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Utječe li strategija poučavanja na razumijevanje pojma prirodne ravnoteže?
No full textUnderstanding and sharing knowledge about the balance of nature in living communities is essential for the survival of humanity. In the research, we wanted to examine whether teaching strategy affects the conceptual understanding of the balance of nature among fourth graders. In doing so, fourth-grade elementary school students were randomized in three groups where the same teacher taught the first group about the balance of nature relying on presentation alone, the second group watched a video along and listened to the teacher’s presentation without additional explanations, while the third group had a guided video viewing accompanied with explanations. Students’ knowledge was tested before and after the education. Using a two-way factorial ANOVA, no significant differences between groups were identified in knowledge on living communities, whilst education appeared to be effective for both. This indicates that collaborative learning and active cooperation of students are important and help students gain the required conceptual understanding of certain contents without ICT support.Razumijevanje i dijeljenje znanja o prirodnoj ravnoteži u životnim zajednicama osnova je opstanka čovječanstva. U provedenom istraživanju željelo se ispitati utječe li strategija poučavanja na konceptualno razumijevanje prirodne ravnoteže kod učenika četvrtih razreda. Pritom su učenici četvrtog razreda osnovne škole (N=52) podijeljeni u tri skupine, u kojima ih je sve poučavala ista učiteljica; prvu skupinu poučavala je o prirodnoj ravnoteži oslanjajući se samo na prezentaciju, druga je skupina uz to gledala i videozapis bez dodatnih pojašnjenja, dok je treća skupina imala vođeno gledanje videozapisa uz objašnjenja. Provjeravano je znanje učenika na početku i nakon procesa učenja. Koristeći dvofaktorsku ANOVA-u, nisu utvrđene značajne razlike između skupina u znanju o životnim zajednicama (glavni učinak faktora Grupa: p=0,242; ŋ2=0,056) i prirodnoj ravnoteži (glavni učinak faktora Grupa: p=0,980 ŋ2=0,001), dok se učenje pokazalo učinkovitim za oboje (glavni učinak faktora Učenje: p<0,001; ŋ2=0,387 i p<0,001; ŋ2=0,523). To ukazuje na to da su kolaborativno učenje i aktivna suradnja učenika važni i pomažu učenicima steći potrebno konceptualno razumijevanje određenih sadržaja i bez IKT podrške
Comparison of Conducting Experiment in Primary and Lower Secondary Science Teaching
No full textU obrazovnome sustavu Republike Hrvatske prirodoslovne koncepte učenik spoznaje od samoga početka obveznog Usporedba provedbe eksperimenta u razrednoj i predmetnoj nastavi prirodoslovlja a školovanja. Iako su nastavni predmeti u kojima se oni spoznaju raznoliki, njihova je poveznicaučenički eksperiment. Provedbom i analizom eksperimenta učenik razvija prirodoznanstvenu pismenost te na zanimljiv način usvaja prirodoslovna znanja, vještine i stavove. Unatoč brojnim prednostima učeničkoga eksperimenta brojna istraživanja ukazuju na njegovu nedostatnu implementaciju u nastavni proces. Usporedna analiza rezultata ovoga istraživanja pruža uvid u njegovu implementaciju u nižim i višim razredima osnovne škole. Cilj je ovoga istraživanja analiza odgojno-obrazovne prakse vezane uz učenički eksperiment te utvrđivanje učiteljskih razlika u pripremi, provedbi i vrednovanju eksperimenta. Istraživanje je provedeno na uzorku od 189 učitelja razredne i predmetne nastave iz gotovo svih županija Republike Hrvatske. Uzorak istraživanja obuhvaća i učitelje koji u svojemu razrednom odjelu imaju učenike s posebnim odgojno-obrazovnim potrebama jer u RH većina ispitanika (84 %) provodi nastavu s učenicima s teškoćama, a dio (50 %) s darovitim učenicima. U svrhu provedbe istraživanja konstruiran je upitnik o demografskim podacima i Likertova ljestvica procjene stavova učitelja. Prikupljanje, analiza i interpretacija podataka odvijala se u okviru kvantitativne istraživačke paradigme metodom inferencijske statistike (Mann-Whitney U-test i Spearmanov test korelacije). Dobiveni rezultati ukazuju na metodičke, organizacijske i spoznajne teškoće pri ostvarivanju odgojno-obrazovnih ishoda nastavne jedinice u kojoj je primijenjena metoda eksperimenta. Razlike u stavovima učitelja daju indikacije za unaprjeđenje učiteljskih i učeničkih znanja i sposobnosti te vremensku i prostornu prilagodbu eksperimenta u nastavi