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}
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}
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}
The paper shows the development of legal representation in the Principality of Serbia, with a special focus on the professional participation of women in court proceedings, shown through the character and work of Marija Milutinović Punktatorka, a teacher and the first female attorney in Serbia. In the judicial system of the Principality of Serbia, women were not prohibited from practicing law, which enabled an educated woman to pave the way for future women lawyers in the period of 'Little Serbia'. In the relevant literature, one can find rare texts in which the life and work of Marija Milutinović are mentioned casually and inconspicuously without an insight into the complete biography. By researching unpublished archival sources, significant information was obtained about the life and work of Marija Milutinović Punktatorka, the wife of the poet Sima Milutinović Sarajlija and the mother of the architect and professor of the Grande école, Dragutin (Dragiša) Milutinović. Marija Milutinović Punktatorka was born in 1809 into the Popović family in Timisoara. As the 'first Serbian' teacher, she educated girls and thus strove for women in the 19th century to fight for their place in the society. She was educated in Buda, where she also studied several sciences privately, with a 'very good approach and accuracy'. After the death of her husband, in October 1848, she opened a private elementary school in Belgrade. Soon, in 1849, she entered the civil service and started working as a teacher at the state school in Belgrade near the Great Church (Saborna crkva), where she received a pension in August 1874. Marija Milutinović's main motive to engage in legal representation stemmed from humane motives and not from material benefit. She practiced law even during her married life. She charged wealthier people, whom she successfully represented and won lawsuits in court with large compensation-modest, symbolic sums, more as a reward than as a fee (Ignjatović, 1860, p. 24). Even after her husband's death (1847), she continued to practice law and fulfil her husband's bequest, providing legal aid and representing the poor free of charge, which reflected badly on her impoverished family fund (Javor, 1862-1863; 1874-1893, p. 350). During the working life of Marija Milutinović, legal regulations did not prohibit women from practicing law, nor did the prohibition result indirectly. With the entry into force of the Law on Legal Representatives (1862), the previous decrees and orders, which often ad hoc solved the issue of providing legal aid in the Principality of Serbia. Officially, Marija Milutinović did not submit a request to be recognized as a lawyer before the competent authorities because she did not graduate from the Faculty of Law. In a formal sense, Marija Milutinović was never recognized by the Ministry as having the right to call herself a lawyer. Based on the real facts, it cannot be disputed that Marija Milutinović Punktatorka was the first woman in the Pri
{"title":"Marija Milutinović Punktatorka, teacher: The first woman lawyer in Serbia","authors":"Nena A. Vasojević, Nevenka Knežević-Lukić","doi":"10.5937/zrffp53-39995","DOIUrl":"https://doi.org/10.5937/zrffp53-39995","url":null,"abstract":"The paper shows the development of legal representation in the Principality of Serbia, with a special focus on the professional participation of women in court proceedings, shown through the character and work of Marija Milutinović Punktatorka, a teacher and the first female attorney in Serbia. In the judicial system of the Principality of Serbia, women were not prohibited from practicing law, which enabled an educated woman to pave the way for future women lawyers in the period of 'Little Serbia'. In the relevant literature, one can find rare texts in which the life and work of Marija Milutinović are mentioned casually and inconspicuously without an insight into the complete biography. By researching unpublished archival sources, significant information was obtained about the life and work of Marija Milutinović Punktatorka, the wife of the poet Sima Milutinović Sarajlija and the mother of the architect and professor of the Grande école, Dragutin (Dragiša) Milutinović. Marija Milutinović Punktatorka was born in 1809 into the Popović family in Timisoara. As the 'first Serbian' teacher, she educated girls and thus strove for women in the 19th century to fight for their place in the society. She was educated in Buda, where she also studied several sciences privately, with a 'very good approach and accuracy'. After the death of her husband, in October 1848, she opened a private elementary school in Belgrade. Soon, in 1849, she entered the civil service and started working as a teacher at the state school in Belgrade near the Great Church (Saborna crkva), where she received a pension in August 1874. Marija Milutinović's main motive to engage in legal representation stemmed from humane motives and not from material benefit. She practiced law even during her married life. She charged wealthier people, whom she successfully represented and won lawsuits in court with large compensation-modest, symbolic sums, more as a reward than as a fee (Ignjatović, 1860, p. 24). Even after her husband's death (1847), she continued to practice law and fulfil her husband's bequest, providing legal aid and representing the poor free of charge, which reflected badly on her impoverished family fund (Javor, 1862-1863; 1874-1893, p. 350). During the working life of Marija Milutinović, legal regulations did not prohibit women from practicing law, nor did the prohibition result indirectly. With the entry into force of the Law on Legal Representatives (1862), the previous decrees and orders, which often ad hoc solved the issue of providing legal aid in the Principality of Serbia. Officially, Marija Milutinović did not submit a request to be recognized as a lawyer before the competent authorities because she did not graduate from the Faculty of Law. In a formal sense, Marija Milutinović was never recognized by the Ministry as having the right to call herself a lawyer. Based on the real facts, it cannot be disputed that Marija Milutinović Punktatorka was the first woman in the Pri","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73726319","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 origin of the idea to establish art collections in various socio-cultural contexts represents a special topic of the museum history, on one hand, and of the institutionalization of art, on the other. The expressions of the intentions to form certain collections, especially art collections, in order to preserve the memory of the art works and the likeness of their creators still stir the scholarly debates. The creation of art collections as such, and along with them the collections of artists' portraits and self-portraits, is the result of several trends in the renaissance concept of art. One is the status of liberal arts, which the fine arts, especially painting, gradually assumed since the beginning of 15th century, owing to Leon Battista Alberti's Treatise on Painting. Another phenomenon that contributed to this process is the formation of the value system of art in the 16th century art theory, with Giorgio Vasari as its main proponent. We would like to point to certain other instances that anticipated the tendency to form art collections. One such instance is the collection of portraits of famous men that Paolo Giovio, the prominent humanist, started to acquire in 1521. Another instance is the room in Giorgio Vasari's house in Arezzo with the portraits of artists, which he had painted in early 1540s. Yet another is the cycle of graphic representations of artists' portraits that appeared in the second edition of Vasari's Lives, in 1568, as mnemonic devices to accompany the literary portraits. Concurrent with the design of the illustrated edition of the Lives were the preparations for the establishment of the Academy of the Arts of Drawing (Accademia del Disegno), founded in 1563, whose Statute introduced the need to form a collection of artists' portraits and an art collection featuring their works. These were supposed to serve didactic purposes, in the first place, but also to preserve the memory of the artistic forebears. It paved the way for the future academic art collections, such as the Borromeo's Milan Ambrosiana that was created as an art academy. All these played important roles in the establishment of a visible history that grew into museum that shaped the memory of art and its history, not only by exhibition of the art works, but also by exhibition and preservation of the portraits of their creators. Moreover, they established the practice, the obligation, of artists to leave to their artistic progeny not only their works but also their likeness that became the image and the guarantee of a newly established history, the history of art.
