The church of the Santa Maria Annunziata in the village of Vedrana, near Bologna, is situated along the medieval road that connects Bologna with Ferrara, Padua, and Venice. Between 2008 and 2010, fragments of frescoes, dating from the second half of the 13th century, were uncovered in the church. In these frescoes, which originally adorned the upper parts of the central nave walls until the 18th-century reconstructions, decorative elements, busts of the apostles in the scene of the Last Supper, remnants of the figures of Christ and Judas, along with several soldiers in the Betrayal of Judas scene were identified. Early researchers noted that the frescoes exhibit a stronger influence from the Veneto region, particularly the Paduan culture, rather than the influences of the art of nearby Venice. However, these frescoes also display notable influences of Byzantine art from the region of the Balkan Peninsula, received directly or through Venice.
Santa Maria Annunziata教堂位于博洛尼亚附近的Vedrana村，坐落在连接博洛尼亚与费拉拉、帕多瓦和威尼斯的中世纪道路上。2008年至2010年间，在教堂里发现了13世纪下半叶的壁画碎片。在这些壁画中，最初装饰着中央中殿墙壁的上部，直到18世纪的重建，装饰元素，最后的晚餐场景中的使徒半身像，基督和犹大的残余物，以及背叛犹大场景中的几名士兵被识别出来。早期的研究人员指出，这些壁画受到威尼托地区的影响更大，尤其是帕多瓦文化，而不是附近威尼斯艺术的影响。然而，这些壁画也显示了来自巴尔干半岛地区的拜占庭艺术的显著影响，直接或通过威尼斯接收。
{"title":"Artistic exchange between Bologna, Padua, Venice, and the Byzantine-Balkan East: Fragments of the passion cycle in the church in Vedrana (Bologna)","authors":"Rosa D'amico, Sanja Pajić","doi":"10.5937/zrffp53-45641","DOIUrl":"https://doi.org/10.5937/zrffp53-45641","url":null,"abstract":"The church of the Santa Maria Annunziata in the village of Vedrana, near Bologna, is situated along the medieval road that connects Bologna with Ferrara, Padua, and Venice. Between 2008 and 2010, fragments of frescoes, dating from the second half of the 13th century, were uncovered in the church. In these frescoes, which originally adorned the upper parts of the central nave walls until the 18th-century reconstructions, decorative elements, busts of the apostles in the scene of the Last Supper, remnants of the figures of Christ and Judas, along with several soldiers in the Betrayal of Judas scene were identified. Early researchers noted that the frescoes exhibit a stronger influence from the Veneto region, particularly the Paduan culture, rather than the influences of the art of nearby Venice. However, these frescoes also display notable influences of Byzantine art from the region of the Balkan Peninsula, received directly or through Venice.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135104250","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}
After the suppression of the Boxer Rebellion, the situation in the Far East became increasingly dangerous. The contradictions between Russia and Japan in Manchuria and Korea were growing. To activate its policy in the Far East, Saint Petersburg needed a calm rear in Europe and the Balkans. Meanwhile, the situation in Macedonia threatened to put this rear in jeopardy. Russian-Ottoman relations were threatened by the actions of the VMRO activists and acts of terror committed by Albanians against Russian diplomats. Neither Constantinople nor Saint Petersburg wanted further complications. Nevertheless, Russia was forced to organize a naval demonstration and send its Black Sea Fleet Squadron to the European coast of Turkey. That did not lead to further development of the crisis. Faced with the prospect of a common European diplomatic front, which was based on the Russian-Austrian agreement in Mürzsteg, the Ottoman government took a number of measures against the organizers of terror and accepted a reform program in Macedonia, proposed by Russia and Austria-Hungary
{"title":"Russian politics in the Balkans and the 1903 crisis","authors":"Oleg Rudol'fovič-Ajrapetov","doi":"10.5937/zrffp53-42517","DOIUrl":"https://doi.org/10.5937/zrffp53-42517","url":null,"abstract":"After the suppression of the Boxer Rebellion, the situation in the Far East became increasingly dangerous. The contradictions between Russia and Japan in Manchuria and Korea were growing. To activate its policy in the Far East, Saint Petersburg needed a calm rear in Europe and the Balkans. Meanwhile, the situation in Macedonia threatened to put this rear in jeopardy. Russian-Ottoman relations were threatened by the actions of the VMRO activists and acts of terror committed by Albanians against Russian diplomats. Neither Constantinople nor Saint Petersburg wanted further complications. Nevertheless, Russia was forced to organize a naval demonstration and send its Black Sea Fleet Squadron to the European coast of Turkey. That did not lead to further development of the crisis. Faced with the prospect of a common European diplomatic front, which was based on the Russian-Austrian agreement in Mürzsteg, the Ottoman government took a number of measures against the organizers of terror and accepted a reform program in Macedonia, proposed by Russia and Austria-Hungary","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79420440","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 examines a part of the iconographic program in the narthex of the representative church, endowed by the Serbian king Uroš I and dedicated to the Holy Trinity. With its layout, the program is linked to the central field of the wall above the entrance to the nave and bears the characteristics of the focal point of the corresponding whole. It includes a thematic segment with a group of representations that, based on today's knowledge of painted material, can be classified as novelties and exceptional solutions. The cycle of Ecumenical Councils, with the attached depiction of a Serbian council, and the Last Supper, as the core of the group, are viewed from an angle from which they were not illuminated before. The unusual selection of scenes and the unique composition of the thematic group become clearer when one considers the scenes' place on the line that connects three