J. Spasić, Nataša Spasić, Jelena Danilović-Jeremić
Over the last few decades, Internet-based communication has become an increasingly dominant form of information exchange. Not surprisingly, the development and use of social media have led to language change. At the same time, opportunities have arisen for linguists to explore and analyze the linguo-stylistic characteristics of social media usage. Therefore, this paper deals with the dilemmas and comments posted by the members of the Facebook and Instagram communities Jezičke nedoumice (Eng. Linguistic Dilemmas) and Dnevna doza pravopisa (Eng. A Daily Dose of Standard Serbian), as well as the Krstarica forum Jezik (Eng. Language). These communities were formed with the aim of solving linguistic issues and improving the linguistic knowledge of their users. Our research will focus on the nature of posts and comments on the popular social media websites, in terms of their linguistic and stylistic features. Its aim is to identify and classify these features by examining the rhetorical devices used. The collection of the corpus material relied on the presence of the following stylemes in the social media discussions on linguistic topics: (1) phonostylemes, (2) semantostylemes, (3) syntaxostylemes, and (4) graphostylemes.
在过去的几十年里，基于互联网的通信已经成为一种日益占主导地位的信息交换形式。毫不奇怪，社交媒体的发展和使用导致了语言的变化。与此同时，语言学家也有机会探索和分析社交媒体使用的语言风格特征。因此，本文处理的是Facebook和Instagram社区jezi ke nedoumice (Eng.)的成员所发表的困境和评论。“语言困境”与“多萨语”(英)。标准塞尔维亚语每日剂量)，以及Krstarica论坛Jezik(英文)。语言)。这些社区的成立是为了解决语言问题，提高用户的语言知识。我们的研究将集中在流行的社交媒体网站上的帖子和评论的性质，就其语言和风格特征而言。其目的是通过分析所使用的修辞手段来识别和分类这些特征。语料库材料的收集依赖于以下语体在社交媒体上关于语言话题的讨论中的存在:(1)语音语体，(2)语义语体，(3)句法语体，(4)文字语体。
{"title":"Stylistic devices in social media discussions on linguistic topics","authors":"J. Spasić, Nataša Spasić, Jelena Danilović-Jeremić","doi":"10.5937/zrffp53-43927","DOIUrl":"https://doi.org/10.5937/zrffp53-43927","url":null,"abstract":"Over the last few decades, Internet-based communication has become an increasingly dominant form of information exchange. Not surprisingly, the development and use of social media have led to language change. At the same time, opportunities have arisen for linguists to explore and analyze the linguo-stylistic characteristics of social media usage. Therefore, this paper deals with the dilemmas and comments posted by the members of the Facebook and Instagram communities Jezičke nedoumice (Eng. Linguistic Dilemmas) and Dnevna doza pravopisa (Eng. A Daily Dose of Standard Serbian), as well as the Krstarica forum Jezik (Eng. Language). These communities were formed with the aim of solving linguistic issues and improving the linguistic knowledge of their users. Our research will focus on the nature of posts and comments on the popular social media websites, in terms of their linguistic and stylistic features. Its aim is to identify and classify these features by examining the rhetorical devices used. The collection of the corpus material relied on the presence of the following stylemes in the social media discussions on linguistic topics: (1) phonostylemes, (2) semantostylemes, (3) syntaxostylemes, and (4) graphostylemes.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82885679","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}
Built at the turn of the 14th century, as an endowment of nobleman Vukašin and his wife Vukosava, Rudenica attracted the attention of scholars of Serbian medieval architecture as early as the 19th century. The hardships of the church, as well as lack of data about its original appearance, resulted in two failed restorations. Based on historical sources, preserved and partially published archival documentation, as well as comparisons with chronologically and topographically similar monuments, the previous findings are reexamined in the paper, in order to determine its place in the development of the Moravian Serbia architecture.
