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Angažovane reči
No full textMisao je povezana sa događajem kao krug sa svojim centrom – naglašava Hana Arent (Hannah Arendt) na samom početku Krize kulture – i ako se od njega odvoji, rizikuje da izgubi svoj značaj. Misao živi na međi prošlosti i budućnosti, tražeći sopstveni smisao u istoriji. Čin mišljenja je neodvojiv od svakodnevnih suočavanja sa svetom. Gajeći čuđenje i dostupnost prema događajima, misao se više ne svodi isključivo na stvaranje novih ideja, već ima i novi zahtev – da identifikuje značajne događaje
našeg vremena, omogući da ih bolje razumemo i tako izoštri uvid u stvarnost koja nas okružuje
The Police: Instituting Violence
No full textSpeaking of the institution of the police in his famous 1921 text “Zur Kritik
der Gewalt” (“Toward the Critique of Violence”), Walter Benjamin gives two
very important characteristics of police violence.1 The first and fundamental
characteristic is that the police are always connected to violence but that the
police’s role within the state is difficult to pinpoint, given that the police
constitute an “institution of the modern State” (Benjamin 1986: 286–87).
Our intention in this text is to show that police violence is a consequence of
a deformation of the institution of police or a deformation of violence
Collective Memory-Work: Origins, Theoretical Considerations, and Practice
No full textPredmet ovog rada je društveno-naučna metodologija kolektivni rad
sećanja i njena relevantnost za psihološka istraživanja. Osnovni cilj je da se ona
predstavi kroz razradu njenih istorijskih i teorijskih osnova i pretpostavki, kao i
praktičnih smernica za istraživanje. Od početne ideje do novije literature, odabrani
aspekti ove metodologije razmatraju se u sklopu određenih teorijskih okvira i
debata, uz prateće dileme, zbog čega rad ima polemički karakter. U uvodu se u
osnovnim crtama ističe značaj metodologije i samog rada, kao prvog razrađenog
pregleda ove teme na regionalnim jezicima. Potom, sledi istorijski osvrt na prvi
projekat kolektivnog rada sećanja, njegovo feminističko-marksističko zaleđe, kao i
na pojedine teorijske aspekte (subjektifikacija, sećanja, iskustvo i teorija, kolektivna
dekonstrukcija, osoba). Iz te diskusije izvučene su i odvojeno predstavljene osnovne
pretpostavke kolektivnog rada sećanja. Naredni odeljak sadrži glavne pravce
razvoja i primena, razmatranja od značaja za psihološke teme, kao i poređenje sa
sličnim metodologijama. Nakon toga sledi praktični deo rada gde se predstavljaju
osnovne smernice kroz progresivno navođenje faza istraživanja. Najzad, diskutuju
se dileme u pogledu kriterijuma za evaluaciju rada sećanja. U zaključku je još
jednom ocrtano mesto i značaj ove metodologije za društveno-naučna i psihološka
istraživanja.The subject of this paper is social-scientific methodology collective
memory-work and its relevance for psychological inquiry. The aim is to present it
through elaboration of its historical and theoretical foundations and assumptions,
as well as practical guidance for research. From the original idea until current
literature, chosen aspects of this methodology are considered within certain
theoretical frameworks and debates, with accompanying dilemmas, which is
why the paper has polemic character. Introduction outlines the relevance of this
methodology, as well as the relevance of the paper, as the first elaborated review
of this subject in regional languages. Next follows the historical look at the
pioneering project of collective memory-work, its feminist-Marxist background,
as well as consideration of several theoretical aspects (subjectification, memories,
experience and theory, collective deconstruction, person). Basic assumptions of
the memory-work are derived from previous discussion and presented separately.
