University of Arts in Belgrade
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Odnos između moralne odgovornosti za izbijanje zoonotskih pandemija i industrijskih životinjskih farmi
No full textThe responsibility for the COVID-19 pandemic was first ascribed to persons associated with the Huanan Seafood Market. However, many scientists suggest that this pandemic is actually a consequence of human intrusion into nature. This opens up a whole new perspective for an examination of direct and indirect, individual and collective responsibility concerning this particular pandemic, but also zoonotic pandemics as such. In this context, one of the key issues are the consequences of factory-farming of animals, which contributes to circumstances in which zoonotic pandemics emerge. Moreover, it is part of a larger economic system, global capitalism, whose logic implies certain coercion toward its participants to keep it essentially unchanged and therefore to make sure that livestock health remains “the weakest link in our global health chain” (FAO). However, even though the precise answer to the issue of moral responsibility for zoonotic pandemics outbreaks in general and the COVID-19 pandemic in particular cannot be given, it is possible to list certain indicators and make a framework helpful in ascribing moral responsibility to certain persons. The paper intends to do so by examining the notion of responsibility and by applying it to the issues mentioned. The results of this analysis show that it is misleading to place moral blame on people involved in actions that directly caused the animal-to-human transmission of a certain virus or on humanity as a whole.Odgovornost za pandemiju COVID-19 prvo je bila pripisana osobama vezanima uz tržnicu
morske hrane Huanan. Međutim, mnogi naučnici sugerišu da je ova pandemija rezultat čo vekovih upada u netaknutu prirodu. Ovo otvara čitavu novu perspektivu za sagledavanje
izravne i posredne te individualne i kolektivne odgovornosti za ovu pandemiju, no i za zoo notske pandemije uopšte. U ovom kontekstu, među ključne probleme spadaju posledice in dustrijskog uzgoja životinja, koji uveliko pridonosi okolnostima u kojima zoonotske pande mije izbijaju. Štaviše, on je dio šireg konteksta globalnog kapitalizma, ekonomskog sistema
čija logika implicira izvesnu prisilu nametnutu onima koji u njoj participiraju, naime, da ovu
vrstu uzgoja ostave bitno nepromenjenu, pa da tako osiguraju da zdravlje stoke ostane „naj slabija karika u našem globalnom zdravstvenom lancu“ (FAO). Međutim, premda precizan
odgovor na pitanje moralne odgovornosti za izbijanje pandemija, posebno one aktuelne, ne
može biti dan, moguće je navesti izvesne indikatore i izgraditi okvir koji bi mogli pomoći u
zadatku pripisivanja moralne odgovornosti određenim osobama. Ovaj rad to namerava izvesti
sagledavanjem samog pojma odgovornosti i primenom te refleksije na spomenute probleme.
Rezultati ove analize pokazuju varljivost pripisivanja moralne krivice ljudima uključenima u
aktivnosti koje su izravno uzrokovale prenos izvesnog virusa sa životinje na čoveka, kao i
čovečanstvu u celini za stvaranje uslova za prenos
Subject and (Post)Truth between Philosophy and Psychoanalysis: An Interview with Alenka Zupančič
No full textO čemu govorimo kad govorimo o filantropiji
No full textFilantropija nikoga ne ostavlja ravnodušnim.
Divimo se herojstvu osobe koja ulazi u kuću zahvaćenu požarom
kako bi spasila postradale. Pozivamo jedni druge na
humanost kako bismo prikupili dovoljno sredstava za lečenje
obolelog deteta. Istovremeno, kritikujemo društvo u kojem
lečenje zavisi od dobre volje sugrađana, zahtevajući socijalnu
pravdu a ne milostinju. Ali, da li uopšte mislimo na
isto kada govorimo o filantropiji? O čemu (sve)
govorimo kada govorimo o njoj
Emancipatory and Ideological Functions of Education
No full textThe paper examines two conflicting societal functions of education: on the one hand, education can work to reproduce the existing power relations, indoctrinate students, and assimilate them into the existing social order, but on the other hand, it can also contribute to the emancipation of students and the society as a whole. By contrasting the emancipatory function with the ideological one, I aim to clarify the meaning of individual and social emancipation drawing on the Enlightenment tradition, locate the main ideological forces opposing it in the field of education, as well as suggest some ways in which they can be resisted.
First, I will explore the core emancipatory educational ideas of the Enlightenment based on three key texts: Rousseau’s Emile, Kant’s “What is Enlightenment?” and Freire’s Pedagogy of the Oppressed. Next, I will examine the ideological function of education, in particular of neoliberal education, in order to discern the main ways in which contemporary ideology works through education. Based on insights gained, I will suggest several main lines of resistance, capable of strengthening the emancipatory function of education and countering the ideological one in contemporary neoliberal societies.
