University of Arts in Belgrade
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Benchmarking GPT-4 in sentiment analysis and bias detection: an evaluation of advanced large language models in textual understanding
No full textIn the evolving landscape of Natural Language Processing (NLP), advanced models such as GPT-4 have heralded a transformative shift in machine-based textual understanding. Through a comprehensive evaluation workshop, this research paper aims to analyze the comparative grading of GPT-4 with a human triple rating procedure delivering insights on the efficacy, stability, and potential biases of the GPT-4 model in textual analyzes. The objective is to scrutinize the GPT-4 model's performance, focusing on its application in analyzing sentiment, political alignment, and social values. Linked to linguistic pragmatics, the research design also seeks to uncover any biases inherent in the GPT-4 model while processing these textual constructs. Utilizing a diverse sample of experienced participants, our workshop employs a parallel design where human gradings and GPT-4 analyses are conducted on the same text segments. The research extends beyond a single grading session to include subsequent repetitions of GPT-4 analysis for consistency validation. Exploring the temporal stability of GPT-4 will yield insights into its constancy and predictive validity over time. Envisioned as a foundational step, this research paves the way for future engagements with AI in textual understanding, informing the development of more sophisticated models. By exploring the convergence and deviation of AI machinery with the human cognition process, this research paper strives to contribute to the broader scientific discourse on machine learning and textual analysis. As we venture deeper into the era of cognitive computing and NLP, such studies advance our understanding of AI's capabilities, informing its ethically sound application in the future
Derrida’s Counter-Institution and Its Ethics of Promise and Responsibility
No full textIn this article, we consider Derrida’s grasp on counter-institution and outline a peculiar modality of ethics that it engenders. After evoking his counter-institutional public engagements in the introduction, we begin an analysis of the word counter-institution. In the first place, the polysemy of its prefix “counter” is exposed, followed by the claim that in Derrida’s philosophy this term denotes proximity and contact, rather than opposition – thus determining the architecture of the counter-institution. Furthermore, we discuss Derrida’s critique of traditional, sovereign institutions that he saw as unjust and violent, relating it to his theory of decision, and making the claim that counter-institutions are inseparable from justice. In the second part, we conceptualize what is named the counter-ethics of promise and responsibility. By juxtaposing Derrida’s unorthodox views on the notions of promise and responsibility, we seek to formulate a counter-ethical thought that animates the relations in and of the counter-institution and challenges the limits of ethics. Finally, we propose that Derrida’s idea of unfaithful fidelity could be understood as the very condition counter-ethics, and by consequence, of deconstruction
Dosada: fenomenološka i pedagoška perspektiva
No full textBoredom, being one of the most common experiences in educational
settings (Macklem 2015), understandably has seen a significant increase
in research dedicated to its pedagogical relevance and implications over
the past two decades. This talk aims to provide an overview of the key
themes pertinent from a phenomenological and pedagogical perspective
on boredom, outlining the contours that can capture this phenomenon.
As a leading clue, we take Heidegger’s interpretation of boredom as a
fundamental existential orientation (Heidegger 1995), while also integrating insights from other classical philosophers contributing to the topic,
such as Schopenhauer (1969), Kierkegaard (2004) and Benjamin (1999).
Additionally, we rely on insights from literary and artistic representations of boredom (Goodstein 2005; Haladyn 2015; Kuhn 2017), history of
pedagogy, and recent pedagogical research (Belton, Priyadharshini 2007;
Gary 2013; Scribner 2020; Gary 2022).
In the first part of our presentation, we will explore boredom from a
phenomenological angle, examining its deep connection with existential
meaningfulness, necessity, possibility, and impossibility, and its influence
on the modulation of time, attention, will, motivation, and phantasy. Special emphasis will be placed on the difference in structures of boredom
experienced by children compared to adults, particularly concerning
temporality, awareness of possibilities, and the relevance of imaginary
worlds versus the lifeworld.
In the second part, we will investigate boredom as a school experience,
taking into account the historical dimension of boredom, and the broader social context that has contributed to the ‘epidemic’ of this emotion in
modernity (Haladyn, Gardiner 2017). In that sense we wonder was there
an experience of boredom before modern school? What is the difference
in the understanding of boredom between the so-called traditional and
progressive education? What conditions influenced the consideration of
boredom as a typical experience in school?
