of art. Their knowledge is uneven, which is reflected in the fact that students have better knowledge in some segments from geography and everyday life, and in some segments they have less knowledge. On the basis of the conducted research, it can be concluded that it is necesary to work more on sociocultural competence of primary school students and to pay more attention to this not sufficiently studied area in Serbia.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":"11-20"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71056833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.
{"title":"Physiotherapy in contemporary higher vocational education","authors":"S. Jovanović, N. B. Stojanovic-Jovanovic","doi":"10.5937/SINTEZE9-20811","DOIUrl":"https://doi.org/10.5937/SINTEZE9-20811","url":null,"abstract":"In the last fifty years there has been a dramatic development and changes in all segments of the biomedical sciences which contributed to the development of expertise in the field of physiotherapy. While the aim of the first higher education cycle is training for basic skills required for independent practice, second education cycle should provide training in planning processes, projects, decision making, development of leadership skills, with the assessment process, as well as special physiotherapy knowledge and skills in selected areas and technologies. The formation and organization of joint master study programs related to the physiotherapy can be very interesting organizational model. This can be achieved by a greater degree of flexibility and adaptability of programs that stimulates the horizontal mobility of students within the European higher education area. The development of the physiotherapy profession was marked by a significant increase in the volume of knowledge and skills, so the World Confederation for Physical Therapy and its European region, developed a strategy according to which are necessary all three cycles of higher education.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71056759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student centered learning implies the pedagogical approach based on constructivism and theories related to it, and it is characterized by the methods used to make a student actively contribute the learning process. It is recognized in the mindset and culture of the faculty, and focused on the needs and opinions of students. This paper presents the main elements of this approach in the context of higher education system. It starts with the perspective that placing the student at the center, the "heart" of the educational process, is a response to numerous social challenges and the reform process. The first part of the paper highlights a dichotomy resulting from the need to reconceptualize the traditional educational system in order to respond the needs of the knowledge society. It further points out the particularities and the differences between the teaching paradigm and the learning paradigm and elaborates the (im)possibility of combining them. The second part of the paper is dedicated to the analysis of the possibilities for implementing student-centered approach in higher education institutions and making it an integrative part of their climate and learning culture.
{"title":"Student centered learning: The paradigm of modern higher education","authors":"Marina Ćirić, J. Petrović, D. Jovanović","doi":"10.5937/sinteze9-26149","DOIUrl":"https://doi.org/10.5937/sinteze9-26149","url":null,"abstract":"Student centered learning implies the pedagogical approach based on constructivism and theories related to it, and it is characterized by the methods used to make a student actively contribute the learning process. It is recognized in the mindset and culture of the faculty, and focused on the needs and opinions of students. This paper presents the main elements of this approach in the context of higher education system. It starts with the perspective that placing the student at the center, the \"heart\" of the educational process, is a response to numerous social challenges and the reform process. The first part of the paper highlights a dichotomy resulting from the need to reconceptualize the traditional educational system in order to respond the needs of the knowledge society. It further points out the particularities and the differences between the teaching paradigm and the learning paradigm and elaborates the (im)possibility of combining them. The second part of the paper is dedicated to the analysis of the possibilities for implementing student-centered approach in higher education institutions and making it an integrative part of their climate and learning culture.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71057074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper is entirely dedicated to the way of looking at concepts of God, religion and death in essays and novels of Argentine writer Ernesto Sabato. The intention is to present the manner in which the relationship with God can be defined both in the Sabato's biography and in his essays and novels. In the introduction are stated the basic biographical data with a focus on two events that marked the last decades of Sabato's life. In the paper are also discussed the issues of Sabato's consideration of God, religion and death and the possibility of Sabato's declaring in a religious sense. In the central part, the research of the Sabato's relationship towards mentioned concepts was carried out on examples of collection of the essays "One and the Universe ", the essays "Before the End" and "The Resistance", and novels "The Tunnel" and "on Heroes and Tombs ". It is concluded that Sabato's relationship with God changed in different periods of life and from work to work, depending on life circumstances in which he lived and worked.
{"title":"God, religion and death in the essays and novels of Ernesto Sabato","authors":"Ana Čanović","doi":"10.5937/SINTEZE9-26812","DOIUrl":"https://doi.org/10.5937/SINTEZE9-26812","url":null,"abstract":"The paper is entirely dedicated to the way of looking at concepts of God, religion and death in essays and novels of Argentine writer Ernesto Sabato. The intention is to present the manner in which the relationship with God can be defined both in the Sabato's biography and in his essays and novels. In the introduction are stated the basic biographical data with a focus on two events that marked the last decades of Sabato's life. In the paper are also discussed the issues of Sabato's consideration of God, religion and death and the possibility of Sabato's declaring in a religious sense. In the central part, the research of the Sabato's relationship towards mentioned concepts was carried out on examples of collection of the essays \"One and the Universe \", the essays \"Before the End\" and \"The Resistance\", and novels \"The Tunnel\" and \"on Heroes and Tombs \". It is concluded that Sabato's relationship with God changed in different periods of life and from work to work, depending on life circumstances in which he lived and worked.","PeriodicalId":31618,"journal":{"name":"Sinteze","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71057129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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