The presence of different emotional states, their development and changes in emotional expression over the years raises the question of responsibility for the children's emotional development. This question indicates the possibility and responsibilities of the school as an organized educational institution to fulfil its educational function in this area. The aim of this work is to analyse the school from the aspect of emotional education in order to point out the strengths and possibilities of the school to achieve the set goals and tasks in practice. The paper used the method of content analysis based on a sample of available theoretical and empirical research. The most important contribution of this paper is a detailed analysis of the concept of emotional education in school with separate goals, tasks, methods, and contents that are practically applicable and can be the basis of the implementation of emotional education in everyday school practice. The absence of a systemic solution for this aspect of educational activity indicates that the driver must be changes in the goals and priorities of educational work, bearing in mind the connection of students' emotional states with cognitive development and academic achievement. In the end, the teacher, the student, and the teaching contents were singled out as the most important factors in the implementation of emotional education in school. School is an environment in which students experience different emotions depending on the circumstances, interpersonal relationships, and individual differences, but also the context in which emotional education is carried out. At the same time, school also affects the emotional development of children. Observing teaching as an integral and most organized part of school life, which is based on the interaction between teachers, students, and teaching content, we highlight teaching opportunities for encouraging children's emotional development. Courses focused on linguistics, art, and social studies offer multiple possibilities of emotional experience with their content, while the possibilities of other teaching subjects can be highlighted by the application of experiential and cooperative work methods that will enable students to develop collaborative relationships, understanding of others, and tolerance in group work. Teachers have the main role in emotional education by creating a positive and stimulating environment and by using the possibilities of course content to increase students' emotional competencies. Relationships with peers stand out in the context of creating a school as a safe and supportive environment where children can practice competencies in social relationships. Educational interventions should be aimed at all elements of emotional education, which would develop a conscious, independent, and responsible person who understands their feelings and the feelings of others, possesses interpersonal skills, and knows how to properly direct their beha
{"title":"Possibilities of implementing emotional education in the school context","authors":"D. Dimitrijević","doi":"10.5937/zrffp53-41323","DOIUrl":"https://doi.org/10.5937/zrffp53-41323","url":null,"abstract":"The presence of different emotional states, their development and changes in emotional expression over the years raises the question of responsibility for the children's emotional development. This question indicates the possibility and responsibilities of the school as an organized educational institution to fulfil its educational function in this area. The aim of this work is to analyse the school from the aspect of emotional education in order to point out the strengths and possibilities of the school to achieve the set goals and tasks in practice. The paper used the method of content analysis based on a sample of available theoretical and empirical research. The most important contribution of this paper is a detailed analysis of the concept of emotional education in school with separate goals, tasks, methods, and contents that are practically applicable and can be the basis of the implementation of emotional education in everyday school practice. The absence of a systemic solution for this aspect of educational activity indicates that the driver must be changes in the goals and priorities of educational work, bearing in mind the connection of students' emotional states with cognitive development and academic achievement. In the end, the teacher, the student, and the teaching contents were singled out as the most important factors in the implementation of emotional education in school. School is an environment in which students experience different emotions depending on the circumstances, interpersonal relationships, and individual differences, but also the context in which emotional education is carried out. At the same time, school also affects the emotional development of children. Observing teaching as an integral and most organized part of school life, which is based on the interaction between teachers, students, and teaching content, we highlight teaching opportunities for encouraging children's emotional development. Courses focused on linguistics, art, and social studies offer multiple possibilities of emotional experience with their content, while the possibilities of other teaching subjects can be highlighted by the application of experiential and cooperative work methods that will enable students to develop collaborative relationships, understanding of others, and tolerance in group work. Teachers have the main role in emotional education by creating a positive and stimulating environment and by using the possibilities of course content to increase students' emotional competencies. Relationships with peers stand out in the context of creating a school as a safe and supportive environment where children can practice competencies in social relationships. Educational interventions should be aimed at all elements of emotional education, which would develop a conscious, independent, and responsible person who understands their feelings and the feelings of others, possesses interpersonal skills, and knows how to properly direct their beha","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":"90100845","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 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 paper gives a review of high school curricula for Serbian language and literature-the topics of Language and Language Culture from 1990 to the present. The structure, tasks, and contents of the curricula from 1990 and 1991, the innovated curriculum from 2011, and the latest, reformed curriculum were reviewed, analysed, and compared. The comparison aims to determine and analyse their similarities and differences in the field of language and language culture, to observe and highlight their positive and negative aspects, and thus, in accordance with the research results, to draw conclusions and finally make suggestions that would contribute to their further improvement.