在不同的社会文化背景下建立艺术收藏的想法的起源，一方面代表了博物馆历史的一个特殊话题，另一方面也代表了艺术制度化的一个特殊话题。为了保存艺术作品的记忆和其创作者的肖像而形成某些收藏，特别是艺术收藏的意图的表达仍然引起了学术界的争论。艺术收藏的创作，以及随之而来的艺术家肖像和自画像的收藏，是文艺复兴时期艺术观念的几个趋势的结果。一个是文科的地位，美术，尤其是绘画，从15世纪初开始，由于莱昂·巴蒂斯塔·阿尔贝蒂的《绘画论》，逐渐占据了地位。另一个促成这一过程的现象是以瓦萨里为主要提倡者的16世纪艺术理论中艺术价值体系的形成。我们想指出一些其他的例子，它们预示着形成艺术收藏的趋势。著名的人文主义者保罗·吉奥维奥(Paolo Giovio)于1521年开始收集名人肖像，就是这样一个例子。另一个例子是乔治·瓦萨里在阿雷佐的房子里的房间，里面有他在1540年代早期画的艺术家的肖像。另一个例子是1568年瓦萨里的第二版《生平》中出现的艺术家肖像的图形表达循环，作为文学肖像的辅助记忆手段。与《生活》插图版的设计同时进行的是为建立绘画艺术学院(Accademia del Disegno)做准备，该学院成立于1563年，其章程介绍了形成艺术家肖像收藏和以他们作品为特色的艺术收藏的必要性。这些作品首先是为了教学目的，但同时也是为了保存对艺术前辈的记忆。它为未来的学术艺术收藏铺平了道路，比如博罗梅奥的米兰Ambrosiana，它是作为艺术学院创建的。所有这些都在建立一个可见的历史中发挥了重要作用，它成长为博物馆，不仅通过艺术作品的展览，而且通过展览和保存其创作者的肖像，塑造了对艺术及其历史的记忆。此外，他们还确立了艺术家的实践和义务，即不仅要把他们的作品留给他们的艺术后代，还要把他们的肖像留给他们的后代，这些肖像成为一种新建立的历史——艺术史的形象和保证。
{"title":"On the programmatic foundation of the collections of artists' portraits and their works in the 16th century","authors":"A. Milosavljević","doi":"10.5937/zrffp53-38937","DOIUrl":"https://doi.org/10.5937/zrffp53-38937","url":null,"abstract":"The origin of the idea to establish art collections in various socio-cultural contexts represents a special topic of the museum history, on one hand, and of the institutionalization of art, on the other. The expressions of the intentions to form certain collections, especially art collections, in order to preserve the memory of the art works and the likeness of their creators still stir the scholarly debates. The creation of art collections as such, and along with them the collections of artists' portraits and self-portraits, is the result of several trends in the renaissance concept of art. One is the status of liberal arts, which the fine arts, especially painting, gradually assumed since the beginning of 15th century, owing to Leon Battista Alberti's Treatise on Painting. Another phenomenon that contributed to this process is the formation of the value system of art in the 16th century art theory, with Giorgio Vasari as its main proponent. We would like to point to certain other instances that anticipated the tendency to form art collections. One such instance is the collection of portraits of famous men that Paolo Giovio, the prominent humanist, started to acquire in 1521. Another instance is the room in Giorgio Vasari's house in Arezzo with the portraits of artists, which he had painted in early 1540s. Yet another is the cycle of graphic representations of artists' portraits that appeared in the second edition of Vasari's Lives, in 1568, as mnemonic devices to accompany the literary portraits. Concurrent with the design of the illustrated edition of the Lives were the preparations for the establishment of the Academy of the Arts of Drawing (Accademia del Disegno), founded in 1563, whose Statute introduced the need to form a collection of artists' portraits and an art collection featuring their works. These were supposed to serve didactic purposes, in the first place, but also to preserve the memory of the artistic forebears. It paved the way for the future academic art collections, such as the Borromeo's Milan Ambrosiana that was created as an art academy. All these played important roles in the establishment of a visible history that grew into museum that shaped the memory of art and its history, not only by exhibition of the art works, but also by exhibition and preservation of the portraits of their creators. Moreover, they established the practice, the obligation, of artists to leave to their artistic progeny not only their works but also their likeness that became the image and the guarantee of a newly established history, the history of art.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75645270","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 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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：