In the concluding discussion, I will respond to the critics arguing that the Enlightenment ideal had itself become ideological and had instrumentalized education (Biesta 2008; Osberg & Biesta 2020), which will lead me to make a conceptual distinction between ideology and ideal
Decolonial Emancipation on the Postsocialist Peripheries and the Future of Critical Pedagogy
No full textThe main argument of this paper is that a good quality education on the contemporary European peripheries not only should include a progressive, emancipatory dimension on the micro level, but it is highly recommended that it should imply a decolonial dimension on the macro, geopolitical level as well. Therefore, contemporary educational philosophies and policies on the global level should as a matter of principle include a chance for decolonial emancipation. In reality, however, by solely educational means it is hardly possible to guarantee this achievement. To provide pupils and students with a critical understanding of the global market and how to position themselves on it, contemporary progressive education should be designed upon the principles of decolonial emancipation. To explain what decolonial emancipation means and further elaborate on this in the framework of educational science, firstly the replacement of the dominance of the emancipatory approach with the empowerment of a decolonial conceptual apparatus in educational discourses on the global level will be examined. Secondly, a revival of emancipatory postulates paralleled with the attempt to connect the disciplinary efforts of postcolonial and postsocialist scholarships, better known as the decolonial option, will be elaborated, including the examples of both theoretical and methodological application in contemporary educational research and policies
Utopijski memorijali: Uporedna analiza spomenika Kreto di Buri (Cretto di Burri) i Partizansko memorijalno groblje
No full textPraktikum je nastao kao rezultat rada na predmetu Uvod u arhitektonsko istraživanje
Competition project: Conceptual urban and architectural design for the development of the Moraca riverfront in Podgorica, Montenegro
No full textBook chapter in Exhibition Catalogue: 43. Salon of Architecture – The Anchor Point Museum of Applied Arts, Belgrade, editor: Miloš Ili
Social Movements as Producers and Receivers of Knowledge: The Case of “Don’t Let Belgrade D(r)own”
No full textIn this paper I am seeking to resolve a theoretical dilemma. The main argument
is that the relationship between social movements and knowledge is a “two-way street”, in
which knowledge both gets diffused from critical communities and gets produced by the social
movements. In order to resolve this tension one should, I argue, make an analytical separation
between different levels of abstraction of knowledge. The macro (conceptual) level is, according to my approach, to be understood as taken over from critical communities. The micro level
as contextual intervention into macro conceptualization of reality, whereas the meso level is
to be viewed as knowledge produced by social movements when conceptual and presumed /
contextual knowledge gets combined. It is at the meso level, in other words, that we can see
what applied theory looks like after being exposed to a given context. Knowledge occurring
at this level represents the outcome of work done by what Jameson and Eyerman call “movement intellectuals” or what Antoni Gramsci calls “organic intellectuals”. This is how one may
theoretically resolve the above-indicated tension and prevent excluding one approach at the
expense of the othe
General Public, Architecture, and Panning: The Curious Case of Auckland Civic Centre Scheme in Auckland, New Zealand (1924)
No full textExecuted skillfully, architecture and planning projects shape public spaces for generations
to enjoy – executed poorly, for generations, to annoy. Architecture and urban planning are
essentially bound to the public domain – urban spaces are designed, and urban heritage is
protected, for the sake of the public. And yet, the role of the public is often overlooked in
discussions of architectural, planning and protection issues.
The Auckland Civic Centre Scheme example illustrates the impact the public can have on
shaping the urban environment. The largest city in New Zealand, Auckland is considered
the country’s capital of commerce. During the interwar period, Auckland Council decided to
grace their city with a center worthy of its progress. However, the taxpayers objected and
voted against the expensive scheme – eventually, the Council had to abandon the project.
The consequences of this act were far-reaching – to this day, Auckland lacks a recognizable
urban space that would operate as a symbol of civic sentiments and activities. Drawing from
the Auckland Civic Centre Scheme, this paper explores the strategies New Zealand interwar
architects and planners proposed for preparing the members of the public to take their rightful
place in the decision-making process
Moralna normativnost i duševno zdravlje: lakanovsko razumevanje neuroze i psihoze u svetlu integrativne terapije
No full textU tekstu je reč o fundamentalnom razumevanju duševnog zdravlja kao nekoj vrsti društvene idealizacije: konceptualizacija idealno zdrave ličnosti u praksi je slična idealizaciji onih osobina ličnosti koje se u odgovarajućem društvu smatraju idealno poželjnim. Stepenovanje duševnog zdravlja zatim se vrši na osnovu aproksimacije tom idealu. Ova vrsta shvatanja duševnog zdravlja podrazumeva i razumevanje dobro integrisane ličnosti kao manje ili više sinoniman pojam dobro socijalizovanoj ličnosti. U lakanovskoj psihoanalizi osnovni činilac socijalizacije, istovremeno nosical simbolizacije iskustva, pre svega moralno normativne simbolizacije, upravo je glavni signifikator "Ime Oca", koji upućuje na funkciju očinske figure u socijalizaciji deteta koju mogu vršiti različiti akteri u životu pojedinca. Na osnovu razumevanja signifikatora Ime Oca, Lacan i lacanovci izvode jasno razgraničene koncepcije neuroze i psihoze, i, na osnovu toga, sasvim različite, metodološki radikalno raznorodne, pristupe u lečenju jednog i drugog. U tekstu se razmatra različita funkcija moralne normativnosti u konstituciji subjektiviteta u slučaju neuroze i psihoze i nudi se jedna donekle originalna perspektiva u duhu lakanovskih interpretacija do sada, prema kojoj svest o značaju i instrumentalnoj korisnosti moralnog normativiteta definiše duševno zdravlje, a funkcioniše dinamički i strukturno različito u slučaju neuroze i slučaju psihoze