University of Arts in Belgrade
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Jaime Rodríguez Matos, Writing of the Formless. José Lezama Lima and the End of Time, New York, Fordham University Press, 2017.
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Fact of Reason, Social Facts and Evidence
No full textThe place of evidence regarding joint commitment and plural action is mostly
reserved for documents and explicit linguistic expressions. This paper considers the
problem of evidence in cases of engaged (jointly committed) social acts where there is
no explicit expression or binding document, yet can still be ascribed to a plural subject.
The argument rests on the double meaning of the term factum as fact (factum brutum)
and deed (factum practica), as well as contemporary debates about the topic of fact of
reason in Kant. The text seeks to show that in certain cases, the execution of an act
or the obligation produced by it can be considered evidence of a plural subject. Thus,
these facts deserve a special position in relation to scientific evidence
Strati mancanti e contesti confusi nella struttura della metropoli post-socialista. Il caso di Belgrado, Serbia
No full textBelgrade (Serbia) has been passing through the post-socialism
transformation for decades. The last several years have been marked
by drastic urban changes on the one hand and non-governmental
organizations` fights against that on the other. The present Serbian
government has been planning and implementing projects mostly
describable as attractive and grandiose, while on the opposite side,
anti-regime organizations propose the alternatives. It seems that the
layers between the alternative and the attractive are skipped, which
demands an explanation and possible solution. Another burning
issue is “the decontextualization” of the city – misused and perplexed
layers in Belgrade`s structure, referring especially to the organization
and implementation of culture and heritage in the public space
Personal Stands and Wellbeing
No full textThe Oxford Happiness Inventory and Multiple Lickert scale were deployed to get 2608 valid inputs on questions about attitudes, fears, media use and closeness of different social categories to the participants. Results confirm that happiness is affected by certain personal stands and characteristics of research participants such as those indicating openness to new experiences, being people loving, optimistic, positive, future and present focused, knowledge oriented, relaxed, creative, helping, just and empathetic
Adult Education and Epicurus’ Philosophical School of Hedonism
No full textMisao o obrazovanju odraslih, kao važan dio filozofskih razmatranja, pronalazimo
kod skoro svih značajnih mislilaca antičke Grčke. Tako i Epikurova filozofska škola, odnosno „Vrt“, nudi sveobuhvatan i permanentan obrazovni proces, čiji se krajnji cilj ogleda u jednoj vrsti racionalno promišljenog i individualnog uživanja. U tekstu se iznosi istorijska analiza pojma hedonizma kroz prizmu shvatanja Aristipa i Platona, koja svoj konačan oblik dobija kod Epikura. Epikurejski obrazovni proces teži dostizanju uživanja koje se identifikuje sa mentalnom neuznemirenošću i odsustvom fizičkih bolova. Da bi se dostigao taj nivo, neophodno je sprovesti sistematičan i cjeloživotni obrazovni proces koji je ujedno relaksirajući i interesantan, kakvim ga je Epikur i smatrao.Ideas on adult education, as an important part of philosophical deliberation, can be found in the work of almost all significant ancient Greek thinkers. In the same way, Epicurus’ philosophical school, i.e. his ‘Garden’, proffers an idea of a comprehensive and permanent educational process, whose end goal is found in a kind of rationally considered and individual pleasure. The paper provides a historical analysis of the concept of hedonism through a prism of Aristippus’ and Plato’s understanding, and as finally shaped by Epicurus. Epicurean educational process has an aim of achieving pleasure identified with mental tranquillity and the absence of physical pain. In order to achieve this, it is necessary to engage in a systematic and life-long educational process, which is, as Epicurus held, at once relaxing and interesting
Persisting Beaux-Arts Practices in Architectural Education: Architectural History and Theory Teaching at the Auckland School of Architecture, 1927-1969
No full textSince its establishment in the last quarter of the seventeenth century, École Nationale Supérieure des Beaux-arts de Paris was regarded as the leading institution for the education of architects and artists. From the nineteenth century, Beaux-Arts principles and teaching methodology resonated in the English speaking world. Architectural schools in the United States, the United Kingdom, Canada and Australia employed the French system as the basis for the development of their individual curricula. When New Zealand got its first School of Architecture at Auckland University College in 1917, Beaux-Arts influences extended even further across the globe. This article focuses on the persistence of Beaux-Arts influences in New Zealand architectural education. To set the scene, the relevance of the French school as the model for New Zealand architectural education is examined first. The second part introduces the importance of historical study for the Beaux-Arts tradition. Finally, maintaining that they were the primary carriers of the Beaux-Arts influences in the School curriculum, the article focuses on the history and theory courses. Exploring the official reading lists for history and theory courses, the article traces the gradual transformation of the French tradition at the Auckland School through a period of forty years, from 1927 to 1969. Which books were architectural students encouraged to read? What knowledge was deemed necessary? To answer these questions the article makes particular use of book lists published the annual School Prospectus. The enquiry into the theoretical underpinning of the Auckland School programme confirms the longevity of the French principles in New Zealand architectural education
