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The next generation: History education in Serbia and young peoples’ understanding of the violent Yugoslav breakup
No full textHistory education is where the official narratives about the past are transmitted to the future generation. The importance it has for the worldview of young people is undisputed. Its relevance is recognized by an abundance of recommendations and guidelines produced by international organizations such as the Council of Europe and UNESCO. Within the history education processes, young people are taught about the past. However, they are also trained to understand how history "works", how historians know what they know, and develop critical moral reasoning about the past. The content they are taught and how it is approached in the classroom concerns society members and captures the attention of many researchers, generating ample social controversy and academic debate. All of these questions become even more contentious when we look at societies with a recent history of violent conflict. Conflicts, especially intractable ones, are known to cause long-lasting socio-psychological changes in these societies, and history education is recognized as one of the societal practices that can facilitate or hinder the reconciliation process. However, employing history education to pursue peace and a harmonious future does not come without specific challenges. One of the arguably most essential aspects is how past violence is represented, taught, and narrated within the educational process. In this respect, Serbia represents a specifically meaningful case study. During the last decade of the twentieth century, it was, in one way or another, part of several wars that marked the Yugoslav breakup. While it currently maintains regular diplomatic relations with most of the past opponent countries, it still does not recognize the independence of Kosovo. The violence that ended twenty years ago is already included into history education curricula, and new generations learn about these events every year. What and how they are taught about these events will, to a large extent, shape Serbian society's future.
Research on history education in post-conflict societies mainly focuses either on history textbooks, history teachers, or (history) students. The current thesis combines these main research traditions as well as different methodological approaches through three separate but interconnected studies on the case of Serbia.
In study one, Intercultural Education in Post-Conflict Societies: Historical Narratives of the Breakup of Yugoslavia in Serbian High School History Textbooks, the complete corpus of Serbian high school history textbook lessons about Yugoslav breakup is analyzed. It employs thematic analysis to identify themes of the ethos of conflict and discourse analysis to establish an extent to which the textbooks narratively normalize violence. The study shows that textbook narratives indeed contain identifiable themes of the ethos of conflict and narratively normalize violence. Possible conceptual relationships between the two theoretical frameworks are explored, and the limitations of the intercultural education framework, especially in the case of history education in post-conflict societies, are discussed.
Study two, Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics, focuses on history educators in the Western Balkans. This mixed-method study included surveying a sample of 793 history educators from Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia, and Serbia, as well as interviews with 14 history education experts. The study aimed to identify which topics history teachers find difficult to teach and what factors are connected to how they approach them in their everyday practice. In addition, the study represents the first quantitative exploration of the avoider – risk-taker model. Findings show that history teachers in Serbia find the Yugoslav breakup to be the most challenging topic they face in the classroom and that they are often confused about whether and how they should approach it. In addition, the results shows that teachers who engage to a greater extent in risk-taking are less religious, more educated, and more often members of national organizations that deal with history education and training.
Study three, The Next Generation: Nationalism and Violence in the Narratives of Serbian Students on the Breakup of Yugoslavia, addresses (history) students' narratives about the Yugoslav breakup. In-depth interviews and small-group discussions were used to elicit narratives from 31 young people with no direct experience or memory of war. As in study one, thematic analysis was used to identify themes of the ethos of conflict and discourse analysis to establish an extent to which participants narratively normalize violence. The findings show that participants' narratives contain themes of the ethos of conflict and narratively normalize violence. Similarities and possible connections between textbook narratives and student-produced narratives are subsequently discussed.