{"title":"Teaching language and language culture in grammar school curricula for the subject Serbian language and literature","authors":"Jelena Mihajlović","doi":"10.5937/zrffp53-45821","DOIUrl":"https://doi.org/10.5937/zrffp53-45821","url":null,"abstract":"The paper gives a review of high school curricula for Serbian language and literature-the topics of Language and Language Culture from 1990 to the present. The structure, tasks, and contents of the curricula from 1990 and 1991, the innovated curriculum from 2011, and the latest, reformed curriculum were reviewed, analysed, and compared. The comparison aims to determine and analyse their similarities and differences in the field of language and language culture, to observe and highlight their positive and negative aspects, and thus, in accordance with the research results, to draw conclusions and finally make suggestions that would contribute to their further improvement.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"28 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":"135101425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In his renowned Discourse on Colonialism (1950), Aime Cesaire points out that the kind of contact which was typically established when the European colonizers encountered other civilisations was not wholesome or mutually beneficial, as the Europeans rarely made any genuine effort to acknowledge the values and achievements of other cultures; instead, their focus was primarily on exploitation and material gain. Such dynamic is also evident in Peter Shaffer's play The Royal Hunt of the Sun (1964), where most of the members of the sixteenth-century Spanish expedition to Peru treat the Inca culture with hostility and disdain, or even regard some of its aspects as a threat which needs to be eliminated. The exceptions to this attitude may be found at the individual level, where some attempts at recognizing the cultural values of the Other are made by the protagonist, Pizarro, and the narrator, Martin. The paper examines these attempts, but aims to demonstrate that, in the final analysis, they also fail, so that Shaffer's play as a whole conveys a message that imperialist ambitions inevitably undermine any opportunity for a beneficial cross-cultural encounter. In addition to Cesaire, other authors in the field of postcolonial and ideological criticism, such as Chinua Achebe, Salman Rushdie, Edward Said, and Roland Barthes will also be referred to.
Aime Cesaire在他著名的《论殖民主义》(1950)中指出，当欧洲殖民者遇到其他文明时，通常建立的那种接触是不健康的，也不是互利的，因为欧洲人很少真正努力去承认其他文化的价值观和成就;相反，他们主要关注的是剥削和物质利益。这种动态在彼得·谢弗(Peter Shaffer)的戏剧《皇家狩猎太阳》(The Royal Hunt of The Sun, 1964)中也很明显，16世纪西班牙远征秘鲁队的大多数成员都对印加文化充满敌意和蔑视，甚至认为印加文化的某些方面是一种需要消除的威胁。这种态度的例外可以在个人层面上找到，在那里，主角皮萨罗和叙述者马丁试图承认他者的文化价值。本文考察了这些尝试，但旨在证明，在最后的分析中，他们也失败了，因此谢弗的剧本作为一个整体传达了一个信息，即帝国主义的野心不可避免地破坏了任何有益的跨文化相遇的机会。除了塞塞尔之外，本书还将提及后殖民和意识形态批评领域的其他作家，如奇努阿·阿奇贝、萨尔曼·拉什迪、爱德华·萨义德和罗兰·巴特。
{"title":"\"Peru is a silent country\": A lost opportunity for cultural exchange in The Royal Hunt of the Sun","authors":"Nataša Tučev","doi":"10.5937/zrffp53-45056","DOIUrl":"https://doi.org/10.5937/zrffp53-45056","url":null,"abstract":"In his renowned Discourse on Colonialism (1950), Aime Cesaire points out that the kind of contact which was typically established when the European colonizers encountered other civilisations was not wholesome or mutually beneficial, as the Europeans rarely made any genuine effort to acknowledge the values and achievements of other cultures; instead, their focus was primarily on exploitation and material gain. Such dynamic is also evident in Peter Shaffer's play The Royal Hunt of the Sun (1964), where most of the members of the sixteenth-century Spanish expedition to Peru treat the Inca culture with hostility and disdain, or even regard some of its aspects as a threat which needs to be eliminated. The exceptions to this attitude may be found at the individual level, where some attempts at recognizing the cultural values of the Other are made by the protagonist, Pizarro, and the narrator, Martin. The paper examines these attempts, but aims to demonstrate that, in the final analysis, they also fail, so that Shaffer's play as a whole conveys a message that imperialist ambitions inevitably undermine any opportunity for a beneficial cross-cultural encounter. In addition to Cesaire, other authors in the field of postcolonial and ideological criticism, such as Chinua Achebe, Salman Rushdie, Edward Said, and Roland Barthes will also be referred to.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"61 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":"135101433","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}