The next section contains main directions of development and applications of the
methodology, considerations relevant for psychological topics, and comparison with
similar methodologies. Subsequent is the practical part of the paper, where the
basic guidance for research is offered through progressive sequencing of the research
phases. Finally, dilemmas regarding evaluation criteria for collective memory-work
are discussed. In the conclusion, the place and relevance of this methodology for
social-scientific and psychological research are summarized
What’s In a Name: Definition of Organised Crime
No full textThis paper provides an insight into the phenomenology of organised crime as a historical and contemporary experience, and discusses issues related to understanding and definitions. Since the social environment determines significance of organised crime in society, the paper highlights influence of political context in normative design of organised crime acts through the presentation of the genesis of criminal organisation. The paper also offers an analysis of the essential conceptual connections between various understanding of organised crime, primarily in the sense in which it is reflected in the norms, given that normative definitions of organised crime are typically influenced by the understanding of how organised crime generates social danger. By offering historical and anthropological overview of organised crime normative regulation, the authors seek to contribute to a deeper understanding of this socially destructive phenomenon and related challenges in social control state of affairs.Ovaj rad daje uvid u pojavnost organizovanog kriminala kao istorijskog i kao savremenog fenomena i razmatra pitanja njegovog razumevanja i definisanja. Pošto je društveni ambijent definišući za ulogu i značaj koje organizovani kriminal ima u društvu, u radu se ukazuje na uticaj političkog konteksta na njegovo određenje kroz prikaz geneze kriminalnog organizovanja. U radu je ponuđena i analiza suštinskih pojmovnih veza između shvatanja organizovanog kriminala, pre svega u onom smislu u kome se ona reflektovala u normativi, budući da su normativna određenja krivičnog dela organizovanog kriminala uvek pod uticajem shvatanja o tome kako organizovani kriminal generiše društvenu opasnost. Ovakvim osvrtom na nastanak normi kojima se reguliše krivično delo organizovanog kriminala, autori nastoje da daju doprinos produbljenom razumevanju izazova u društvenoj kontroli ove društveno destruktivne pojave
Regionalni identitet vojvođanskih Mađara i politički projekat Vojvodine u XX veku
No full textOvaj rad predstavlja rekonstrukciju mađarske dimenzije vojvođanskih autonomaških
projekata u XX veku: 1. između dva svetska rata; 2. između 1938. i 1988. godine; 3. tokom devedesetih godina prošlog veka. Pokazaće se kako su se Mađari u Srbiji identifikovali sa svojim novim
regionalnim identitetom, kako na političkom tako i na kulturnom planu. S druge strane, posebna
pažnja će biti posvećena dilemama i napetosti političkog vojvođanstva kod Mađara, sa posebnim
osvrtom na samopozicioniranje u odnosu na unutarsrpske konflikte, dinamiku straha od separatizma, zatim napetosti federalizma i unitarizma. Poslednji deo ovog rada će se fokusirati na različite
strategije u pogledu političkog vojvođanstva koje su se pojavile tokom devedesetih godina. Pokazaće se da model kulturne autonomije i političkog vojvođanstva mogu biti međusobno isključivi, ali
je moguće i njihovo pomirenje
(In) the Landscape: The Case Study of the Julino Brdo Settlement
No full textThis research was conducted within the workshop ISO-SCAPES: Research Mass Housing through Drawing in the form of a case study of the collective housing settlement Julino brdo
„Creating the Illusion of Speaking Romanian Well”: Hungarian Speakers’ Teaching and Learning the Majority Language in Romania
No full textThe case study of the article is translanguaging as an educational
strategy in preparation for the graduation exam in Romanian language and
literature in a Hungarian school in Miercurea Ciuc/Csíkszereda, Romania.
Romanian language competence scores are at the bottom of national rankings in
this Hungarian-majority town in Szeklerland. Students who speak a minority
language have their knowledge of the majority language evaluated in the
graduation exam in Romanian language and literature based on the same criteria
as first-language speakers’, which has strong implications for their participation
in Romanian society. The main research question of this ethnographically
informed article is how translanguaging happens in a classroom where students’
first language is being used with the aim of facilitating performance in their
second language. The article argues that in the classrooms where the research
was conducted, translanguaging is a strategy that negotiates between students’
educational needs in the local environment and the expectation espoused by the
state to perform as if they were monolingual Romanian speakers. Similarly,
students use translanguaging to strategize between the curricular expectations
and their language performance. Yet, I argue that in this case study the emancipatory potential of translanguaging is limited due to ethnolinguistic hierarchies that remain unchallenged