{"title":"Rudenica and its place in the Moravian Serbia architecture","authors":"Branka Gugolj","doi":"10.5937/zrffp53-45580","DOIUrl":"https://doi.org/10.5937/zrffp53-45580","url":null,"abstract":"Built at the turn of the 14th century, as an endowment of nobleman Vukašin and his wife Vukosava, Rudenica attracted the attention of scholars of Serbian medieval architecture as early as the 19th century. The hardships of the church, as well as lack of data about its original appearance, resulted in two failed restorations. Based on historical sources, preserved and partially published archival documentation, as well as comparisons with chronologically and topographically similar monuments, the previous findings are reexamined in the paper, in order to determine its place in the development of the Moravian Serbia architecture.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"247 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":"135104260","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 deals with the analysis of various ways of expounding philosophical content. We start by distinguishing between oral and written methods of presenting philosophical knowledge and then proceed to categorize philosophical texts based on the criterion of exposition. In the central part of the paper, we analyze the fundamental philosophical-scientific forms of expounding philosophical content: prolegomena, treatises, essays, meditations, aphorisms, autobiographies, letters, etc. The goal of this paper is to emphasize the connection between scientific forms and specific philosophical content, as well as the close correlation between the form of exposition and the purpose of a particular text. In the concluding chapter, we address the question: What allows philosophical content to be expounded in various ways? In answering this question, we highlight an important characteristic of philosophy that makes it more akin to art than to science.
{"title":"On possible forms of expounding philosophy","authors":"Biljana Radovanović","doi":"10.5937/zrffp53-40644","DOIUrl":"https://doi.org/10.5937/zrffp53-40644","url":null,"abstract":"This paper deals with the analysis of various ways of expounding philosophical content. We start by distinguishing between oral and written methods of presenting philosophical knowledge and then proceed to categorize philosophical texts based on the criterion of exposition. In the central part of the paper, we analyze the fundamental philosophical-scientific forms of expounding philosophical content: prolegomena, treatises, essays, meditations, aphorisms, autobiographies, letters, etc. The goal of this paper is to emphasize the connection between scientific forms and specific philosophical content, as well as the close correlation between the form of exposition and the purpose of a particular text. In the concluding chapter, we address the question: What allows philosophical content to be expounded in various ways? In answering this question, we highlight an important characteristic of philosophy that makes it more akin to art than to science.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"31 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":"135101434","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 primary aim of our research was to examine the impact of social loneliness, emotional loneliness and loneliness in love on life satisfaction of young people, including the variables of gender, age and material status. The study involved 200 high school students (86 female) from Novi Pazar, Serbia, 15-19 years old (M=16.76, SD=1.308). The data were collected through the scale of social loneliness, emotional loneliness and loneliness in love (SSELL) as a modified version of the scale of social and emotional loneliness among adults and the life satisfaction scale (LSS). Statistically significant impact of participants' age, material status of the family, loneliness in family and loneliness in love on life satisfaction is established. Loneliness in love is the best predictor of life satisfaction. The greater the loneliness in love, loneliness in family and material status of the family, the lower the life satisfaction. The finding that the material status of the family contributes to better socialization and a higher degree of life satisfaction is counterintuitive, given that the higher the material status of the family, the lower the life satisfaction score. There is no social loneliness in the model which predicts life satisfaction. Gender differences in terms of variables which influence life satisfaction in adolescents were established. Loneliness in love has the greatest influence on life satisfaction for men, while for female respondents, loneliness in family comes first, followed by loneliness in love. Other variables which appear in the model in the case of the undivided sample do not appear in the analysis of the subsamples by gender.
{"title":"Social loneliness, emotional loneliness and loneliness in love as predictors of life satisfaction in adolescents","authors":"Almedina Numanović, Semrija Smailović, Željko Mladenović, Nevzeta Murić","doi":"10.5937/zrffp53-43458","DOIUrl":"https://doi.org/10.5937/zrffp53-43458","url":null,"abstract":"The primary aim of our research was to examine the impact of social loneliness, emotional loneliness and loneliness in love on life satisfaction of young people, including the variables of gender, age and material status. The study involved 200 high school students (86 female) from Novi Pazar, Serbia, 15-19 years old (M=16.76, SD=1.308). The data were collected through the scale of social loneliness, emotional loneliness and loneliness in love (SSELL) as a modified version of the scale of social and emotional loneliness among adults and the life satisfaction scale (LSS). Statistically significant impact of participants' age, material status of the family, loneliness in family and loneliness in love on life satisfaction is established. Loneliness in love is the best predictor of life satisfaction. The greater the loneliness in love, loneliness in family and material status of the family, the lower the life satisfaction. The finding that the material status of the family contributes to better socialization and a higher degree of life satisfaction is counterintuitive, given that the higher the material status of the family, the lower the life satisfaction score. There is no social loneliness in the model which predicts life satisfaction. Gender differences in terms of variables which influence life satisfaction in adolescents were established. Loneliness in love has the greatest influence on life satisfaction for men, while for female respondents, loneliness in family comes first, followed by loneliness in love. Other variables which appear in the model in the case of the undivided sample do not appear in the analysis of the subsamples by gender.