In conclusion, we will consider both positive and negative aspects of
boredom as a pedagogical experience to underscore the significance of
phenomenological research in pedagogy, demonstrating how a focus on
lived experiences can provide crucial pedagogical insights.Budući da je dosada među najuobičajenijim doživljajima u obrazovnim kontekstima (Macklem 2015), ne čudi značajan porast istraživanja
posvećenih njenoj pedagoškoj relevantnosti i implikacijama tokom
protekle dve decenije. Ovo izlaganje ima za cilj da pruži pregled ključnih
tema relevantnih iz fenomenološke i pedagoške perspektive na dosadu,
ocrtavajući konture koje mogu zahvatiti ovaj fenomen. Kao vodeći trag,
uzimamo Hajdegerovu interpretaciju dosade kao fundamentalne egzistencijalne orijentacije (Heidegger 1995), dok takođe integrišemo uvide
drugih klasičnih filozofa koji su doprineli ovoj temi, kao što su Šopenhauer (1969), Kjerkegor (2004) i Benjamin (1999). Dodatno se oslanjamo
na uvide iz književnih i umetničkih prikaza dosade (Goodstein 2005;
Haladyn 2015; Kuhn 2017), istoriju pedagogije i recentna pedagoška
istraživanja (Belton, Priyadharshini, 2007; Gary 2013; Scribner 2020; Gary
2022).
U prvom delu naše prezentacije, istražićemo dosadu iz fenomenološkog
ugla, ispitujući njenu duboku povezanost sa egzistencijalnim smislom,
nužnošću, mogućnošću i nemogućnošću, i njen uticaj na modulaciju
vremena, pažnje, volje, motivacije i fantazije. Poseban naglasak će
biti stavljen na razliku u strukturama dosade koju doživljavaju deca u
poređenju sa odraslima, posebno u pogledu temporalnosti, svesti o mogućnostima i relevantnosti imaginarnih svetova naspram sveta života.
U drugom delu, istražićemo dosadu kao školski doživljaj, uzimajući u
obzir istorijsku dimenziju dosade i širi društveni kontekst koji je doprineo ,epidemiji‘ ove emocije u modernosti (Haladyn, Gardiner 2017). U tom
smislu se pitamo da li je postojalo iskustvo dosade pre moderne škole?
Koja je razlika u razumevanju dosade između takozvanog tradicionalnog
i progresivnog obrazovanja? Koji uslovi su uticali na razmatranje dosade
kao tipičnog doživljaja u školi?
U zaključku ćemo razmotriti i pozitivne i negativne aspekte dosade kao
pedagoškog doživljaja kako bismo naglasili značaj fenomenološkog
istraživanja u pedagogiji, pokazujući kako fokus na proživljenim iskustvima može pružiti ključne pedagoške uvide
Informality: Beyond Blurring the Lines between Favors and Clientelism in Eastern Europe
No full textIn the intricate web of Eastern European societies, the lines between favors and clientelism often blur, creating a complex landscape of informality. Anthropologists examine how these personal exchanges shape social structures and relationships, revealing a world where personal connections and informal contacts frequently bypass formal procedures. Informality broadly encompasses the invisible and unwritten rules of “getting things done through personal contacts, using connections, pulling strings, and exchanging favors.” Despite this, many scholars, not just in anthropology, struggle to pin down a precise definition of informality beyond its contrast with formality. Favors, clientelism, and informal practices are deeply intertwined, making it challenging to distinguish between them and fueling ongoing debates in anthropological research
"New(er) Media in History of Art Classes During the Covid-19 Pandemic in Serbia: A Case Study of the Socio-Cultural Approach"
No full textUsing a socio-cultural approach, the main goal of this article is to
examine the changes introduced into the teaching of the subject History of Art
in one secondary art school, influenced by the pandemic in Serbia. The specific
aim is to examine the methodological possibilities of interpreting art with the
use of new visual media in teaching during the pandemic. The data was collected
through participant observation during 2019/20 with students from the first to
the fourth grade of secondary school. Throughout the evaluation of the classes,
students' narratives about the experience and understanding of different artworks
were collected, in order to determine the meanings they gave to these artworks and
their own homework – interpretations of the given artworks through the prism
of the pandemic. The analysis of the narratives and content analysis of data from
Google classrooms show that the new visuals, created by the students, become
carriers of new meanings that can be valued as relevant interpretations of artistic
heritage. Analysis shows that during the pandemic, the students’ experience acquired
a contextualized expression in their homework assignments emphasizing
their feelings of alienation and isolation. High motivation for participating in class
was determined among the students, due to their new media usage skills, which indicates the expansion of interpretative learning opportunities and art teaching.