On the site Gradište, near Stojnik on the mountain Kosmaj, the remains of a large complex were discovered. It consists of a longitudinal space divided into several units by transversal walls and a rotunda with an apse built into its eastern part. The architectural characteristics of the complex, as well as its overall appearance and dating to the middle of the 4th century, suggest that it was most probably used as a Christian sacred building. Floors covered in mosaics, although very fragmentarily preserved, also testify to this hypothesis. The largest preserved section of the mosaic consists of votive inscriptions intertwined with various geometrical and figural motifs. This paper is primarily dedicated to the research of those votive mosaic inscriptions, although the attention will also be paid to other represented motifs, in order to understand the iconography of the preserved part of the mosaic floor. The position of the mosaics, their votive character, and overall appearance suggest that they were intentionally placed in what was considered to be a liminal space between two parts of the complex, namely in the place that symbolically divided two spaces of various levels of sacrality. Therefore, this paper also examines other important questions in order to properly understand the meaning and importance of vota in the sacral space: who could see and read those inscriptions, how the inscriptions communicated to their 'readers', what kind of information they convey about the donors, etc.
{"title":"Entangling text and image in sacred space: Votive mosaic inscriptions from Gradište near Stojnik (Kosmaj, Serbia)","authors":"Olga Špehar","doi":"10.5937/zrffp53-45391","DOIUrl":"https://doi.org/10.5937/zrffp53-45391","url":null,"abstract":"On the site Gradište, near Stojnik on the mountain Kosmaj, the remains of a large complex were discovered. It consists of a longitudinal space divided into several units by transversal walls and a rotunda with an apse built into its eastern part. The architectural characteristics of the complex, as well as its overall appearance and dating to the middle of the 4th century, suggest that it was most probably used as a Christian sacred building. Floors covered in mosaics, although very fragmentarily preserved, also testify to this hypothesis. The largest preserved section of the mosaic consists of votive inscriptions intertwined with various geometrical and figural motifs. This paper is primarily dedicated to the research of those votive mosaic inscriptions, although the attention will also be paid to other represented motifs, in order to understand the iconography of the preserved part of the mosaic floor. The position of the mosaics, their votive character, and overall appearance suggest that they were intentionally placed in what was considered to be a liminal space between two parts of the complex, namely in the place that symbolically divided two spaces of various levels of sacrality. Therefore, this paper also examines other important questions in order to properly understand the meaning and importance of vota in the sacral space: who could see and read those inscriptions, how the inscriptions communicated to their 'readers', what kind of information they convey about the donors, etc.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"51 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":"135104244","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 study is a part of a doctoral research project entitled Life and Work of Milorad Ekmečić (1928-2015), during which we realized that this distinguished Yugoslavian and Serbian historian in the late stage of his scientific career had shown particular interest in the problems of modern methodology of history. Studying his methodological work, which was very significant in the sense of quality if not volume, we came to the conclusion that he managed to achieve considerable results in that field, applying particular multidisciplinary and interdisciplinary approach. With his intellectual calmness, but also with experiential concern, he observed the world around him and the new problems faced by historiography at the turn of the century. He detected them on several levels: matter of periodization of contemporary history; philosophy and the sense of history after finalization of the Cold War conflict; the consumer society as a syntagm for contemporary history; the lack of auxiliary historical sciences which would study reports of contemporary media; the alteration of the nature of historical sources; the need to strengthen the outer and inner criticism; and the censorship and auto-censorship phenomena. In this context, he tried to offer authentical answers to numerous challenges of contemporary methodology and open new horizons for further research of this demanding scientific matter.