s ciljem razvitka kvalitetnijih prirodoznanstvenih kompetencija.In the education system of the Republic of Croatia, students learn about natural science concepts from the very beginning of their compulsory school education. Although, school subjects in which they are learned are diverse, their common link is the student experiment. By conducting and analyzing the experiment, student develops science literacy and in an interesting way acquires science knowledge, skills and attitudes. Despite numeorus benefits of the student experiment, numerous studies point to its insufficient implementation in the teaching process, which is why this research also determines its comparative dimension in lower and upper grades of elementary school. Due to all of the above, aim of this research is the analysis of the educational practice related to the student experiment in order to determine teacher differences in preparation, implementation and evaluation of the experiment. Research was conducted on a sample of 189 primary and lower secondary teachers from almost all counties of the Republic of Croatia. The aim of this research extends to teachers who have students with special educational needs, since most of the participants (84%) teach a class with students with disabilities, and part od them (50%) with gifted students. For the purpose of this research, a questionnaire on demographic data and a Likert scale for assessing teachers’ attitudes were constructed. The collection, analysis and interpretation of data took place within the framework of a quantitative research paradigm using the method of inferential statistics (Mann-Whitney U-test and Spearman’s correlation test). Obtained results indicate methodological, organizational and cognitive difficulties related to achieving educational outcomes of the teaching unit in which experimental method was used. Differences in teachers’ attitudes provide indications for the improvement of teacher and student knowledge and abilities, as well as temporal and spatial adjustment of experiments with the aim of developing higher quality nature science competencies. Keywords: experiment, lower secondary education, nature sciences, primary education, science literacy
Review of Inclusive Education Research from the Perspective of Preschool and Primary School Teachers – the Current Situation in Croatia
No full textInkluzivni odgoj i obrazovanje temelj je suvremene odgojno-obrazovne paradigme. Podrazumijeva proces jednakopravnoga uključivanja svih dionika u redovite odgojno-obrazovne sustave i procese te stvaranje uvjeta za zadovoljavanje prava svakoga pojedinca na kvalitetno obrazovanje. Iako se inkluzivni odgoj i obrazovanje temelji na razvojnom pravu svih pojedinaca, posebno je orijentiran na ranjive skupine djece. Ranjivost može biti ishod karakteristika samoga djeteta, obitelji i/ili šire zajednice koje ugrožavaju ostvarivanje djetetove aktualne i dugoročne dobrobiti. Odgovornost za uspješnu provedbu inkluzivnoga odgoja i obrazovanja podjednako dijele javne obrazovne politike, lokalne uprave, odgojno-obrazovne ustanove, sudionici odgojno-obrazovnoga procesa te drugi čimbenici. Kvalitetu inkluzivne prakse determiniraju osobne paradigme, stavovi i profesionalne kompetencije odgojno-obrazovnih stručnjaka (odgojitelja, učitelja). Cilj je ovoga rada sintetizirati rezultate dostupnih relevantnih istraživanja mišljenja i iskustava odgojitelja i učitelja u Republici Hrvatskoj o inkluzivnome odgoju i obrazovanju pojedinih ranjivih skupina djece (teškoće u razvoju, darovitost, problemi u ponašanju, nacionalne manjine, odrastanje u riziku od siromaštva). Metodom teorijske analize dostupne dokumentacije i drugih izvora, moguće je zaključiti da su odgojno-obrazovni stručnjaci afirmativno usmjereni prema ranjivim skupinama djece, dok vlastitu kompetentnost za osmišljavanje i provedbu inkluzivnoga odgojno-obrazovnog procesa procjenjuju nedostatnom. Važnim procjenjuju suradnju s članovima stručno-razvojne službe, no nažalost zbog učestale nedostatnosti stručnjaka suradnja nije moguća. Zaključna promišljanja usmjerena su praktičnim implikacijama promicanja inkluzivnoga odgoja i obrazovanja u formalno obrazovanje budućih odgojno-obrazovnih stručnjaka kako bi bili spremni odgovoriti na suvremene izazove te stvoriti uvjete za zadovoljavanje prava svakoga pojedinca na kvalitetno obrazovanje.Inclusive education represents the foundation of the contemporary educational