University of Arts in Belgrade
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Az értelmiségi (dez)angazsáltság Szerbiában a XXI. század elején
No full textPitanje angažmana intelektualaca u građanskom društvu Srbije je razmatrano u ovom radu kroz vizuru istaknutih intelektualaca koji su delovali u prvoj deceniji XXI veka. U radu se pošlo od pretpostavke da se intelektualno delovanje nužno dešava u okviru građanskog društva, odnosno javne arene. Analizirani stavovi ukazuju da srpski intelektualci najviše naginju Saidovom i Bendinom tumačenju, zahtevajući od intelektualca da se vodi veberijanskom etikom odgovornosti, a ne etikom principijelnog ubeđenja. Ipak, vidno je da nisu isto toliko spremni da se sami suoče sa posledicama takve uloge u građanskom društvu. Nalazi istraživanja pokazuju da uprkos načelom prihvatanju suštastvenosti angažmana, većina intelektualaca ispoljava izraženu skepsu prema sopstvenoj volji i mogućnostima za angažovanje u stvarima od opšteg interesa. Malodušnost intelektualaca je evidentna u odricanju mogućnosti uticaja intelektualaca, naročito ako se ima u vidu da su sagovornici u istraživanju bili upravo oni intelektualci koji jesu angažovani u građanskom društvu
Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?
No full textIn the context of legacies of mass violence and political oppression during the recent past in the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro and Serbia), history teaching is seen as an important factor in building sustainable peace and democracy. Caught between various national and international policy actors, history teaching has been subject to frequently overlapping and inconsistent reforms. Despite prolific research on history education in the Western Balkans teachers’ experiences of history education and its transformation have largely remained unexamined. This paper explores history teachers’ perceptions of and approaches to the topics they find difficult to teach. The paper draws on data gathered through an online survey that yielded 793 responses from history teachers and 14 regional history education expert interviews. The results show which topics teachers consider difficult to teach in six Western Balkan countries, and how certain individual characteristics (e.g. religiousness and level of education) and school characteristics (e.g. urban or rural and a monocultural or multicultural environment) link to the roles teachers assume when teaching controversial topics.We would like to show our gratitude to all history teachers and history education experts who shared their insights as well as European Association of History Educators (EUROCLIO), Centre for Democracy and Reconciliation in Southeastern Europe (CDRSEE) and the national history teachers’ associations that supported data collection through the project “ePact – Education Partnership for Advocacy, Capacity-Building and Transformation”
Intercultural Education in Post-Conflict Societies: Historical Narratives of the Breakup of Yugoslavia in Serbian High School History Textbooks
No full textRegulations in the area of education in Serbia, as an EU candidate country, are
projected to swiftly align with the ideology of interculturalism as prescribed by the
international organizations (i.e., UNESCO and Council of Europe). For Serbian society, as
for other societies burdened with recent violence, history education is one of the key
societal practices that can help alleviate the challenges resulting from violent conflicts. In
order to create transformations that will guide history education aimed at improving
intergroup relations, certain questions need to be addressed. What are the challenges faced
by intercultural education framework in post-conflict societies? Consequently, what are the
limitations of the intercultural education framework in general? Discourse analysis
presented in this chapter is aimed at examining the extent to which high-school history
textbook narratives normalize or interrogate violence (Bermúdez, 2016) and sustain or
challenge societal beliefs of an ethos of conflict (Bar-Tal, 2013). Conclusions point to the
need for intercultural education framework to engage with all of the specificities of postconflict
societies in order to be a useful guideline for the furtherance of history education
The renewed ‘crisis’: Housing struggle before and after the pandemic
No full textIssue 2.1 is launching in the midst of the Covid-19 pandemic. After taking time to acknowledge the rupture caused by this unprecedented situation, we decided to go forward with this issue as a way of joining the urgent discussion about the present and future of housing organizing. With this issue, we bring past experiences of struggle into the present as a basis for rethinking the housing doomsday machine that we got stuck with while trying to handle the pandemic and disastrous national quarantine management. Together with articles that reflect on the past experiences of housing struggles, we also opened this issue up for collective reflections about the present and the post-pandemic futures of housing and home
Emancipatory and Ideological Function of Education
No full textThe aim of my talk is to locate contemporary emancipatory educational trends capable of providing points of resistance to the present threats to freedom of individuals and society
„Život i nasilje” ili „nasilje i život”: komentar na 18. pasus Benjaminovog eseja „Prilog kritici nasilja”*
No full textAn Engaged Act as a Condition of a (Philosophical) Community
No full textПредставленный текст – начало проекта группы, основанной в Белграде
в Институте философии и социальной теории для исследований ангажированности. Нас интересует, как себя ведет французское слово engagement
в русском языке. Предварительное определение нашей позиции и основной
гипотезы заключается в нескольких положениях: во-первых, нас интересуют именно акты, или акции, в результате которых что-то происходит,
а не факты, объекты, последствия или результаты этих актов. Нам важно
знать, как строится общество или как индивиды сближаются и держатся
вместе. Мы считаем, что существуют акты, или группы актов, которые работают или не работают. Второе, мы пытаемся выделить акты, результатом
которых становятся институты, а не только группы, общества или сообщества. Мы полагаем, что без участия так называемых «ангажированных актов», чье определение мы хотим дать в нашем тексте, не существуют институты как таковые или сильные и стабильные институты. Ангажированные
акты наделяют институты законным статусом и укрепляют их. И третье,
в случае философских сообществ мы сталкиваемся с проблематичностью
именно ангажированных актов и большей исправностью актов институциональных, что определяет некоторую специфику философских сообществ.The text presented is the beginning of a project of a group based in Belgrade
at the Institute of Philosophy and Social Theory for Engagement Studies. We are
interested in how the French word engagement behaves in Russian. A preliminary definition of our position and the main hypothesis consists of several provisions: first, we are interested in the acts or actions, as a result of which something happens, and not the facts, objects, consequences or results of these acts.
It is important for us to know how a society is built or how individuals come together and hold together. We believe that there are acts, or groups of acts that
work or do not work. Second, we are trying to highlight the acts that result in institutions, and not just groups, societies or communities. We believe that without
the participation of the so-called “biased acts”, whose definition we want to give
in our text, there are no institutions as such or strong and stable institutions. Engaged acts give institutions legal status and strengthen them. And the third,
in the case of philosophical communities, we are faced with the problematic nature of biased acts and greater operability of institutional acts, which determines
some specifics of philosophical communities
„Epifenomenalna“ kvalitativna svojstva?
No full textIzvornik: Dennett, Daniel (2004), “’Epiphenomenal’ qualia?”, u: Ludlow, P., Naga-sawa, Y. & Stoljar,D. (prir.), There’s Something About Mary, Cambridge, MA: MIT Press, str. 59-68. Ovaj Denetov tekst je zapravo preštampano dvanaesto poglavlje iz sledeće knjige: Dennett, Daniel (1991), Consciousness Explained, New York: Little Brown, str. 398-406. Termin qualia (u jednini quale) u savremenoj filozofiji duha potiče od latin-skog oblika za množinu prideva quālis koji se prevodi obično kao „kakav“ ili „nekakav“. U kontekstu rasprave o prirodi mentalnog, qualia se odnose na pojedinačne instance subjektivnog, kvalitativnog iskustva kao što su ukus, boja, ili miris, osećaj bola i slično. Odlučili smo se za već korišćeni prevod termina u srpskom jeziku, što je „kvalitativna svojstva“, umesto da zadržimo termin u izvornom obliku kako se koristi u literaturi iz filozofije duha u anglosaksonskoj tradiciji. – Prim. prev