Na granicama znanja: filozofija i religija u Jugozapadnom Neokantijanizmu
No full textThe present paper investigates the essential tenets of the Southwestern Neo-Kantians’ take on the philosophy of religion. Specifically, I concentrate on two diverse aspects of Windelband and Rickert’s approaches to religion. In the first place, I look at the way in which they determine religious values. In the second place, I focus on the manner in which they confront religion with the systematic structure of culture. As a result of the analysis of the texts of both authors, we see that it is possible to detect at least three possible roads to elaborate a philosophy of religion. In spite of this plurality of paths, I argue that they exhibit a similar underlying problem, namely, the problematic relationship between transcendental philosophy and metaphysics. It is for this reason that the philosophy of religion takes the form of a reflection on the limits of knowledge, and with it, on the limits of transcendental philosophy.Ovaj rad istražuje suštinska načela jugozapadnog neo-kantovskog poimanja filozofije religije. Specifično, usredsrediću se na dva različita aspekta Vindelbandovog i Rikertovog pristupa religiji. Najpre, osvrnuću se na način na koji oni određuju religijske vrednosti. Potom, fokusirać u se na način na koji oni sučeljavaju religiju sa sistematskom strukturom kulture. Kao rezultat analize tekstova oba autora, videć emo da je moguć e otkriti najmanje tri moguć a puta za razradu filozofije religije. Uprkos ovom mnoštvu puteva, tvrdiću da oni pokazuju sličan osnovni problem: oni pokazuju, naime, problematičan odnos između transcendentalne filozofije i metafizike. Zbog toga, filozofija religije poprima formu refleksije o granicama znanja, a samim tim i o samim granicama transcendentalne filozofije
Obrazovanje i politikon zoōn
No full textAristotle’s definition of humans determines his understanding of education (paideia) in Politics as politikon zoōn. This definition should always be considered together with the other most important Aristotle’s statement about the human being, in which he claims that “man alone of the animals possesses speech (logós)”. The ability to speak becomes most important within the specific political partnership (pólis), which has at last attained the limit of virtually complete “self-sufficiency” (autarkeías). Contrary to “every household” where the eldest member “gives the law” (themisteúei) to sons and spouses, in the city (pólis), the “speech (logós) is designed to indicate (semaíneiv) the advantageous and harmful, and the right and wrong”. In sum, justice became political (dikaiosunē politikóv). It always appears like the outcome of an argument or dispute (krísis) on what is just (toū dikaíou). We should understand education (paideia) in the context of the previous statements. Dispute (amfisbetéin), the keyword of Aristotle’s understanding of education, appears in the first sentence of Politics VIII. Aristotle states that “they (people) dispute” the question of what “constitutes education and what is the proper way to be educated”. There is not one complete, definitive, and standard answer to the question of what is the best way to be educated that we should implement in the educational activities. Based on Aristotle’s view, I claim that the first purpose of education is not to determine and constrain the activity of the youth and citizens in general, but to provoke and facilitate the dispute on the essence and aims of education.Aristotelovo shvatanje obrazovanja (paideia) iz Politike određeno je njegovom definicijom čoveka kao zoōn politikon-a. Ovu definiciju uvijek treba razmatrati zajedno s drugom po važnosti Aristotelovom izjavom o čoveku u kojoj on tvrdi da „od svih ostalih životinja, jedino čovek poseduje govor (logós)“. Sposobnost govora na taj način postaje najvažnija sposobnost u okviru određenog političkog ustrojstva (pólis), koje je konačno dostiglo potpunu „samodovoljnost“ (autarkeías). Nasuprot „domaćinstva“ u kojem najstariji član „deli pravdu“ (themisteúei) sinovima i supružnicima, stoji grad (pólis) u kojem „govor (logós) jeste sredstvo osmišljeno tako da ukaže (semaíneiv) na korisno i štetno, pa samim tim i na ispravno i pogrešno“. Rečju, pravda je politička stvar (dikaiosunē politikóv). Ona se uvek pojavljuje kao ishod rasprave, odnosno, kao rezultat spora (krísis) oko pitanja šta je pravedno (toū dikaíou). Potrebno je da i obrazovanje (paideia) razumemo u skladu s izloženim stavom. Kao ključna reč Aristotelovog shvatanja obrazovanja, spor (amfisbetéin) se pojavljuje u prvoj rečenici VIII. knjige Politike. Aristotel navodi da se „oni (ljudi) spore“ oko pitanja šta „čini obrazovanje i koji je pravi način postajanja obrazovanim“. Na ovo pitanje ne postoji jedan gotov i univerzalno primenljiv odgovor. Ne bi smo ni trebali obrazovanje vršiti isključivo na jedan način. Naprotiv, na osnovu Aristotelovog stava tvrdim da se glavna svrha obrazovanja ne ogleda u utvrđivanju i ograničavanju aktivnosti mladih i građana uopšte, već upravo u pozivu na provociranje građanskih sporova u kojima će se iznova preispitivati i prilagođavati suština i ciljevi obrazovanja