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"5 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":"135102117","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 initial research question in this paper is whether the predispositions for the evaluation of contemporary monumental culture in the city can be determined in the context of heritological research. In order to reach a possible answer, it is necessary to first determine the meaning of the word 'monument', and then present the dominant interpretations of what makes a 'good' monument. Thus, the paper starts from abstracted experiences concerning the place of monuments in the urban structure, then pays attention to issues of material, shape, and meaning, as well as multiple identities of monuments in the city. Finally, the basic theoretical starting points for the valorization of monuments are determined, which point out the relationship between commemorative values, monumental identities, and urban structure. The aim of this paper is to offer a synthesis of the heritological approach, which could then serve as a model for the analysis of contemporary monumental culture in the city. We can express this approach in the following way: the city is viewed as a heritage corpus, as a function of the relationship of material, form and meaning that is associated with its identities (conceptual, factual, and actual). Hence the initial answer to the question of what the city is through the prism of heritology: the city is a heritage corpus that evokes the maximum of memory in a minimum of space. What would then be a monument-in-a-city? The monumentin-the-city is a point of high commemorative value, an element that activates the memory potential of the urban structure. Thus, we get a basis for answering the question of what makes a 'good' monument: a good monument is one that satisfies the requirement of intensive commemorativeness (ie communicativeness of memory contents) in the city, while a 'bad' monument is what is insufficient in the mentioned sense.
{"title":"What makes a good monument?: Theoretical starting points to the heritological interpretation of commemorative values in the city space","authors":"M. Popadić","doi":"10.5937/zrffp53-40834","DOIUrl":"https://doi.org/10.5937/zrffp53-40834","url":null,"abstract":"The initial research question in this paper is whether the predispositions for the evaluation of contemporary monumental culture in the city can be determined in the context of heritological research. In order to reach a possible answer, it is necessary to first determine the meaning of the word 'monument', and then present the dominant interpretations of what makes a 'good' monument. Thus, the paper starts from abstracted experiences concerning the place of monuments in the urban structure, then pays attention to issues of material, shape, and meaning, as well as multiple identities of monuments in the city. Finally, the basic theoretical starting points for the valorization of monuments are determined, which point out the relationship between commemorative values, monumental identities, and urban structure. The aim of this paper is to offer a synthesis of the heritological approach, which could then serve as a model for the analysis of contemporary monumental culture in the city. We can express this approach in the following way: the city is viewed as a heritage corpus, as a function of the relationship of material, form and meaning that is associated with its identities (conceptual, factual, and actual). Hence the initial answer to the question of what the city is through the prism of heritology: the city is a heritage corpus that evokes the maximum of memory in a minimum of space. What would then be a monument-in-a-city? The monumentin-the-city is a point of high commemorative value, an element that activates the memory potential of the urban structure. Thus, we get a basis for answering the question of what makes a 'good' monument: a good monument is one that satisfies the requirement of intensive commemorativeness (ie communicativeness of memory contents) in the city, while a 'bad' monument is what is insufficient in the mentioned sense.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78077553","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 article analyses the views of the famous Russian academic, expert in the Balkan Studies, P.A. Lavrov on the situation in Bosnia and Herzegovina in the second half of the 19th century after the occupation of this territory by Austria-Hungary. Particular attention is paid to the influence of the ecclesiastical and cultural policy of the Austrian authorities on the situation in that region as well as to the consequences of this policy. P.A. Lavrov stressed the injustice of the occupation of Bosnia by Austria-Hungary and noted that from the very beginning of Austrian domination in this region of the Balkans, the Austrian administration pursued a policy aimed at systematic suppressing of the Orthodox Church, wide-scale support for the Catholic Church and the spreading of the Croatian national identity among the local Slavic population. For example, school textbooks in Bosnia were written by Croatian scholars who interpreted the local Slavic population of the Catholic faith as Croats. To more effectively implement this policy, the Austrian authorities have established effective control over the Orthodox Church and over the school system in Bosnia. In addition, the Austrian authorities facilitated the resettlement of Czechs and Poles loyal to Austria to the region, providing them with jobs as officials, police and gendarmerie employees, and entrepreneurs. This policy, carried out systematically and consistently for decades, contributed to a sharp strengthening of the position of the Catholic Church in the region and the spread of Croatian identity among the local Slavic population.