important 'points' of Sopoćani's spatial and programmatic structure on the west-east axis. The 'council wall', with the Last Supper in its 'heart' communicates topographically, visually and semantically with the representation of Pentecost, which signalled the 'identity of the holy place' on the original 'face' of the building in Sopoćani (altered by later painting), at the entrance to the narthex. Moreover, the painted wall is in an equally multiple (topographical, visual, and semantic) correlation with the themes that mark the iconographic program in the sanctuary and around the opening leading into it. Apart from the repeated representation of the Pentecost, this time with a position on the wall field above the opening of the sanctuary apse, and apart from the typological representation of the Holy Trinity, situated in the eastern half of the south choir's vault, the representations in the central part of the apse are particularly relevant for observations about the parallelism and special complementarity of the themes in the sanctuary and the narthex. This is a unity consisting of a 'liturgical' variant of the Last Supper (i.e., Communion of the Apostles) and two scenes of the Appearance of the Risen Christ to the Apostles, identified with the theme of the Sending out of the Apostles-all in the same register-as well as the composition of Officiating Church Fathers in the register below, which as their coevals also includes archbishops of the Serbian Church, positioned immediately below the rendering of the Apostolic Mission. The resulting findings of the present study is the existence of a special connection of the thematic repertoire with the dedication of the church and the reception of that connection as a kind of starting point in the process of envisaging and shaping a whole with a multi-layered meaning. As it appears, a conventional framework was consciously chosen and used as an 'undercover' for additional, daring allusions.
{"title":"Between exceptionalism and tradition: Pictures of the council and the Last Supper and the dedication of the church in Sopoćani","authors":"V. Milanovic","doi":"10.5937/zrffp53-42399","DOIUrl":"https://doi.org/10.5937/zrffp53-42399","url":null,"abstract":"The paper examines a part of the iconographic program in the narthex of the representative church, endowed by the Serbian king Uroš I and dedicated to the Holy Trinity. With its layout, the program is linked to the central field of the wall above the entrance to the nave and bears the characteristics of the focal point of the corresponding whole. It includes a thematic segment with a group of representations that, based on today's knowledge of painted material, can be classified as novelties and exceptional solutions. The cycle of Ecumenical Councils, with the attached depiction of a Serbian council, and the Last Supper, as the core of the group, are viewed from an angle from which they were not illuminated before. The unusual selection of scenes and the unique composition of the thematic group become clearer when one considers the scenes' place on the line that connects three important 'points' of Sopoćani's spatial and programmatic structure on the west-east axis. The 'council wall', with the Last Supper in its 'heart' communicates topographically, visually and semantically with the representation of Pentecost, which signalled the 'identity of the holy place' on the original 'face' of the building in Sopoćani (altered by later painting), at the entrance to the narthex. Moreover, the painted wall is in an equally multiple (topographical, visual, and semantic) correlation with the themes that mark the iconographic program in the sanctuary and around the opening leading into it. Apart from the repeated representation of the Pentecost, this time with a position on the wall field above the opening of the sanctuary apse, and apart from the typological representation of the Holy Trinity, situated in the eastern half of the south choir's vault, the representations in the central part of the apse are particularly relevant for observations about the parallelism and special complementarity of the themes in the sanctuary and the narthex. This is a unity consisting of a 'liturgical' variant of the Last Supper (i.e., Communion of the Apostles) and two scenes of the Appearance of the Risen Christ to the Apostles, identified with the theme of the Sending out of the Apostles-all in the same register-as well as the composition of Officiating Church Fathers in the register below, which as their coevals also includes archbishops of the Serbian Church, positioned immediately below the rendering of the Apostolic Mission. The resulting findings of the present study is the existence of a special connection of the thematic repertoire with the dedication of the church and the reception of that connection as a kind of starting point in the process of envisaging and shaping a whole with a multi-layered meaning. As it appears, a conventional framework was consciously chosen and used as an 'undercover' for additional, daring allusions.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75743176","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}
This paper dicsusses some features of word creation that this type of lexicogenesis differentiate from word formation (as lexicogenesis by typical morphological processes). The word creation processes that have been analyzed are blending, clipping, and acronimization. As the differential features of these processes, creation (inventivenes), intentionality, and (semantic) nontransperancy, as well as form reduction are presented. The conclusion is that in the case of the opposition between word creation and word formation, it is better to talk about prototypical categories. In this context, creation (inventivenes), intentionality, (semantic) non-transperancy, and form reduction are considered as prototypical features of the word creation processes.