paradigm. Also, it is considered a process of equal inclusion of all stakeholders in regular educational systems and processes, and the creation of conditions for satisfying the right of every individual to quality education. Although inclusive education is based on the right of equal development of all individuals, it is especially oriented towards vulnerable groups of children. Vulnerability can be a result of the characteristics of the child, the family, and/or the wider community, which have a threatening effect on the current and long-term well-being of that child. Responsibility for the successful implementation of inclusive education is equally shared by public educational policies, local administrations, educational institutions, participants in the educational process, and other factors. The quality of inclusive practice is determined by the personal paradigms, attitudes, and professional competencies of educational experts (preschool and primary school teachers). This paper aims to synthesize the findings of available relevant research on the opinions and experiences of preschool teachers and teachers in the Republic of Croatia on inclusive education of certain vulnerable groups of children (developmental difficulties, giftedness, behavioural problems, national minorities, growing up at risk of poverty). Using the method of theoretical analysis of available documentation and other sources, it is possible to conclude that educational experts are affirmatively oriented towards vulnerable groups of children, while they assess their sense of competence for designing and implementing an inclusive educational process as insufficient. They assess cooperation with members of the professional development service as important, but unfortunately, due to the insufficient number of professional workers, this is not always possible. Concluding reflections are directed towards the need for practical implications of promoting inclusive education in the formal education of future educational experts to be ready to respond to contemporary challenges of the profession and satisfy the right of every individual to quality education
Head Reliquary of St Christopher on the Island of Rab: Stylistic Bilingualism and Reaching a Consensus on the Patron Saint of Rab
No full textRelikvijar glave sv. Kristofora je najranije sačuvan primjer ilustracije jedne svetačke legende u dalmatinskoj srednjovjekovnoj umjetnosti do 14. stoljeća. Relikvijar se uobičajeno datira u 12. stoljeće i u latinsko-bizantski ili čak grčkobizantski kulturni krug. U radu se predlaže Zadar kao mjesto izrade te venecijanski kulturni krug kao izvorište bizantinizirajućih ili dvojezičnih stilskih i ikonografskih elemenata koje nalazimo na ovom relikvijaru. Iznose se argumenti za kasniju dataciju djela, u zadnja desetljeća 13. ili sam početak 14. stoljeća što otvara mogućnost da je relikvijar rađen u vrijeme rapskog biskupa Hermolaisa, autora teksta Miracula sancti Christofori iz 1308. godine. Naglašeni klasicizam figura rimskih vojnika u scenama mučeništva objašnjava se uporabom bizantskih predložaka za svetce ratnike, međutim, umjetnikovo posvemašnje zanemarivanje uloge i značenja bizantskih svetaca ratnika još je jedan dokaz o zapadnjačkom okruženju u kojem je rađen ovaj relikvijar. Prikazi Mučenja strelicama (koji se ne javlja se u grčkoj varijanti legende) i Glavosijeka odgovaraju, vizualno prate i podržavaju dva lokalna blagdana sv. Kristofora.The head reliquary of St Christopher is the earliest preserved example of illustrating a saint’s legend in Dalmatian medieval art before the 14th century. The reliquary is usually dated to the 12th century and to the Latin-Byzantine or even Greek-Byzantine cultural circle. This paper proposes Zadar as its place of production and the Venetian cultural circle as the source of Byzantinizing or bilingual stylistic and iconographic elements found on this reliquary. Arguments are made for a later dating of the work, in the last decades of the 13th or the very beginning of the 14th century, which opens up the possibility that the reliquary was made under Bishop Hermolais of Rab, author of the text Miracula sancti Christofori from 1308. The pronounced classicism of the figures of Roman soldiers in the martyrdom scenes is explained by the use of Byzantine templates for warrior saints; however, the artist’s complete disregard for the role and meaning of Byzantine warrior saints is further evidence of the Western environment in which the reliquary was made. The depictions of the Torture with Arrows (which does not appear in the Greek version of the legend) and the Beheading correspond to, visually accompany, and support the two local feast days of St Christopher
