University of Arts in Belgrade
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Zašto skrenuti s puta: obrazovanje i putovanje
No full textRazličite obrazovne paradigme često su predstavljane jednom istom metaforom:
metaforom putovanja. U prvom delu rada izlažu se tipični primeri istovećenja obrazovanja
i putovanja i rekonstruišu razlozi njihovog povezivanja. Potom se metafori putovanja
suprotstavlja metafora lutanja – upravo da bi se istakao njen previđan, zaboravljan
ili zanemarivan, ali makar podjednako dragocen obrazovni potencijal. Najzad se sugeriše
napuštanje vizije unapred konačno određenog skupa vrednosti koje zastupa obrazovanje,
u korist otvaranja mogućnosti koje diverzitet njegovih putanja pruža. Kritičkom analizom
razumevanja putovanja Odiseja, Rusoovog Emila, Robinzona Krusoa, kao analogona
obrazovne avanture, pokazuje se da nije ni uputno ni plodonosno besprizivno usvojiti i
slediti obrazac po kome su početak obrazovanja (tačka polaska) i njegov cilj (tačka dolaska
ili odredište) strogo definisani, naročito ukoliko on podrazumeva isključenje svakog odstupanja
od trajektorije koja spaja „ishodište” i „odredište“. Inspiraciju i svojevrsnu šifru
za alternativni model obrazovne procedure, kojim bi se izbegle manjkavosti njenog shvatanja
kao manje ili više pravolinijskog i jednodimenzionalnog transfera znanja i veština,
autori pronalaze u deridijanskom poimanju derive.Different educational paradigms are often represented by the same metaphor:
the metaphor of a journey. In the first part of the paper, typical examples of equating
education with travelling are presented and the underlying reasons for their connection
are reconstructed. Then, the metaphor of wandering is contrasted with that of travelling –
precisely to highlight its overlooked, forgotten, or neglected, but at least equally valuable
educational potential. Finally, it is suggested to abandon the vision of a predefined set of
values that education represents, in favour of opening up the possibilities offered by the
diversity of its paths. Through a critical analysis of the understanding of the journeys of
Odysseus, Rousseau’s Emile, and Robinson Crusoe, as analogues of educational adventures,
it is shown that it is neither advisable nor fruitful to uncritically adopt and follow a
pattern where the beginning of education (the point of departure) and its goal (the point
of arrival or destination) are strictly predefined, especially if it entails the exclusion of any
deviation from the trajectory connecting the „origin” and „destination”. Inspiration and
a kind of code for an alternative model of educational procedure, which would avoid the
shortcomings of its understanding as a more or less straight-line and one-dimensional
transfer of knowledge and skills, are found in Derrida’s concept of dérive
Nevolje s identitetima: o knjizi Ane Đorđević Miris ajvara i miris lavande: ograničenja i slobode (od) etničke identifikacije za mlade u Srbiji, Institut za filozofiju i društvenu teoriju, Beograd, Akademska knjiga, Novi Sad
No full text
Bridging Minority and Diaspora: Virtual Kinship in the Vojvodina Hungarian Community
No full textThe presentation aims to account for the social dynamics that have taken place in the Hungarian community in Serbia since 2010 and that have not yet been parts of academic debates. Namely, for Vojvodina Hungarians, the economic hardships and the unfavorable political climate that most citizens of Serbia have felt have been alleviated by the possibility to obtain Hungarian citizenship. As a result of this, the province has seen a new wave of mass emigration of the members of this ethnic group, that has been reflected in the data from the latest census of 2021, but also novel ways of “in-betweenness” of residencies and identifications. Academically, the Vojvodina Hungarian community has been tackled mainly within the field of minority studies, which has yielded important findings but fails to explain current changes in community members’ identification. On the other hand, diaspora studies has traditionally focused on emigrees that have moved that have changed countries “for good” and has been slow to incorporate phenomena such as commuting, temporary residency, parallel cultural ties with two societies, as well as issues of minority identity, language, and culture. I examine the common themes in the two Facebook pages popular among Hungarians from Serbia, Rokon Ilonka Copyright and University of Bótelőtt. I argue that the forms and contents in these online platforms not only represent and revoke but also construct a new form of Vojvodina Hungarian identity, in which community membership does not rest on being in, but on being from Vojvodina, and is grounded in sharing a certain humor, knowledge, language, and experiences. I contend that to understand the complex dynamics of identification of ethnic minority communities with excessive cross-border characteristic such as Vojvodina Hungarians, an approach that merges the lens of ethnic minority and diaspora studies is needed.Konferencija je održana 24.11.2023. na CEU u Budimpesti. Organizatori su Fondacija za slobodu štampe, CEU Democracy Institute i Szabad Magyar Szó
Poseban izveštaj Zaštitnika građana o zastupljenosti usluga socijalne i zdravstvene zaštite za starije žene koje žive na selu: Dostupnost i sadržaj usluga pomoći u kući i kućnog lečenja
No full textBetween Walls and Open Spaces: Unraveling the Impact on Friendships
No full textThe concept of private and public spaces, as well as the distinction between the private and public spheres of life, play a crucial role in shaping the social dynamics and relationships within a society. Private space refers to areas that are considered personal and exclusive to individuals or families, such as homes and intimate settings. Public space, on the other hand, encompasses areas that are accessible to and shared by the larger community, such as parks, marketplaces, and public institutions. These spaces not only provide physical environments but also influence the behaviors, interactions, and social standing of individuals within them. They can define the roles, rights, and responsibilities of citizens, as well as the norms and values associated with each sphere. In Ancient Athens and other Greek city-states, family relationships were mainly associated with the private sphere, while political institutions and alliances were part of the public domain.
Ancient Greek philosophy is intrinsically intertwined with the concept of friendship. Friends were often seen as members of the same family, institution, or political allies. Within philosophical circles, friends were often seen as “another self” and believed to share “all things in common.” Genuine friendship transcended mere familial or political ties. Philosophical discussions on friendship primarily focused on male relationships, given the historical significance of close male bonds and the prevalent presence of men in public spaces such as the agora and gymnasion. Nevertheless, the existence of close relationships between women or between men and women cannot be overlooked. These relationships extended beyond the confines of marriage and private spaces, and their significance will be explored further in this paper. The paper aims to investigate how private and public spaces influenced and shaped the development of both male and female friendships, shedding light on an aspect that is often neglected in scholarly discourse. It specifically examines how women, despite being predominantly confined to their homes, were able to achieve even the philosophical ideal of friendship