Such an interpretation of artistic heritage contributes to the deliberation on art
history teaching in post-pandemic education
Margaret Cavendish’s Vitalist Materialism: Theory of Perception and the Problem of the Metaphysical Status of Color
No full textU ovom radu analiziram aspekte metafizike Margaret Kavendiš relevantne
za njeno objašnjenje opažanja, a posebno vizuelnog opažanja. Kada je reč o
njenoj teoriji čulnog opažanja, nameravam da pokažem da Kavendiš smatra samopokretanje
i samospoznaju, kao suštinska svojstva materije, pojedinačno nužnim, a tek
zajedno dovoljnim uslovima veridičke percepcije. U delu rada posvećenom problemu
metafizičkog statusa boje, cilj mi je da pokažem da je njen prigovor na osnovu konstantnosti
boja ozbiljna kritika tada dominantnog mehanicističkog shvatanja prirode
boje. Štaviše, njena pozicija realizma u pogledu boja eksplanatorno je moćnija od
mehanicističke kada je reč o objašnjenju ovog fenomena.In this paper I analyze aspects of Margaret Cavendish’s metaphysics relevant to
her account of perception, and, specifically, visual perception. Regarding her theory
of sensory perception, I intend to show that Cavendish considers self-motion and self-knowledge,
as essential characteristics of matter, to be individually necessary and only jointly sufficient conditions of veridical perception. In the section dedicated to the
problem of the metaphysical status of color, my aim is to show that her objection
based on color constancy is a serious criticism of the, at the time, dominant mechanist
view of the nature of color. Furthermore, her realism concerning color has greater
explanatory power compared to mechanists’ view when it comes to explaining this
phenomenon
Literary Field as a Three-Dimensional Social Setting: Insights from the Serbian Literary Field
No full textThe paper explores the dynamics of constructing and deconstructing literary prestige, specifically examining how actors in the Serbian literary field evaluate modes of consecration. Through a detailed examination of discourses surrounding the NIN Award, the most prestigious Serbian literary award, this study investigates the criteria upon which literary field actors evaluate this award and its jury, as well as the strategies by which they seek to confirm or challenge the award's legitimacy. This study relies on qualitative data collected from semi-structured interviews with Serbian writers, and publishers, and media articles. Evaluation practices are analyzed and operationalized from the perspective of Bourdieu’s theory of the field (Bourdieu, 1992), supplemented by insights from the sociology of valuation and evaluation (Beljean, Chong, Lamont, 2015). This research enriches discussions within Bourdieusian sociology regarding variations in field properties (Krasue, 2017). It highlights differences in the structure of symbolic oppositions compared to the original theoretical model. Besides the well-known dividing lines between restricted production and mass production, and new arrivals and established avant-garde in the subfield of restricted production, in this case, the literary field structuring is strongly influenced by the great dividing line in Serbian society between the “nationalist/patriotic” block on one hand and the “antinationalist” block on the other hand. Consequently, it shows that the relative autonomy of the literary field in Serbia is disturbed because of the weakness of its capacities to organize specific activities according to its own specific categories of judgment
Драгиша Бојовић и Центар за црквене студије
No full textЦиљ рада је да анализира учинак Драгише Бојовића у оснива- њу и руковођењу Центра за црквене студије, у периоду од оснивања 2001, односно 2002. године, па до његовог повлачења са места управника Центра 2023. године. Рад разматра три карактеристике, односно три сегмента рада Центра. Први се односи на утврђивање и популаризацију црквених студија као амалгама више академских дисциплина. Рад даље разматра просветну делатност Центра, анализирајући резултате награде „Старац Исаија” за најбоље дипломске радове, затим домете две иницијативе покретања академских програма на Универзитету у Нишу и, на крају, значај часописа Црквене студије за националну науку. Трећи и последњи сегмент који је у фокусу рада указује на однос Центра са Црквом