Crijević-Pucić villa at Pile in Dubrovnik: Devastations and Restorations (1806-2006)
No full textIako je ljetnikovac Crijević-Pucić na Pilama u Dubrovniku odavno visoko valoriziran, dosadašnja znanstvena obrada uglavnom je bila usmjerena na pitanja ishodišta arhitektonske koncepcije sklopa, njezine stilske i šire kulturološke interpretacije te na dataciju i atribuciju kamene plastike kuće i vrta, dok kasnije intervencije, pogotovo sudbina ljetnikovca nakon pada Dubrovačke Republike, nisu budile veći interes istraživača. Stoga se u radu nastoji rekonstruirati, interpretirati i valorizirati temeljit obnoviteljski zahvat proveden u sedmom desetljeću 19. stoljeća. Njega je na ljetnikovcu spaljenom 1806. godine proveo tadašnji vlasnik, grof Mato Pucić. Nadalje, na temelju arhivske građe i materijalnih tragova, nastoji se utvrditi izvorni obuhvat južnog vrta ljetnikovca, koji je u nepoznatim okolnostima reduciran tijekom 19. stoljeća. Obrađuju se i svi kasniji zahvati na ljetnikovcu, koji svjedoče o promjenjivoj sudbini ovoga iznimnog spomenika nakon što sredinom 20. stoljeća dobiva javnu namjenu.Although the Crijević-Pucić suburban villa at Pile in Dubrovnik has long been highly valued, scholarly analysis has so far mainly focused on questions concerning the origin of its architectural concept, its stylistic and broader cultural interpretation, as well as the dating and attribution of the stone sculpture of the house and garden. However, later interventions, especially the fate of the villa after the fall of the Republic of Dubrovnik, have not attracted much interest from researchers. Therefore, this paper aims to reconstruct, interpret, and evaluate the extensive restoration of the villa undertaken in the 1860s by its owner after it was burned down in 1806. Furthermore, based on archival sources and material traces, an attempt is made to determine the original size of the southern garden, which was reduced under unknown circumstances during the 19th century. All later interventions on the villa have also been considered, as they bear witness to the changing fate of this exceptional monument after it was converted for public use in the mid-20th century
Educational and Family Values in the Fairy Tale “Stribor’s Forest”– Promoting Altruism and Moral Development in Students
No full textIvana Brlić-Mažuranić, jedna od najpoznatijih hrvatskih spisateljica, značajna je za razvoj dječje književnosti. U bajci „Šuma Striborova“ autorica opisuje bezuvjetnu ljubav majke prema sinu, ljubav bez obzira na životne trenutke, žrtvovanje za sina iako je on nepravedan prema njoj. Autoričina djela obiluju odgojnim vrijednostima koje su aktualne i danas, u doba globalizacije, internacionalizacije, tehnoloških izuma, umjetne inteligencije, komunikacijskih umrežavanja i, nažalost, atrofiranja univerzalnih vrijednosti. Cilj je rada analiza vrijednosti s pedagogijskog motrišta, posebice obiteljskih vrijednosti u bajci „Šuma Striborova“ Ivane Brlić-Mažuranić. Kvalitativnim istraživačkim postupkom te intervjuom kao instrumentom istraživanja nastojalo se utvrditi razumijevanje bajke i odgojnih vrijednosti obitelji iz perspektive učenika četvrtog razreda osnovne škole u Osijeku. Analizom rezultata istraživanja oblikovat će se i determinirati razumijevanje obiteljskih vrijednosti iz perspektive učenika i razvoj morala i altruizma učenika da bi se dobio jasniji uvid u odgojni pristup u odnosu na kulturni i vremenski kontekst stvaranja bajke, te u autoričin sustav vrijednosti.As one of the most renowned Croatian writers, Ivana Brlić Mažuranić is significant for the development of children’s literature. In the fairy tale “Forest of Stribor,” the author depicts the unconditional love of a mother for her son, a love that persists despite life’s challenges. The mother is willing to sacrifice herself for her son, even when he treats her unjustly. The author’s works abound with educational values that are relevant even today, in the era of globalization, internationalization, technological advancements, artificial intelligence, communication networks, and unfortunately, the atrophy of universal values. The aim of this study is to analyze the