{"title":"On some differential features of word creation","authors":"Borko Kovačević","doi":"10.5937/zrffp53-42685","DOIUrl":"https://doi.org/10.5937/zrffp53-42685","url":null,"abstract":"This paper dicsusses some features of word creation that this type of lexicogenesis differentiate from word formation (as lexicogenesis by typical morphological processes). The word creation processes that have been analyzed are blending, clipping, and acronimization. As the differential features of these processes, creation (inventivenes), intentionality, and (semantic) nontransperancy, as well as form reduction are presented. The conclusion is that in the case of the opposition between word creation and word formation, it is better to talk about prototypical categories. In this context, creation (inventivenes), intentionality, (semantic) non-transperancy, and form reduction are considered as prototypical features of the word creation processes.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85607603","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}
{"title":"O antičkoj filozofiji danas - Aleksandar Petrović: Antička filosofija-monografska studija iz pregleda grčke i rimske filosofije, Zavod za kulturu Vojvodine, Novi Sad, 2016, str. 677","authors":"A. Risteski","doi":"10.5937/zrffp53-41445","DOIUrl":"https://doi.org/10.5937/zrffp53-41445","url":null,"abstract":"","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78148128","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 author argues that the Balkans, although not a direct participant in the negotiations on the Eastern Pact between the USSR and France in 1933-1935, played an important role in its final realization. Paris considered the Balkans the cornerstone of a complex system of collective security, ensuring the interconnection of its Mediterranean and Eastern European zones. Moscow saw the Balkan region as a potential door for anti-Soviet intervention and was interested in strengthening its positions there by penetrating the French system. At the same time, the normalization of relations between the USSR and the Balkan countries enabled the Soviet leadership to exert diplomatic pressure on France. By the end of 1933, both sides found a mutually acceptable scenario of diplomatic rapprochement, which made it possible to plan the long-term stabilization of relations in Eastern and Southeastern Europe in 1934. However, the murder of J. L. Barthou in October 1934, as well as the new course of his successor, prevented the successful completion of the process, although it enabled the USSR to gain diplomatic recognition from a number of Balkan states.
