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}
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 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}
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}
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}
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}
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}
Throughout history, the development of entertainment spaces has been intertwined with, and at times even ahead of, changes in the domain of industrial development and modern technologies as well as in the domain of society, urban culture and leisure behavior patterns, driven by both their organizational and aesthetic characteristics. This paper explores key examples of amusement parks that serve as links in the chain of influence and innovation, resulting in the Disney theme parks during the second half of the previous century as a global phenomenon. The focus of the paper is on the presentation and analysis of the amusement park projects in Belgrade designed by architects Aleksandar Đokić and Slobodan Ilić. Those park projects were developed and built during the 1970s and were persistently referred to as "Belgrade's Disneyland" throughout the planning and construction stages. The aim of the paper is to contextualize the Belgrade project within the broader framework of the cultural and historical development of similar projects worldwide. The results of the paper indicate that Disney's theme parks played an active role in promoting consumer culture throughout the last century. In Belgrade, however, the construction following a similar model faced social resistance and a series of difficulties during its implementation, which could be interpreted as an example of spontaneous (and short-term) defense of national cultural identity.
{"title":"Projects of tourist-amusement parks: \"Belgrade's Disneyland\"","authors":"Aleksandra Jevtović","doi":"10.5937/zrffp53-45301","DOIUrl":"https://doi.org/10.5937/zrffp53-45301","url":null,"abstract":"Throughout history, the development of entertainment spaces has been intertwined with, and at times even ahead of, changes in the domain of industrial development and modern technologies as well as in the domain of society, urban culture and leisure behavior patterns, driven by both their organizational and aesthetic characteristics. This paper explores key examples of amusement parks that serve as links in the chain of influence and innovation, resulting in the Disney theme parks during the second half of the previous century as a global phenomenon. The focus of the paper is on the presentation and analysis of the amusement park projects in Belgrade designed by architects Aleksandar Đokić and Slobodan Ilić. Those park projects were developed and built during the 1970s and were persistently referred to as \"Belgrade's Disneyland\" throughout the planning and construction stages. The aim of the paper is to contextualize the Belgrade project within the broader framework of the cultural and historical development of similar projects worldwide. The results of the paper indicate that Disney's theme parks played an active role in promoting consumer culture throughout the last century. In Belgrade, however, the construction following a similar model faced social resistance and a series of difficulties during its implementation, which could be interpreted as an example of spontaneous (and short-term) defense of national cultural identity.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"70 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":"135102126","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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