pedagogical aspects of educational values, especially family values, in the literary work/ fairy tale “Forest of Stribor” by Ivana Brlić Mažuranić. By applying qualitative research approach and employing interviews as a research instrument, an attempt was made to determine the understanding of the fairy tale and family values from the perspective of fourth-grade students in an elementary school in Osijek. The analysis of the research results will shape and determine the understanding of family values from the students’ perspective as well as the development of students’ morals and altruism in order to gain a clearer insight into how education was approached in the Croatian cultural context at the time of the fairy tale’s creation and into the author’s own value system
Sustavna analiza istraživanja o samoreguliranom učenju uz pomoć primjene digitalne tehnologije u osnovnoškolskom obrazovanju
No full textThis systematic review critically evaluates peer-reviewed literature on the outcomes of self-management interventions in primary schools, supported by use of digital technologies. Guided by the PRISMA 2020 guidelines, the review encompassed eight databases and included empirical studies, literature reviews, meta-analyses, and theoretical contributions published between 2014 and 2024. Inclusion criteria mandated a focus on school-based self-management interventions in primary school settings.Findings highlight the critical influence of self-management on primary education. Studies demonstrate that interventions, including those leveraging digital tools, games, and open educational resources, significantly enhance student engagement, learning outcomes, as well as social and emotional competencies. The review underscores the importance of teacher training and acknowledges challenges in integrating self-management strategies within existing curricula. Effective self-management necessitates a nuanced approach combining traditional methods with modern digital technologies tailored to individual student needs. For example, integrating game-based self-management techniques and digital tools, like mobile learning applications, benefits engagement and academic performance, particularly for students with learning challenges. While further research is crucial to evaluate the long-term effectiveness of digital interventions and develop innovative strategies for promoting self-management across diverse educational contexts, potential benefits of digital technology-based approaches are clear. The limitations of traditional methods, which often prioritize external control over fostering intrinsic motivation and self-regulation, highlight the need for new and engaging tools. This is particularly relevant considering that young children often struggle with self-management skills, exhibiting behaviours like aggression, lack of motivation, and disengagement from learning. Traditional approaches frequently lack effective interventions, especially those leveraging modern digital technologies, needed to adequately address these challenges and cultivate essential self-management skills. However, research indicates a significant gap in exploring the development of self-management skills in connection with the implementation of digital technology in learning environments. This gap represents a crucial area for further investigation, as it highlights the need for a more nuanced understanding of how digital technology can be leveraged not just for academic progress, but also for fostering essential social-emotional competencies like self-management. Therefore, exploring the use of interactive games, educational apps, and engaging digital platforms, specifically designed with self-management development in mind, offers a promising avenue for transforming how these crucial skills are taught and learned. These digital technologies hold the potential to create more engaging and personalized learning experiences, catering to individual needs and learning styles in ways that traditional methods often fail to accomplish.Ovaj sustavni pregled kritički procjenjuje recenziranu stručnu literaturu posvećenu ishodima intervencija u svrhu samoreguliranog učenja u osnovnim školama uz pomoć primjene digitalnih tehnologija. Na temelju smjernica PRISMA 2020, ovaj pregled obuhvaća osam podatkovnih baza, a sadržava empirijske studije, recenzije stručne literature, meta-analize i teorijske radove objavljene između 2014. i 