作者认为，巴尔干半岛虽然没有直接参加1933-1935年苏联和法国之间关于《东方条约》的谈判，但在最后实现该条约方面发挥了重要作用。巴黎认为巴尔干是一个复杂的集体安全体系的基石，确保其地中海和东欧地区的相互联系。莫斯科将巴尔干地区视为反苏干预的潜在门户，并有意通过渗透法国体系来加强其在该地区的地位。与此同时，苏联与巴尔干国家关系的正常化使苏联领导人能够对法国施加外交压力。到1933年底，双方都找到了一个双方都能接受的外交和解方案，从而有可能在1934年计划东欧和东南欧关系的长期稳定。然而，1934年10月J. L. Barthou被谋杀，以及他的继任者的新路线，阻止了这一进程的成功完成，尽管它使苏联获得了一些巴尔干国家的外交承认。
{"title":"The issue of security in the Balkans in the context of the Soviet-French negotiations on the Eastern Pact (1933-1935)","authors":"Aleksandr Aleksandrovič-Veršinin","doi":"10.5937/zrffp53-42499","DOIUrl":"https://doi.org/10.5937/zrffp53-42499","url":null,"abstract":"The author argues that the Balkans, although not a direct participant in the negotiations on the Eastern Pact between the USSR and France in 1933-1935, played an important role in its final realization. Paris considered the Balkans the cornerstone of a complex system of collective security, ensuring the interconnection of its Mediterranean and Eastern European zones. Moscow saw the Balkan region as a potential door for anti-Soviet intervention and was interested in strengthening its positions there by penetrating the French system. At the same time, the normalization of relations between the USSR and the Balkan countries enabled the Soviet leadership to exert diplomatic pressure on France. By the end of 1933, both sides found a mutually acceptable scenario of diplomatic rapprochement, which made it possible to plan the long-term stabilization of relations in Eastern and Southeastern Europe in 1934. However, the murder of J. L. Barthou in October 1934, as well as the new course of his successor, prevented the successful completion of the process, although it enabled the USSR to gain diplomatic recognition from a number of Balkan states.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83101335","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 examine the possibility of prediction of job satisfaction based on the style of attachment (avoiding/anxious), with the mediating role of social comparison. 325 employees participated in the study, of which 125 female and 200 male. The data from the study shows statistically significant correlations between all variables. As for prediction, the obtained results suggest that based on the avoiding style of affective attachment, it is possible to directly predict a person's job satisfaction level, and that social comparison has a significant, albeit a partial mediation role in that relation. The anxious style of affective attachment did not achieve a statistically significant direct effect on the predictor, but, in combination with social comparison, a total effect that is statistically significant was found, which confirms that social comparison has the role of a complete mediator in the relation. The results were discussed in terms of set theoretical assumptions, the limitations of the study were brought up, as well as guidelines for future research.
{"title":"Attachment style as a predictor of job satisfaction: The mediating role of social comparison","authors":"Nikola Cocić","doi":"10.5937/zrffp53-42543","DOIUrl":"https://doi.org/10.5937/zrffp53-42543","url":null,"abstract":"The aim of this study was to examine the possibility of prediction of job satisfaction based on the style of attachment (avoiding/anxious), with the mediating role of social comparison. 325 employees participated in the study, of which 125 female and 200 male. The data from the study shows statistically significant correlations between all variables. As for prediction, the obtained results suggest that based on the avoiding style of affective attachment, it is possible to directly predict a person's job satisfaction level, and that social comparison has a significant, albeit a partial mediation role in that relation. The anxious style of affective attachment did not achieve a statistically significant direct effect on the predictor, but, in combination with social comparison, a total effect that is statistically significant was found, which confirms that social comparison has the role of a complete mediator in the relation. The results were discussed in terms of set theoretical assumptions, the limitations of the study were brought up, as well as guidelines for future research.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88584988","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}
Nataša Bakić-Mirić, Tamara Jevrić, Jelena Ratković-Stevović
In the 21st century, teaching and learning a foreign language obviously includes teaching and learning about culture. In this regard, a new method of teaching English has emerged that is equally focused on language and culture. Teaching English through an intercultural approach actually teaches students about cultures by developing their intercultural communicative competence while at the same time developing their language skills. Although this approach to English language teaching is relatively new, this paper will analyze the basic principles of an intercultural approach to English language teaching, lesson planning, and textbook selection. An intercultural approach to teaching English enables students to understand the differences that can occur in communication between people coming from the English-speaking world; develop skills, attitudes and awareness of different values; beliefs and worldviews in these cultures, at the same time improving language competence and skills as well as getting to know one's own culture. In the real world, however, it should be borne in mind that the acquisition of intercultural competence is never complete and perfect. A successful intercultural communicator does not require perfect knowledge of English and/or cultural competence. There is no perfect model for successful teaching and learning intercultural competence, as there is no complete definition of what an intercultural approach to English language teaching actually encompasses, and whether it is possible to assess objectively students' knowledge upon completion of the course. However, as the world inevitably becomes culturally diverse due to migration for economic and/or political reasons, it is vital that students accumulate intercultural knowledge in a foreign language course, which certainly poses a challenge for the language teachers.