{"title":"The historian and 'the end of history': Scientific reflections of Milorad Ekmečić on the problems of historical methodology in the era of the consumer society","authors":"J. Aleksić","doi":"10.5937/zrffp53-42079","DOIUrl":"https://doi.org/10.5937/zrffp53-42079","url":null,"abstract":"This study is a part of a doctoral research project entitled Life and Work of Milorad Ekmečić (1928-2015), during which we realized that this distinguished Yugoslavian and Serbian historian in the late stage of his scientific career had shown particular interest in the problems of modern methodology of history. Studying his methodological work, which was very significant in the sense of quality if not volume, we came to the conclusion that he managed to achieve considerable results in that field, applying particular multidisciplinary and interdisciplinary approach. With his intellectual calmness, but also with experiential concern, he observed the world around him and the new problems faced by historiography at the turn of the century. He detected them on several levels: matter of periodization of contemporary history; philosophy and the sense of history after finalization of the Cold War conflict; the consumer society as a syntagm for contemporary history; the lack of auxiliary historical sciences which would study reports of contemporary media; the alteration of the nature of historical sources; the need to strengthen the outer and inner criticism; and the censorship and auto-censorship phenomena. In this context, he tried to offer authentical answers to numerous challenges of contemporary methodology and open new horizons for further research of this demanding scientific matter.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"306 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77311315","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 story of the life paths of the teachers and students of the seminary is told on the trail of a photograph, that is, a tableau of the graduates of the Serbian Orthodox Theological-Teaching School in Prizren, in 1896. It is about their contribution to education, church, Christianity, theology, literature, ethnology, and science. Like other photographs created in studios throughout the Serbian cultural space, they are more than documents, they are an inexhaustible treasure for historians and other cultural workers. They visually remind us of our ancestors and tell us about a time that no longer exists, the time of nobility. Professors and graduates are dressed according to the European style of clothing, unusual for those occasions and that time, when professors had to wear a fez, so as not to be distinguished from citizens of other religions. The place and time of the photograph is the 19th century, the Ottoman Empire, Kosovo Vilayet, the 'Dark Vilayet'! An authentic 1896 photo from Prizren is a true rarity. There is no information on taking photos in the archival material of the Theological School, but one thing is certain, the photography was created in Prizren that year, but the name of the photographer is unknown. There are 27 people on the tableau, rector Ilarion (Ivan) Vesić, eight teachers, Trivun Dimitrijević, Kosta Lozanić, Mihailo S. Tasić, Milan Gajić, Sava Jakić, Danilo (Nedeljković), Vasilije Stojanović, Apostol Filipovic, and 18 graduates, Toma Burković, Ljubomir A. Bulatović Ibrijski, Milutin V. Vukić, Janićije (Naća) Živković, Janko Đorđević, Haralampije Ilić, Pantelija Mandić, Dusan Nekic, Milan Nikšić, Radivoje R. Orlović, Atanasije Petrović, Blagoje Petrović, Obrad Popović, Nikola Rožić, Mladen Stojanović, Petar Ćićarić, Vladimir Popović and Zdravko Tasić. This is the first generation of high school graduates who completed the six-year Serbian Orthodox Theological-Teaching School. The Council of the Theological School declared them capable of being teachers and they were issued with certificates of teacher training. When they finished their education, they were between 17 and 26 years old. Except for one student who continued his education at the Belgrade Theological School, all the others were appointed as teachers. Obviously, the need for trained teachers throughout Old Serbia was great that year. In further service, five students were ordained as priests, one teacher became a merchant. Only one former student finished the Spiritual Academy, and two continued their education after the Theological School. Of the 18 students, five were from Prizren, three from the surrounding area. For the first time, a student from Bosnia attended the Theological School. Four young men were from Macedonia, two from Montenegro, two from the Kingdom of Serbia, and one from Kosovo. Of the nine teachers, four had university degrees, two were monks, which was a requirement for the Theological School. In different years, they were able to make co