2024. U skladu s kriterijima za uključivanje, naglasak je stavljen na intervencije vezane za samoregulirano učenje u osnovnim školama. Rezultati upućuju na presudni utjecaj samoregulacije u učenju na osnovno obrazovanje. Studije pokazuju da intervencije, uključujući i one koje se koriste digitalnim alatima, igrama i javno dostupnim obrazovnim resursima, uvelike povećavaju zalaganje učenika, ishode učenja, kao i društvene i emocionalne kompetencije. U ovom pregledu naglašena je važnost osposobljavanja učitelja i identifikacije zapreka u integraciji strategija za samoregulirano učenje u postojeće nastavne planove i programe. Učinkovito samoregulirano učenje zahtijeva nijansiran pristup koji tradicionalne metode kombinira s modernim digitalnim tehnologijama prilagođenim individualnim potrebama učenika. Tako, primjerice, integriranje tehnika samoreguliranog učenja koje se temelje na igrama i digitalnim alatima, poput aplikacija za mobilno učenje, pospješuje zalaganje i akademski uspjeh, posebno među učenicima s poteškoćama u učenju. Iako je nužno nastaviti istraživanja kako bi se procijenila dugoročna učinkovitost digitalnih intervencija i razvoja inovativnih strategija za promicanje samoreguliranog učenja u različitim obrazovnim kontekstima, nema sumnje da digitalna tehnologija donosi potencijalne prednosti. Zbog nedostataka tradicionalnih metoda, koje često prednost daju vanjskoj kontroli, a ne poticanju unutrašnje motivacije i samoregulacije, sve je vidljivija potreba za novim i poticajnim alatima. To je posebno važno s obzirom na to da je djeci mlađe dobi samoregulirano učenje često problematično, pa su zato agresivni, nedostatno motivirani i odustaju od učenja. Iz tradicionalnih pristupa često izostaju učinkovite intervencije, posebice one utemeljene na modernoj digitalnoj tehnologiji, koja je potrebna kako bi se ove zapreke primjereno prevladale i kako bi se razvile vještine nužne za samoregulirano učenje. Međutim, studije upozoravaju na to da u istraživanju vještina potrebnih za samoregulirano učenje nedostaje važna karika s obzirom na primjenu digitalne tehnologije u obrazovnom okruženju. Ta nepoznanica predstavlja ključno područje za daljnja istraživanja jer podcrtava potrebu za nijansiranijim razumijevanjem moguće primjene digitalne tehnologije ne samo u svrhu akademskog napretka nego i za poticanje elementarnih društveno-emocionalnih kompetencija poput samoreguliranog učenja. Stoga se istraživanjem primjene interaktivnih igara, obrazovnih aplikacija i poticajnih digitalnih platformi, osmišljenih u svrhu razvoja samoreguliranog učenja, mogu stvoriti preduvjeti za preoblikovanje poduke i učenja tih ključnih vještina. Ove digitalne tehnologije omogućavaju poticajnije i personaliziranije uvjete za učenje zato što individualnim potrebama i stilovima učenja mogu pristupiti iz perspektive koja je tradicionalnim metodama često nemoguća
Opažanja o prvoj supruzi ugarskog kralja Karla I.
No full textFor a long time, it was generally accepted by all historians that Charles I of Hungary had three wives: Mary of Bytom, Beatrice of Luxembourg, and Elizabeth of Poland, which was supported by the most important narrative source of his reign, the so-called Illuminated Chronicle. In 1988, however, the Hungarian medievalist, Gyula Kristó – based on new sources, the Descriptio Europae Orientalis, and a charter issued by the king himself – came up with a new theory which claimed that Charles I had four wives. According to him, the first wife was missing from the older research, and she should be identified as the daughter of Prince Leo II of Galicia (Halych). Although Kristó’s opinion was criticised mainly by Polish historians, it has been widely accepted among Hungarian medievalists. Despite the disputes and the ongoing researches on the reign of Charles, the exact date of the marriage, as well as the motive of the Hungarian–Galician alliance are still unclear. The paper firstly examines the sources mentioning the Galician wife, in search for evidence regarding its dating, then it presents Kristó’s opinion and his dispute with Stanisław Sroka in detail, as well as the contributions by other historians, who added new arguments and aspects to the topic of the first wife after the mentioned dispute, and finally, outlines some new aspects regarding the alliance, and the date of the marriage.Dugo je među svim povjesničarima bilo općeprihvaćeno da je ugarski kralj Karlo I. imao tri žene: Mariju