{"title":"Intercultural approach to English language teaching: Advantages and challenges","authors":"Nataša Bakić-Mirić, Tamara Jevrić, Jelena Ratković-Stevović","doi":"10.5937/zrffp53-33921","DOIUrl":"https://doi.org/10.5937/zrffp53-33921","url":null,"abstract":"In the 21st century, teaching and learning a foreign language obviously includes teaching and learning about culture. In this regard, a new method of teaching English has emerged that is equally focused on language and culture. Teaching English through an intercultural approach actually teaches students about cultures by developing their intercultural communicative competence while at the same time developing their language skills. Although this approach to English language teaching is relatively new, this paper will analyze the basic principles of an intercultural approach to English language teaching, lesson planning, and textbook selection. An intercultural approach to teaching English enables students to understand the differences that can occur in communication between people coming from the English-speaking world; develop skills, attitudes and awareness of different values; beliefs and worldviews in these cultures, at the same time improving language competence and skills as well as getting to know one's own culture. In the real world, however, it should be borne in mind that the acquisition of intercultural competence is never complete and perfect. A successful intercultural communicator does not require perfect knowledge of English and/or cultural competence. There is no perfect model for successful teaching and learning intercultural competence, as there is no complete definition of what an intercultural approach to English language teaching actually encompasses, and whether it is possible to assess objectively students' knowledge upon completion of the course. However, as the world inevitably becomes culturally diverse due to migration for economic and/or political reasons, it is vital that students accumulate intercultural knowledge in a foreign language course, which certainly poses a challenge for the language teachers.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"180 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77312381","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 goal of learning in physical and health education (PHE) is for the student to improve physical abilities, motor skills and knowledge in physical and health culture, in order to preserve health and apply proper and regular physical exercise in modern living conditions and work. On the basis of the goal of the PHE teaching, the biological, pedagogical, and educational tasks are determined, the realization of which leads to the outcome of the PHE teaching. The biological tasks of physical education imply that a positive influence on students' proper growth and development is possible if the teacher is familiar with the structure and functions of the most important organic systems, the biological laws of development, and the impact of physical exercises on the organism. Pedagogical tasks include educational and learning tasks that intertwine and complement each other. Learning tasks should primarily contribute to the acquisition of motor skills and habits (sports-technical education), but also to the theoretical knowledge aiming to understanding the purpose of exercise, structure, method, and performance of certain exercises. Educational tasks, the teaching content, methods and forms of teaching are planned in accordance with their educational potential so that during the PHE classes, the students acquire the qualities and values contained in the PHE syllabus and at the same time represent universal human qualities and values that contribute to the development of the student's complete personality which is the ultimate ideal to strive for in education. By achieving the goals of the PHE syllabus, students acquire knowledge, skills, attitudes, and values about exercise (basic terms about exercise, how to perform an exercise and what a specific exercise is for), physical education, sports, recreation, and health. Specially planned and designed information about exercise and health is delivered immediately before, during, and after exercise in class. The goal, tasks, and outcomes of the course are achieved through the teaching of physical and health education (2 school hours per week) and compulsory physical activities for each student (1.5 school hours per week). This research is focused on the most frequent disruptive factors that lower the efficacy of implementation of PHE teaching in the higher grades of elementary school. The research was based on the general assumption that the teaching of physical and health education significantly contributes to the growth, development, health, upbringing, and education of students, but that it is not implemented as effectively as it could be. In contrast to many previous studies in which answers were collected from teachers or parents, in this research the answers were collected from the students in the higher grades of primary school themselves, since they are direct participants in the PHE classes and their development, education, and learning in PHE classes is the main outcome of teaching (Parkes et al, 2
{"title":"Educational efficiency and the most common disturbing factors in the teaching of physical and health education in higher primary school classes","authors":"H. Milenović, H. Vidaković, Jelena Petrović","doi":"10.5937/zrffp53-42770","DOIUrl":"https://doi.org/10.5937/zrffp53-42770","url":null,"abstract":"The goal of learning in physical and health education (PHE) is for the student to improve physical abilities, motor skills and knowledge in physical and health culture, in order to preserve health and apply proper and regular physical exercise in modern living conditions and work. On the basis of the goal of the PHE teaching, the biological, pedagogical, and educational tasks are determined, the realization of which leads to the outcome of the PHE teaching. The biological tasks of physical education imply that a positive influence on students' proper growth and development is possible if the teacher is familiar with the structure and functions of the most important organic systems, the biological laws of development, and the impact of physical exercises on the organism. Pedagogical tasks include educational and