{"title":"On the trail of a photo: A tableau of the Serbian orthodox theological-teaching school graduates in Prizren in 1896","authors":"A. Novakov","doi":"10.5937/zrffp53-43305","DOIUrl":"https://doi.org/10.5937/zrffp53-43305","url":null,"abstract":"This story of the life paths of the teachers and students of the seminary is told on the trail of a photograph, that is, a tableau of the graduates of the Serbian Orthodox Theological-Teaching School in Prizren, in 1896. It is about their contribution to education, church, Christianity, theology, literature, ethnology, and science. Like other photographs created in studios throughout the Serbian cultural space, they are more than documents, they are an inexhaustible treasure for historians and other cultural workers. They visually remind us of our ancestors and tell us about a time that no longer exists, the time of nobility. Professors and graduates are dressed according to the European style of clothing, unusual for those occasions and that time, when professors had to wear a fez, so as not to be distinguished from citizens of other religions. The place and time of the photograph is the 19th century, the Ottoman Empire, Kosovo Vilayet, the 'Dark Vilayet'! An authentic 1896 photo from Prizren is a true rarity. There is no information on taking photos in the archival material of the Theological School, but one thing is certain, the photography was created in Prizren that year, but the name of the photographer is unknown. There are 27 people on the tableau, rector Ilarion (Ivan) Vesić, eight teachers, Trivun Dimitrijević, Kosta Lozanić, Mihailo S. Tasić, Milan Gajić, Sava Jakić, Danilo (Nedeljković), Vasilije Stojanović, Apostol Filipovic, and 18 graduates, Toma Burković, Ljubomir A. Bulatović Ibrijski, Milutin V. Vukić, Janićije (Naća) Živković, Janko Đorđević, Haralampije Ilić, Pantelija Mandić, Dusan Nekic, Milan Nikšić, Radivoje R. Orlović, Atanasije Petrović, Blagoje Petrović, Obrad Popović, Nikola Rožić, Mladen Stojanović, Petar Ćićarić, Vladimir Popović and Zdravko Tasić. This is the first generation of high school graduates who completed the six-year Serbian Orthodox Theological-Teaching School. The Council of the Theological School declared them capable of being teachers and they were issued with certificates of teacher training. When they finished their education, they were between 17 and 26 years old. Except for one student who continued his education at the Belgrade Theological School, all the others were appointed as teachers. Obviously, the need for trained teachers throughout Old Serbia was great that year. In further service, five students were ordained as priests, one teacher became a merchant. Only one former student finished the Spiritual Academy, and two continued their education after the Theological School. Of the 18 students, five were from Prizren, three from the surrounding area. For the first time, a student from Bosnia attended the Theological School. Four young men were from Macedonia, two from Montenegro, two from the Kingdom of Serbia, and one from Kosovo. Of the nine teachers, four had university degrees, two were monks, which was a requirement for the Theological School. In different years, they were able to make co","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78962408","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 work focuses on the period of the late 18th and early 19th centuries. The research observes the prism of the emergence of the Serbian state and carefully considers the development of science. The emergence of modern science in Serbia can be observed and followed in fragments from the Middle Ages to the modern era. The period from the 15th to the 18th century, however, marked almost complete stagnation in all fields, including science. The Turkish occupation interrupted the development of the intellectual thought of the Middle Ages and thus separated the Serbian people from the continuity of thought ideals. The beginning of modern scientific development is chronologically connected to the uprisings of 1804 and 1815. The events that triggered the turmoil in the 18th century were the basis for the development of science and its highest level through the early 19th century. Precisely for this reason, observing the development of science in the chronological period of the late 18th and early 19th centuries reveals the foundations of modern education in our country. In order to understand and perceive the context, the paper also refers to earlier periods of Serbian statehood and science. The paper concludes that the development of statehood in Serbia was closely related to the development of science and that the key participants in those processes understood the importance of the qualifications of state administrators and the very creation of a nation. Competence, in that sense, was understood as the scientific progress of an individual and consequently of the community.