{"title":"Austro-Hungarian cultural and ecclesiastical policy in Bosnia and Herzegovina in the late 19th century as evaluated by the Russian academic and slavist P. A. Lavrov","authors":"Kirill Vladimirovič-Ševčenko","doi":"10.5937/zrffp53-42663","DOIUrl":"https://doi.org/10.5937/zrffp53-42663","url":null,"abstract":"The article analyses the views of the famous Russian academic, expert in the Balkan Studies, P.A. Lavrov on the situation in Bosnia and Herzegovina in the second half of the 19th century after the occupation of this territory by Austria-Hungary. Particular attention is paid to the influence of the ecclesiastical and cultural policy of the Austrian authorities on the situation in that region as well as to the consequences of this policy. P.A. Lavrov stressed the injustice of the occupation of Bosnia by Austria-Hungary and noted that from the very beginning of Austrian domination in this region of the Balkans, the Austrian administration pursued a policy aimed at systematic suppressing of the Orthodox Church, wide-scale support for the Catholic Church and the spreading of the Croatian national identity among the local Slavic population. For example, school textbooks in Bosnia were written by Croatian scholars who interpreted the local Slavic population of the Catholic faith as Croats. To more effectively implement this policy, the Austrian authorities have established effective control over the Orthodox Church and over the school system in Bosnia. In addition, the Austrian authorities facilitated the resettlement of Czechs and Poles loyal to Austria to the region, providing them with jobs as officials, police and gendarmerie employees, and entrepreneurs. This policy, carried out systematically and consistently for decades, contributed to a sharp strengthening of the position of the Catholic Church in the region and the spread of Croatian identity among the local Slavic population.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"284 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78476285","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 main purpose of this paper is to enlighten literary critical thought and work of Milenko Maticki (1936-2001), a well-known writer for young people, as well as for adults. In the constant touch with literature, and in the capacity of editor of Politics for Children, Maticki based his literary-critical contributions on strict selection and valid aesthetic-artistic criteria, showing his poetic affinities and good knowledge of literary theoretical and methodological parameters, which confirmed his creative agility and presence on the ex-Yugoslav literary scene. The paper shows that the literary criticism of Milenko Maticki, despite its professional quality and undoubted value, stayed in the shadow of his prose for young readers.
{"title":"Literary criticism of Milenko Maticki","authors":"Milutin Đuričković","doi":"10.5937/zrffp53-43125","DOIUrl":"https://doi.org/10.5937/zrffp53-43125","url":null,"abstract":"The main purpose of this paper is to enlighten literary critical thought and work of Milenko Maticki (1936-2001), a well-known writer for young people, as well as for adults. In the constant touch with literature, and in the capacity of editor of Politics for Children, Maticki based his literary-critical contributions on strict selection and valid aesthetic-artistic criteria, showing his poetic affinities and good knowledge of literary theoretical and methodological parameters, which confirmed his creative agility and presence on the ex-Yugoslav literary scene. The paper shows that the literary criticism of Milenko Maticki, despite its professional quality and undoubted value, stayed in the shadow of his prose for young readers.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74676287","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}
Education system is situated in formal educational and pedagogical institutions. However, considering that schools are not the only places for education, this paper examines the possibilities of teaching sociology in museums as a form of out-of-classroom learning. Teaching sociology in a museum provides opportunities for developing lasting basic knowledge and life-long learning, establishing and developing aesthetic and critical thinking aspects of students' personalities, and observing personal lives and experiences within a wider social context. The paper shows suggestions for this type of out-of-classroom learning, teacher's role in planning and visiting museums, teaching methods and units that can be attained in this form of learning, and a museum as an educational instrument. Learning through collaboration with other institutions in the local community shifts the learning context towards more complex cognitive processes. In the process of joint processing of a phenomenon, constructive discussion is encouraged and carried out in an unconventional form of class. At the same time, the cooperation between the local community and the school is being improved because the school upgrades its role of knowledge transfer to the role of a living centre in the community, and the school is actively involved in the needs of the local community. Among the teaching methods applicable to teaching in a museum, we have singled out a dialogical method and an interactive method because of their closeness to the constructivist approach in which the process of acquiring knowledge is conceived as the creation of the individual and the product of constructions. The essence of the teaching process in modern education lies in competencies among which the most important is that a student learns to learn and apply the acquired knowledge in practice.