learning tasks that intertwine and complement each other. Learning tasks should primarily contribute to the acquisition of motor skills and habits (sports-technical education), but also to the theoretical knowledge aiming to understanding the purpose of exercise, structure, method, and performance of certain exercises. Educational tasks, the teaching content, methods and forms of teaching are planned in accordance with their educational potential so that during the PHE classes, the students acquire the qualities and values contained in the PHE syllabus and at the same time represent universal human qualities and values that contribute to the development of the student's complete personality which is the ultimate ideal to strive for in education. By achieving the goals of the PHE syllabus, students acquire knowledge, skills, attitudes, and values about exercise (basic terms about exercise, how to perform an exercise and what a specific exercise is for), physical education, sports, recreation, and health. Specially planned and designed information about exercise and health is delivered immediately before, during, and after exercise in class. The goal, tasks, and outcomes of the course are achieved through the teaching of physical and health education (2 school hours per week) and compulsory physical activities for each student (1.5 school hours per week). This research is focused on the most frequent disruptive factors that lower the efficacy of implementation of PHE teaching in the higher grades of elementary school. The research was based on the general assumption that the teaching of physical and health education significantly contributes to the growth, development, health, upbringing, and education of students, but that it is not implemented as effectively as it could be. In contrast to many previous studies in which answers were collected from teachers or parents, in this research the answers were collected from the students in the higher grades of primary school themselves, since they are direct participants in the PHE classes and their development, education, and learning in PHE classes is the main outcome of teaching (Parkes et al, 2","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80287305","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}
Reality seems to have become a matter of ownership-everyone supposedly has the right to 'their' reality. In contrast, to this supposed freedom of acceptance, there is a 'scientific' interpretation of reality, which claims to be the only correct one in modern times. The text presented here wants to show not only the limitations of the 'scientific' interpretation, as a pure formalism, but especially that its ideological glosses cannot reveal the reality. Instead, they falsify it, not just as the success of theory, but as reality itself. This is especially visible in modern times. In that name, over a hundred years have passed since the theory suppresses subjectivity in the explanation of reality; philosophy at the level of the establishment has accepted this very task. However, it was not motivated only by theoretical reasons, but intentionally, as an imposition of the nature of reality and the idea of the human nature of subjectivity. Although the 'primacy of the theoretical' was promoted after Kant's 'primacy of the practical', theory as a formalism manifested violence in its own understanding of reality and at the same time, after all the apologies, subjectivity was not accepted within it as the foundation of reality, but as a place of application of systemic results. The author shows that this procedure is possible as an action in reality, but that it is beyond his power to explain it. Finally, the author is in favour of reintroducing subjectivity into the theoretical structuring of reality, because its interpretation without subjectivity is as wrong as it is involved in the interests of subjectivity that are not subjectivity as subjectivity. They think that from the epistemological situation and diagnosis of modernity, it is possible to derive a theory that can take into account the essential nature of subjectivity in the interpretation of the nature of reality.
{"title":"The nature of contemporary reality","authors":"B. Bratina","doi":"10.5937/zrffp53-40499","DOIUrl":"https://doi.org/10.5937/zrffp53-40499","url":null,"abstract":"Reality seems to have become a matter of ownership-everyone supposedly has the right to 'their' reality. In contrast, to this supposed freedom of acceptance, there is a 'scientific' interpretation of reality, which claims to be the only correct one in modern times. The text presented here wants to show not only the limitations of the 'scientific' interpretation, as a pure formalism, but especially that its ideological glosses cannot reveal the reality. Instead, they falsify it, not just as the success of theory, but as reality itself. This is especially visible in modern times. In that name, over a hundred years have passed since the theory suppresses subjectivity in the explanation of reality; philosophy at the level of the establishment has accepted this very task. However, it was not motivated only by theoretical reasons, but intentionally, as an imposition of the nature of reality and the idea of the human nature of subjectivity. Although the 'primacy of the theoretical' was promoted after Kant's 'primacy of the practical', theory as a formalism manifested violence in its own understanding of reality and at the same time, after all the apologies, subjectivity was not accepted within it as the foundation of reality, but as a place of application of systemic results. The author shows that this procedure is possible as an action in reality, but that it is beyond his power to explain it. Finally, the author is in favour of reintroducing subjectivity into the theoretical structuring of reality, because its interpretation without subjectivity is as wrong as it is involved in the interests of subjectivity that are not subjectivity as subjectivity. They think that from the epistemological situation and diagnosis of modernity, it is possible to derive a theory that can take into account the essential nature of subjectivity in the interpretation of the nature of reality.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81586583","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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