University of Arts in Belgrade
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Integrativni potencijal savremenih perspektiva na konceptualni odnos prirode i kulture
No full textIn this paper, I analyze and compare Maria Kronfeldner’s and Tim Ingold’s views on the conceptual relationship between nature and culture. I show that despite the differences, their views remain close particularly in terms of their integrative potential. The ultimate purpose of this examination is to lay the groundwork for further research on the problem of conceptual integration between sociocultural anthropology and evolutionary psychology. The paper comprises four main sections. First, I briefly explore the history of Darwinism to show how nature and culture were conceptualized within this framework. Second, I deal with Kronfeldner’s separationist stance and Ingold’s holistic perspective on the nature/culture conceptual relationship. Third, I discuss the implications of their views on the choice of research heuristics in the sciences that study human nature and cultures. While I interpret Ingold as supporting methodological integration, Kronfelder argues for a version of integrative pluralism. Lastly, I provide an outlook for further discussions on conceptual integration and integrative pluralism.U ovom radu analiziram i upoređujem tvrdnje Marie Kronfeldner i Tima Ingolda o konceptualnom odnosu prirode i kulture. Pokazujem da uprkos razlikama, njihovi stavovi ostaju bliski,
posebno u pogledu njihovog integrativnog potencijala. Krajnji cilj ovog istraživanja je postavljanje osnova za dalje ispitivanje problema konceptualne integracije između sociokulturne
antropologije i evolucione psihologije. Rad se sastoji od četiri glavna dela. Prvo, ukratko istražujem istoriju darvinizma kako bih pokazala na koji način su priroda i kultura konceptualizovane unutar ovog teorijskog okvira. Drugo, bavim se separacionizmom koji zastupa Kronfeldner i Ingoldovom holističkom perspektivom kada je u pitanju konceptualni odnosa prirode
i kulture. Treće, raspravljam o implikacijama njihovih teorija na izbor istraživačke heuristike
u naukama koje proučavaju ljudsku prirodu i ljudske kulture. Dok tumačim Ingoldovu poziciju kao metodološki integracionizam, Kronfelder se zalaže za verziju integrativnog pluralizma. Na kraju, postavljam okvire za dalja istraživanja konceptualne integracije i integrativnog
pluralizma
Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia
No full textNikolaj Velimirović’s definition of Svetosavlje or Saint-Savahood from 1953 as Or- thodox Christianity of Serbian style and experience is one of the most famous definitions of this term1. The term Svetosavlje was coined in early 1930s by students of the Faculty of Theology at University of Belgrade who launched a journal of that name2. Svetosavlje or Saint-Savahood refers to a medieval Serbian nobleman and the first archbishop of the Serbian Orthodox Church, Saint Sava Nemanjić (1175–1236). By linking Svetosavlje to Orthodox Christianity, Velimirović’s defini- tion implies its universal character while also, by restricting it to national history, particularising the universal Christian experience
Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?
No full textTokom ovog predavanja, filozofski pristupamo kompleksnom odnosu nauke i društva i to na specifičan način. Pitamo se da li je (i ako da, kako) nauka kroz istoriju doprinosila uspostavljanju i održavanju rodne neravnopravnosti? Pored toga, pitamo se da li nauka danas održava rodnu neravnopravnost i ako da, kojim mehanizmima to postiže?
Predavanje će biti podeljeno na dva dela. U prvom delu, predstaviću istoriju filozofskih ideja o ljudskoj prirodi, koja je uvek bila koncipirana kao muška, i ženskoj prirodi, koja je podređena ljudskoj – muškoj – prirodi. Time ću pokazati da filozofske ideje, kao i naučne, nisu bez odgovornosti za rodnu nejednakost, koju posmatramo kroz istoriju i koju zatičemo i u današnjim društvima. Zatim ću predstaviti primere iz istorije nauke, koje su zabeležile feminističke istoričarke nauke, a koji svedoče o sistemskoj marginalizaciji žena iz svih aspekata nauke: iz naučnih institucija, procesa proizvodnje naučnog znanja, naučnih teorija i modela. Svoje predavanje završiću zagonetnim i kontroverznim argumentom filozofkinje Dženet Kurani (Janet Kourany) u kome tvrdi da istraživanja kognitivnih uzroka rodnih razlika treba da budu zabranjena budući da doprinose održavanju rodne neravnopravnosti.