{"title":"Historical development of education and science in Serbia from the late 18th century and the first half of the 19th century","authors":"Nikola Ivković, Nebojiša Maksimović","doi":"10.5937/zrffp53-44613","DOIUrl":"https://doi.org/10.5937/zrffp53-44613","url":null,"abstract":"The work focuses on the period of the late 18th and early 19th centuries. The research observes the prism of the emergence of the Serbian state and carefully considers the development of science. The emergence of modern science in Serbia can be observed and followed in fragments from the Middle Ages to the modern era. The period from the 15th to the 18th century, however, marked almost complete stagnation in all fields, including science. The Turkish occupation interrupted the development of the intellectual thought of the Middle Ages and thus separated the Serbian people from the continuity of thought ideals. The beginning of modern scientific development is chronologically connected to the uprisings of 1804 and 1815. The events that triggered the turmoil in the 18th century were the basis for the development of science and its highest level through the early 19th century. Precisely for this reason, observing the development of science in the chronological period of the late 18th and early 19th centuries reveals the foundations of modern education in our country. In order to understand and perceive the context, the paper also refers to earlier periods of Serbian statehood and science. The paper concludes that the development of statehood in Serbia was closely related to the development of science and that the key participants in those processes understood the importance of the qualifications of state administrators and the very creation of a nation. Competence, in that sense, was understood as the scientific progress of an individual and consequently of the community.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81379633","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 existing literature recognizes the importance of studying proactive coping among university students. There are two different conceptualizations of proactive coping, one by Aspinwall and Taylor (1997) and the other by Greenglass et al. (1999). To date, the Proactive Coping Inventory (Greenglass et al., 1999) is the most frequently used instrument that measures this concept. However, the main aim of the present study was to investigate the psychometric properties of a newly developed measure, the PROACTIVE coping inventory (Tian et al., 2023). The translation process of the PROACTIVE coping inventory followed the back-translation procedure. A series of questionnaires were completed online and a total of 171 respondents were included in the final sample. The age of the respondents ranged from 18 to 26; three quarters of them were female. Confirmatory factor analysis revealed that the Serbian version of the PROACTIVE coping inventory matched the original factor solution (ch2 (df)= 202.350 (129), p= .000, ch2 /df=1.569, CFI= .920, TLI= .908, RMSEA= .053). The active preparation, ineffective preparation, and self-management subscales showed good internal consistency (Cronbach a: .76, .73 and .73 respectively), while the utilization of social resources subscale had a lower but acceptable a= .66. The correlation analysis showed good convergent validity for all subscales except for ineffective preparation. The results obtained, the limitations of the study, and the need for future research have been discussed.
{"title":"Validation of the PROACTIVE coping inventory on Serbian university students","authors":"Dragana Stanojević, Emilija Popović, Branislava Dilparić","doi":"10.5937/zrffp53-45495","DOIUrl":"https://doi.org/10.5937/zrffp53-45495","url":null,"abstract":"The existing literature recognizes the importance of studying proactive coping among university students. There are two different conceptualizations of proactive coping, one by Aspinwall and Taylor (1997) and the other by Greenglass et al. (1999). To date, the Proactive Coping Inventory (Greenglass et al., 1999) is the most frequently used instrument that measures this concept. However, the main aim of the present study was to investigate the psychometric properties of a newly developed measure, the PROACTIVE coping inventory (Tian et al., 2023). The translation process of the PROACTIVE coping inventory followed the back-translation procedure. A series of questionnaires were completed online and a total of 171 respondents were included in the final sample. The age of the respondents ranged from 18 to 26; three quarters of them were female. Confirmatory factor analysis revealed that the Serbian version of the PROACTIVE coping inventory matched the original factor solution (ch2 (df)= 202.350 (129), p= .000, ch2 /df=1.569, CFI= .920, TLI= .908, RMSEA= .053). The active preparation, ineffective preparation, and self-management subscales showed good internal consistency (Cronbach a: .76, .73 and .73 respectively), while the utilization of social resources subscale had a lower but acceptable a= .66. The correlation analysis showed good convergent validity for all subscales except for ineffective preparation. The results obtained, the limitations of the study, and the need for future research have been discussed.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"34 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":"135102112","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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