In sum, the findings in this thesis show that history textbooks, as well as young people, employ narrative mechanisms that normalize past violence and contain identifiable themes of the ethos of conflict. As mediators of these narratives, Serbian history teachers frequently take themselves entirely out of this equation due to political and societal factors that influence teaching controversial topics in post-conflict societies. Considering the contemporary debates in the field and the findings of this thesis, it is possible to say that history education about the violent breakup of Yugoslavia in Serbia insufficiently develops students' historical thinking skills, thus making it difficult for students to use what they learn in school to develop a critical moral stance towards the past. This is especially worrying in a specific politically unstable post-conflict context that requires them to make political decisions, frequently related to how recent violent history is understood and the moral judgments they make in this process
Crna ekonomija i crno društvo
No full textOva monografija je podeljena u osam celina u kojima se prikazuje analitički tok postavljenih
polaznih pretpostavki o kriminalnom preduzetništvu kao nastavku legitimnog poslovanja
nelegalnim sredstvima. Polazeći od karakteristika funkcionisanja entiteta organizovanog
kriminala u 21. veku, u knjizi se bliže sagledava tržišna podloga nastanka organizovanog
kriminala koja se zasniva na disfunkcionalnim javnim institucijama. Kada država efikasno nudi
usluge koje u slabim državam nudi organizovani kriminal (naplata dugova, zaštita od nasilja i
iznude, efektivne transakcije u novcu i dobrima itd.), prostor za tržišni plasman „proizvoda“ se
znatno sužava. Pošto dobro upravljanje smanjuje tržište za organizovani kriminal, on evoluira u
transnacionalne forme. Zbog toga se autorke u knjizi detaljno bave pitanjima adekvatnog
represivnog odgovora na nove vidove transnacionalnog organizovanog kriminaliteta. Zaključna
razmatranja su posvećena kontrolnim strategijama, a razmatran je i procenjivan realistički
doseg povoljnih posledica koje politika suprotstavljanaj organizovanom kriminalu proizvodi u
sferi zaštite korupuisa ljudskih i građanskih prava zahvaćenih kroz kategorije i institucije
demokratskog političkog sistema
Pol, rod i hrišćanski identitet u patrističkom periodu
No full textFocusing on three historical examples of a different understanding of Christian identity, the paper seeks to address the role of contemporary concepts of sex and gender in the creation of Christian identity. In the first case study, focused on the literary representations of the Christian martyrdom from the second and third centuries, special emphasis is placed on the demand for the ‘manly’ or ‘masculine’ way of witnessing faith. The second historical example relates to the creation of a wider ascetic movement in the fourth-century Asia Minor, and its specific focus is on Macrina the Younger. In her Vita, Gregory of Nyssa distinguishes between Macrina’s gender identity based on her virginity on the one hand, and her social role as a widow, and ‘mother’ and ‘father’ of her monastic community on the other. Finally, the focus is shifted towards Dionysius the Areopagite and Maximus the Confessor, whose teachings about ecstasy, as a way to transcend oneself in the movement towards the loved one, provide the basis for establishing a theology of marriage and creating a Christian identity based not on sexual or gender roles, but on the uniqueness of human nature.Rad ima za cilj da pruži kratak pregled hrišćanskih pogleda na polni i rodni identitet, kako u ranohrišćanskom, tako i u patrističkom periodu. Fokusirajući se na tri istorijska primera ra-zličitog shvatanja hrišćanskog identiteta, rad nastoji da pokaže koju su ulogu igrali savremeni pojmovi pola i roda u stvaranju hrišćanskog identiteta u prvim vekovima hrišćanstva. U prvoj studiji slučaja, koja se odnosi na literarne prikaze mučeništva hrišćana u 2. i 3. veku, pozna-tijim kao martiriološka književnost, poseban akcenat se stavlja na zahtev za „muževnim“ sve-dočenjem vere. Drugi istorijski primer se odnosi na 4. vek i stvaranje šireg asketskog pokreta u Maloj Aziju, i posebno se fokusira na ulogu sv. Makrine Mlađe i način formiranja njenog rodnog identiteta kako na osnovu devstvenosti, tako i na osnovu njene uloge udovice, od-nosno majke i oca svojoj monaškoj obitelji. Na kraju, fokus se pomera prema Dionisiju Are-opagitu i sv. Maksimu Ispovedniku, čija učenje o ekstazi, kao izlasku iz sebe prema voljenom biću, daju osnova za uspostavljanje jedne teologije braka i stvaranju hrišćanskog identiteta ne na polnim ili rodnim ulogama, već na jedinstvenosti ljudske prirode
Justin Popović: sinteza tradicije i inovacije
No full textPostoji slaganje među naučnicima da je Justin Popović jedan od najvećih pravoslavnih teologa dvadesetog veka, iako je još uvek predmet rasprave šta je to što njegovu teologiju čini velikom. Dok ostale pravoslavne mislioce nije teško povezati sa njihovim specifičnim bogoslovskim doprinosom, kao npr.