Drugi deo predavanja biće posvećen filozofskoj debati o dometima naučnih sloboda (u feminističkom društvu). Studenti_kinje biće nasumično podeljeni/e u dve grupe. Jedna grupa će imati zadatak da brani argument da su neograničene naučne slobode neophodne za razvoj nauke, a samim tim i razvoj društva. Druga grupa će braniti stanovište da naučnici_e imaju odgovornost prema društvu i da ta odgovornost može da narušava neograničene naučne slobode. Dvoje ili troje studenata_kinja imaće ulogu sudija i sutkinja, koji će odlučivati o tome koja je grupa jasnije i ubedljivije odgovorila na upućene prigovore i odbranila svoje argumente
Why Do We Need Participatory Democratic Innovations in Southeast Europe?
No full textThis chapter is an opening to the edited volume that critically examines the intersection of social movements, participatory governance and democratic innovations in Southeast Europe. We introduce the chapters that explore the historical experiences and the contemporary evolving landscape of democracy in the region, discussing the challenges of representative democracy, rising autocratization and the potential for democratic innovations in creating more inclusive societies. The contributors to this volume assess the connections between participatory models with civic engagement and institutional practices, shedding light on the dynamic relationship between bottom-up activism and top-down governance
Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture
No full textThe paper discuss the methodological turn that was brought by the pedagogical practice
of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative
platform of Albers’ teaching model, which generated all his later artistic and pedagogical
engagements. Although Albers’ courses were part of the training in a design-art school that changed
its curricula several times over ten years, the emphasis here is placed on the intention of the
Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation
of a new form of creativity directed toward the building “that would embrace architecture and
sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded
the craft-studies workshops and was intended to prepare students for the “conscious” treatment
of materials. The written reflections on learning methods, which Albers developed while teaching
in Vorkurs, expose the key notions of his forward-thinking pedagogical approach that is situated
between material form, design education and architecture
Cynthia Fleury, Here Lies Bitterness: Healing from Resentment, Cambridge: Polity Press, 2023.
No full textThe battle for Belgrade's historic riverfront Citizen resistance to radical urban changes
No full textHeritage, whilst concerned with the past, is now widely accepted to be inherently “present orientated” and political, because decisions concerning which parts of the past are deemed to be remembered and protected play a key role in how groups portray their peoples’ history, shared identity and collective memory to the outside world (Ashworth, Graham and Tunbridge 2007; Butler 2006; CoE 2009; Lowenthal 1998; and Peckham 2003). Planning decisions and government-led regeneration schemes can be interpreted as part of a wider “authorised heritage discourse” (Smith 2006) that reflects how those responsible for managing change to historic urban landscapes value the heritage and social fabric of their city.
This paper will analyse how through interventions in their urban fabric, nations narrate their histories by conserving, neglecting and destroying their built heritage. The focus will be on Belgrade's riverfront: the confluence of two international rivers – Sava and Danube – the strategic point for the city's birth and development by virtue of its topographical and natural features (Cvijić 2013). This area has lately become the centre of attention in the ongoing process of Belgrade's radical urban change.
How the built environment becomes a “contact zone” (Stephanides 2003) where “regimes of memory” (Radstone and Hodgkin 2003) are constantly being (re)negotiated will be explored through the consideration of three contemporary cases around the Belgrade riverfront. The agonistic struggles (Mouffe 2005, 2013) and political contestation associated with one of these three cases - the Belgrade Waterfront (Datoo 2018; Eror 2015; Shephard 2016; Surk 2018) offer an insight into levels of resentment against the neoliberal prioritisation of external investment over the retention of the authentic neighbourhoods of the city
Od ustavnih amandmana do poslednjeg Ustava: jugoslovenski konstitucionalizam 1967–1974. godine
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Collective Memory-Work: Research as an In(ter)vention in Uncertain Times
No full textCollective-memory work is an engaged participatory methodology that has roots in sociological and critical-psychological scholarship but is not widely known and used in psychological research. The purpose of this paper is to present this approach in terms of its key characteristics and applicability to psychological research, as well as to highlight its creative, reflective, and engaged aspects as relevant for research conducted during uncertain and challenging times. The main purpose of collective-memory work is to critically investigate how personal experience is being socially constructed and constituted, both by social practices and relations (socialization) and by oneself (subjectification). By employing writing as the main tool, collective memory-work provides a safe environment to invent and reinvent oneself through multiple versions of the text but is nevertheless relentlessly analytical and intentionally disruptive when it comes to comprehending one’s role in oppressive social practices and interpersonal relationships. Not only does it provide a space for creative and critical self-reflection, but it is also a place for scrutinizing one’s participation in social history as well as history itself. As the literature suggests, it becomes even more important to participate in the meaning-making processes when there is a crisis and the history and one’s position in it are unknown and ambiguous. Doing research based on writing and critical, reflective group discussions becomes a practice with a reverse effect—a resource for creating certainty and sense in uncertain times while at the same time obstructing the previously established status quo and paving the way for social change