od Bytoma, Beatricu Luksemburšku i Elizabetu Poljsku, što je potkrijepljeno najvažnijim narativnim izvorom o njegovoj vladavini, takozvanom Bečkom ilustriranom kronikom. Međutim, 1988. godine mađarski medievalist Gyula Kristó – na temelju novih izvora, Descriptio Europae Orientalis i povelje koju je izdao sam kralj – iznio je novu teoriju koja je tvrdila da je Karlo I. imao četiri žene. Prema njemu, prva je supruga nedostajala u starijim istraživanjima, a trebala bi biti identificirana kao kći kneza Lava II. od Galicije (Halych). Iako su Kristóovo mišljenje kritizirali uglavnom poljski povjesničari, ono je općeprihvaćeno među mađarskim povjesničarima srednjeg vijeka. Unatoč raspravama i istraživanjima o Karlovoj vladavini koja su u tijeku, točan datum vjenčanja i motiv ugarsko-galicijskog saveza još uvijek su nejasni. U radu se, u potrazi za dokazima o dataciji, najprije ispituju izvori koji spominju suprugu iz Galicije, zatim se detaljno iznosi Kristóovo mišljenje i njegov spor sa Stanisławom Srokom te doprinosi drugih povjesničara koji su pridodali nove argumente i poglede na temu prve supruge nakon spomenute svađe, a na kraju se ocrtavaju neki novi pogledi vezani za savezništvo te datum sklapanja braka
A romantic image under classical omen: Caves, ruins, and churches shrouded by swathes in the Mediterranean, Balkans, and the Orient
No full textSein romantisch geleitetes Geschichtsinteresse verlegte Joseph Freiherrvon Auffenberg nach Adrianopel, mit der osmanischen Hauptstadt ineine Naturlandschaft, in welcher die Suche nach Identifikationsmerkmalendurch in Dämmerung liegendem traditionellen Kontrastreichtum alsAlterität zum Ausdruck kam. Der Beitrag untersucht am Beispiel AuffenbergsDrama Skanderbeg (1846), inwiefern literarisch reflektierteIdentifikationsmuster entsprechend den dichterischen Strömungen Klassikund Romantik Vorstellungen vom adriatischen Balkanraum schufen,diesen als Teil eines gemeinsamen Kulturraums wahrzunehmen. AnSchauplätzen von Höhlen, Ruinen und Kirchen wird eine feste Ordnungsittlich-moralischen Wertegefüges reflektiert, ergo die Fiktionalisierungeiner Alterität, die indentitätsstiftend im historischen Diskurs steht.Joseph Baron of Auffenberg transferred his romantically guided interestin history to Adrianople, the Ottoman capital located in a naturallandscape, where the search for indentification met alterity expressedin a traditionally rich contrast surrounded by twilight. Using the exampleof Auffenberg’s Drama Skanderbeg (1846), the paper examinesthe extent to which literature reflects patterns of identification in accordancewith the poetic currents of the classical period and romanticism,which create ideas of the Adriatic Balkan region as a part of acommon cultural ground. The locations of caves, ruins and churchesreflect a fixed order of ethical value structure, ergo the fictionalizationof alterity that shapes identity in historical discourse
An Anti-Philhellene’s View of Greece: Jakob Philipp Fallmerayer
No full textIn diesem Beitrag geht es um den Griechenlandbegriff von JakobPhilipp Fallmerayer (1790-1861). Im Mittelpunkt steht die provozierendeWirkung, die insbesondere die Vorrede des ersten Bandes derGeschichte der Halbinsel Morea während des Mittelalters (1830)auslöste, da sie dem damals vorherrschenden philhellenischen Narrativeiner Kontinuität zwischen dem antiken und dem neuzeitlichenGriechenland diametral zuwiderlief. Nach einem Blick auf den biographischenWerdegang des Verfassers wird gezeigt, wie seine Argumentationauf Biologismen beruht und zu Stereotypisierungen neigt.Es wird darauf verwiesen, dass die Stoβrichtung seiner Aussagen nichtso sehr antigriechisch, als vielmehr antiphilhellenisch ist. Abschlieβendwird erwähnt, dass Fallmerayer, obwohl inhaltlich überholt, immerhinals interessanter Stilist bezeichnet werden kann.This article is about Jakob Philipp Fallmerayer (1790-1861) and hisconcept of Greece. In the History of the Morea Peninsula during theMiddle Ages (1830), Fallmerayer contradicted the prevailing philhellenicparadigm of a continuity between ancient and modern Greece.After a quick glance on the author’s biography, the biologisms and stereotypesin his argumentation are investigated. It has to be underlinedthat his attacks are not so much directed against Greece as againstphilhellenism. Even though the content value of his argumentationhas long been outdated, a certain stylistic value of his texts cannotbe denied