Sergija Bulgakova sa sofiologijom, Georgija Florovskog sa neopatrističkom sintezom, Hrista Janarasa sa ontologijom ličnosti i Mitropolita Jovan Ziziulasa sa evharistijskom eklisiologijom, nije lako odmah odgovoriti šta čini Justinovo nasleđe. Tvrdnja da je njegova kritika evropske civilizacije glavno obeležje Justinove misli, bila bi puka redukcija autorovog obimnog opusa na nekoliko međuratnih spisa, naročito u svetlu činjenice da njegova kritika zapada iz pravoslavne perspektive nije ni originalna, niti teološki inovativna. Pre nego usmerimo pažnju na teološke teme kojima se Justin bavio
i izvedemo preliminarne zaključke u vezi sa njegovim teološkim nasleđem, daćemo jedan istorijski uvod u njegov život
Argumentovanje u prilog klasičnoj kritičkoj teoriji
No full textIn my view, making the case for a specific interpretation of Critical Theory is problematic. Although the term has a prestigious origin stemming from Horkheimer’s 1937 paper, Traditional and Critical Theory, given during his term as Director of the Institute for Social Research at Frankfurt University and generating the enthusiasm of its members, the term and the movement associated would be defined and radically redefined not only by subsequent generations but by its very author. One of the merits of the book under discussion is that even before the first chapter an ‘Interlude’ is presented entitled Arguing for Classical Critical Theory signifying to the reader that Horkheimer got it right when he defined the subject and that it is possible to return to that particular definition after 83 years. This paper challenges Professor Sørensen’s claims for the restoration of classical Critical Theory on three levels: the scientific, the historical and the political level.Prema mom shvatanju, zastupanje jedne specifične interpretacije kritičke teorije je proble matično. Iako ime kritička teorija ima prestižno poreklo vezano za Horkhajmerov rad iz 1937
Tradicionalna i kritička teorija, ime koje je dato tokom njegovog mandata kao direktora Insti tuta za društvena istraživanja Univerziteta u Frankfurtu, i koje je bilo entuzijastično privha ćeno od strane članova Instituta, samo ime i pokret vezan za njega će biti radikalno redefi nisani, ne samo od strane narednih generacija već i samog autora. Jedna od prednosti knjige
o kojoj se ovde diskutuje je da čak i pre prvog poglavlja postoji ,interludijumʻ sa naslovom
Argumentovanje u prilog klasičnoj kritičkoj teoriji koje čitaocu sugeriše da je Horkhajmer na
ispravan način definisao kritičku teoriju i da je moguće vratiti se toj definiciji posle 83 godi ne. U ovom tekstu preispitujem Serensenove pokušaje restauracije klasične kritičke teorije
an tri nivoa: nivou nauke, istorije i politike
Serensenov Bataj: Beleške o ’apolitičnom’
No full textIn Capitalism, Alienation and Critique, part of the development of Asger Sørensen’s overall argument is a disagreement with Georges Bataille. The crux of the argument is that Bataille’s thinking – especially his conception of subjectivity – is ‘apolitical’. The aim of this paper is to investigate the force of this claim. What does it mean for a position – albeit a philosophical one – to be ‘apolitical’?U Kapitalizmu, otuđenju i kritici, deo razvoja celokupne argumentacije Asgera Serensena pred stavlja neslaganje sa Žoržom Batajem. Srž argumenta je da je Batajevo mišljenje – a naročito
njegovo shvatanje subjektivnosti – ’apolitično’. Cilj ovog rada je da ispita snagu ovog argu menta. Šta znači kada kažemo da je neka pozicija – čak i filozofska – ’apolitična’
The Freedom from Passions and the Freedom for All: St Nicholai Velimirović on Democracy
No full textThe paper aims to analyse the sermons and writings of the bishop and recently canonized saint of the Serbian Orthodox Church Nicholai Velimirović in regard to democracy. Due to his critique of Europe for abandoning Christianity as its centre of civilization, and slipping into the barbarity of the two world wars, some scholars maintained that Velimirović condemns European democracy. The analysis is focused on two periods from Velimirović’s life, the first one that comprises the period of his studies abroad, the WWI and interwar period, and the second one which includes the period of the WWII and Velimirović’s subsequent emigration in the USA
Provocation. The Call and The Right To Coup
No full textМы продолжаем публикацию избранных глав из русской версии перевода
книги нашего постоянного автора, видного сербского философа мирового масштаба,
ученика Деррида, Петара Боянича «Про/вокация. Воззвание и право на переворот»
(Bojanić Petar. PROVOCATIO. Vokativ Ius Revolucija. Belgrade, Službeni glasnik, 2008).