{"title":"Teaching sociology in museums","authors":"Olivera Marković-Savić","doi":"10.5937/zrffp53-42650","DOIUrl":"https://doi.org/10.5937/zrffp53-42650","url":null,"abstract":"Education system is situated in formal educational and pedagogical institutions. However, considering that schools are not the only places for education, this paper examines the possibilities of teaching sociology in museums as a form of out-of-classroom learning. Teaching sociology in a museum provides opportunities for developing lasting basic knowledge and life-long learning, establishing and developing aesthetic and critical thinking aspects of students' personalities, and observing personal lives and experiences within a wider social context. The paper shows suggestions for this type of out-of-classroom learning, teacher's role in planning and visiting museums, teaching methods and units that can be attained in this form of learning, and a museum as an educational instrument. Learning through collaboration with other institutions in the local community shifts the learning context towards more complex cognitive processes. In the process of joint processing of a phenomenon, constructive discussion is encouraged and carried out in an unconventional form of class. At the same time, the cooperation between the local community and the school is being improved because the school upgrades its role of knowledge transfer to the role of a living centre in the community, and the school is actively involved in the needs of the local community. Among the teaching methods applicable to teaching in a museum, we have singled out a dialogical method and an interactive method because of their closeness to the constructivist approach in which the process of acquiring knowledge is conceived as the creation of the individual and the product of constructions. The essence of the teaching process in modern education lies in competencies among which the most important is that a student learns to learn and apply the acquired knowledge in practice.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"2431 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86574559","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}
At today's level of social development, the prevailing understanding is that every child has the right to education in accordance with their needs and capabilities. Accordingly, the request for support that schools and education should provide for the development of gifted students, who are expected to be the future bearers of prosperity and development, is particularly emphasized. Since in teaching, especially at the younger school age, development has a global character, it is necessary, first of all, to provide certain conditions that have a stimulating effect on the overall development and that can be aimed at recognizing and developing potential giftedness. Acknowledging the fact that the overall school experience and the results of numerous researches support the prevailing belief that gifted students, or at least most of them remain in regular classes, in addition to the terminological and conceptual definition of giftedness and the characteristics of gifted students, the main attention in the work will be focused on the importance and role of teachers in identifying gifted students and working with them.
{"title":"The significance of the teacher's role in the identification and development of giftedness in students","authors":"M. Sekulić","doi":"10.5937/zrffp53-40688","DOIUrl":"https://doi.org/10.5937/zrffp53-40688","url":null,"abstract":"At today's level of social development, the prevailing understanding is that every child has the right to education in accordance with their needs and capabilities. Accordingly, the request for support that schools and education should provide for the development of gifted students, who are expected to be the future bearers of prosperity and development, is particularly emphasized. Since in teaching, especially at the younger school age, development has a global character, it is necessary, first of all, to provide certain conditions that have a stimulating effect on the overall development and that can be aimed at recognizing and developing potential giftedness. Acknowledging the fact that the overall school experience and the results of numerous researches support the prevailing belief that gifted students, or at least most of them remain in regular classes, in addition to the terminological and conceptual definition of giftedness and the characteristics of gifted students, the main attention in the work will be focused on the importance and role of teachers in identifying gifted students and working with them.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84143558","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 changes brought about by romanticism in the understanding of literature do not mean only the end of the classicist period. By destroying normativity as a form of relationship to creativity, the romantics emphasized the principle: as many writers as many sources of rules. Hence, the way was opened to the predominance of another poetics, descriptive, which has remained dominant even in our time. One of the most important results that romanticism brought in the study of literature is the orientation towards the study of concrete literary phenomena. This orientation brings to the fore the possibilities of studying concrete phenomena offered by the disciplines of literary criticism and literary history. The paper presents romantic poetic attitudes and theoretical considerations of romanticism.
{"title":"Theoretical considerations of romanticism","authors":"S. Aleksić","doi":"10.5937/zrffp53-44142","DOIUrl":"https://doi.org/10.5937/zrffp53-44142","url":null,"abstract":"The changes brought about by romanticism in the understanding of literature do not mean only the end of the classicist period. By destroying normativity as a form of relationship to creativity, the romantics emphasized the principle: as many writers as many sources of rules. Hence, the way was opened to the predominance of another poetics, descriptive, which has remained dominant even in our time. One of the most important results that romanticism brought in the study of literature is the orientation towards the study of concrete literary phenomena. This orientation brings to the fore the possibilities of studying concrete phenomena offered by the disciplines of literary criticism and literary history. The paper presents romantic poetic attitudes and theoretical considerations of romanticism.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77828696","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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