Книга написана в форме литературно-философского эссе и создана на основе серии
лекций, прочитанных Петаром Бояничем в Белграде для средств массовой
информации во второй половине октября 2007 года. Перевод осуществлён
Войиславом Стояновичем и Викторией Березняк с литературно-философской
редакцией и примечаниями Виктора Римского и Сергея Борисова. Редакция сохраняет
авторские постраничные указания на литературу и примечания.
В книге герменевтически реконструирован древнеримский институт
провокации, обеспечивавший поддержку подсудимого в административном суде
путём воззвания к народу и его справедливости.We continue to publish selected chapters from the Russian version of the translation
of the book of our permanent author, a prominent Serbian philosopher of the world scale, a
disciple of Derrida, Petar Bojanic «Pro / Vocation. The call and the right to coup» (Bojanić
Petar. PROVOCATIO. Vokativ Ius Revolucija. Belgrade, Službeni glasnik, 2008). The book
is written in the form of a literary-philosophical essay and is based on a series of lectures
given by Petar Bojanic in Belgrade for the media in the second half of October 2007. The
translation was carried out by Vojislav Stoyanovich and Victoria Bereznyak with a literary
and philosophical edition and notes by Viktor Rimsky and Sergei Borisov. The editors keep
the author's page-by-page references to literature and notes.
The book hermeneutically reconstructs the ancient Roman institution of provocation,
which provided support for the defendant in the administrative court by appealing to the
people and their justice
Ethical (Responsible) Leadership
No full textU radu se, iz perspektive etičkih teorija, prikazuje i analizira aspekt mo- ralnosti koji potpada pod odgovorno upravljanje u sferi poslovne etike. Smatra se da ideja odgovornog upravljanja proističe iz interesne sfere moralnosti, koju je moguće zamaskirati zarad, najčešće lične i/ili materijalne koristi. Pored toga, nude se odgovori na pitanja koja se tiču same potrebe i relevantnosti korporativne društvene odgovorno- sti, kao i za status korporacija kao moralnih djelatnika. Smatra se da je korporacijama djelatnosti koje nadilaze okvire isključivo poslovnih interesa, poput društveno odgovor- nog ili filantropskog rada, veoma korisne i unosne, kao i to da korporacije imaju po- srednu dozu etičke odgovornosti, što ih, u krajnjoj instanci, čini moralnim agentima.The paper, from the perspective of ethical theories, presents and analyzes the aspects of morality that fall under responsible leadership in the field of business ethics. It is an assumption that the idea of responsible leadership is derived from the aspect of morality that is governed by interest, which can be disguised for the sake of personal and/or material profit. In addition, answers are offered to questions concerning the importance and relevance of corporate social responsibility, as well as the status of corporations as moral agents. Those activities that go beyond purely business interest, such as socially responsible work or philanthropic work, are very useful and profitable and, in addition, understand companies as entities who, indirectly, have a specific dose of ethical responsibility, which ultimately makes them moral agents
