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In this essay I attempt to defend Badiou's conception of inaesthetics, drawn from the Handbook of Inaesthetics, from the pertinent criticisms of Rancière. In doing so, it is possible to delimit the intra-philosophical effects (truth effects) of artistic events (this combination being the domain of inaesthetics). Badiou can be defended from all of Rancière's objections, save the objection that inaesthetics asserts a 'propriety of art.' However, in granting this objection, it is possible to open a different question regarding Badiou's work: what is the status of Badiou's comments on art outside of the Handbook of Inaesthetics? Through a reading of Le siècle, I show that, for Badiou, the importance of art extends beyond inaesthetics to other domains of thought. Yet Badiou has yet to answer the question of how art and truth relate outside of the domain of inaesthetics. ; Peer reviewed ; Final article published

The question of inequality of men and women became a world problem in second half of the 20th century and the solution has been sought by important international organisations (OZN), European Union and individual states. Assuring same options for both sexes in all departments and on all levels of life became one of preferential tasks of European Union since we can still find different forms (open and hidden) of gender discrimination in modern states. In the fist part author presents key features of male centred traditional social order in western civilisation, main characteristics and bearers of ensuring same opportunities for both genders stretching from global to European level. Informal and formal education have important role with the process of abolishing discrimination. Educators carry new patterns of relationship between sexes and it is therefore important that they are educated and also lifelong educated, especially those who are on key positions and make decisions in all areas of life. Author therefore in the second part presents some approaches and usages of such education in members of European Union and in Slovenia. ; Vprašanje družbene neenakosti žensk in moških je v drugi polovici 20. stoletja postalo svetovni problem, ki so se ga resno lotile pomembne mednarodne organizacije (OZN) in državne skupnosti (EU) ter posamezne države. Zagotavljanje enakih možnosti za oba spola na vseh področjih in na vseh ravneh življenja je postalo ena prednostnih nalog EU, kajti v sodobnih družbah še obstajajo različne oblike (odkrite in zlasti prikrite) diskriminacije po spolu. Avtorica v prvem delu razkriva ključne značilnosti moškosrediščnega tradicionalnega družbenega reda v zahodni civilizaciji ter predstavlja glavne značilnosti in nosilce zagotavljanja enakih možnosti žensk in moških od globalne do evropske ravni. Pomembno vlogo pri odpravljanju diskriminacije imata formalno in neformalno izobraževanje. Ker pa morajo biti tudi izobraževalci in nosilci novih vzorcev odnosov med spoloma izobraženi, je pomembno vseživljenjsko izobraževanje odraslih, zlasti tistih, ki zasedajo ključne položaje odločanja na vseh področjih življenja. Zato avtorica v drugem delu prispevka predstavlja nekatere pristope in prakse takšnega izobraževanja v drugih državah članicah EU ter v Sloveniji.

Razvoj družbe je nujen in za dosego razvoja je treba največ pozornosti nameniti ravno razvoju ljudi. Če konceptu razvoja ljudi dodamo mednarodno perspektivo, dobimo celosten pogled na trenutno stanje v družbi. Ravno mednarodna perspektiva razvoja ljudi in celotna obravnava tematike sta botrovali k izvedbi analize razvoja ljudi v izbranih državah. Z metodo analize so bili pridobljeni vsi potrebni podatki, ki so celotno analizo zaokrožili. Prek analize pridobljenih podatkov so bile države razvrščene v tri skupine. Pri tem so vse razvite in tranzicijske države zajete v vzorec, v primeru razvijajočih se pa so bile države izbrane tako, da so zajeti predstavniki vseh delov Afrike, Azije ter Latinske in Karibske Amerike. Rezultati analize so precej nedvoumni. Izkazalo se je, da samo indeks razvoja ljudi in politična stabilnost države ne zagotavljata močne medsebojne povezave. Pomembno vlogo igrajo tudi pretresi iz začetka 90. let 20. stol. in t. i. svetovni policisti razvitih držav, kar vnaša določeno mero neravnovesja. Na drugi strani pa je bilo pričakovati padec moči povezanosti med razvojem ljudi in izobraževalnim indeksom od razvitih k razvijajočim se. Izkaže se, da je moč povezave največja v tranzicijskih državah, sledijo razvite in na koncu razvijajoče se države. Ugotovitve analize imajo širše učinke za družbeno okolje. Razvoj omogoča oblikovanje razvite družbe in uveljavitev človeku dostojnega življenja. Na osnovi tega bo v prihodnosti mogoče prilagoditi programe razvoja ljudi predvsem v tranzicijskih državah in ostalih delih sveta, ki so precej nestabilni in brez zunanje pomoči. Dejstvo pa je, da so nekatere razvijajoče se države lahko zgled kakovosti primarnih razvojnih programov. ; Development of the country is necessary and for achieving it the biggest focus must be on human development. If we add international perspective to human development, we get a fairly comprehensive view of the current situation in society. It was precisely the addition of an international perspective to the human development and the overall treatment of the topic that contributed to the design of the analysis of human resource development in selected countries. Using the analysis method all necessary data were obtained, which rounded the analysis into a whole. By analysing the data obtained, the countries were classified into three groups. In this, all developed and transition countries are included into the sample, and in the case of developing countries, the countries have been selected to include representatives of all parts of Africa, Asia, Latin America and the Caribbean. The results of the analysis are quite unequivocal. It turned out that only human development index and the political stability of the country do not guarantee a strong interconnection. Shouts from the early 90s of the 20th century and the role of so-called world-wide police officers of developed countries also play an important role, which introduces a certain amount of imbalance. On the other hand, the drop in the strength of the relation between the human development index and educational index from the developed to the developing was expected. It turns out that the power of connections is greatest in transition countries, followed by the developed and ultimately developing countries. The findings of the analysis have broader effects on the social environment. Development enables the creation of developed society the promotion of a decent man's life. On this basis, in the future, human development programs can be adjusted in the transitional countries and other parts of the world, which are rather unstable and without external assistance. It is true that some developing countries can serve as an example of the quality of primary development programs.

Po načelu samoodločbe imajo ljudstva pravico do suverenosti, ki je razdeljena na notranjo in zunanjo samoodločbo. Notranja samoodločba se kaže v pravici do kulturnega, socialnega in ekonomskega razvoja, medtem ko se zunanja najbolj kaže v pravici do oblikovanja svoje države in do nastopanja v mednarodnopravnem prostoru kot suveren subjekt. Teorijo je v mednarodnih dokumentih po koncu druge svetovne vojne začela razvijati OZN, ki je notranjo samoodločbo priznala vsem ljudstvom, medtem ko je zunanjo omejila na kolonialna ljudstva in pri njihovi definiciji ubrala zelo ozko razlago. Druga polovica 20. stoletja je posledično prinesla nastanek ogromnega števila novih držav, zlasti na afriškem in azijskem kontinentu. Več ali manj se vse centralne vlade soočajo z obstojem skupine ali skupin ljudi, ki imajo drugačne kulturne, jezikovne in socialne značilnosti. Pristop vsake centralne vlade do teh skupin ljudi je različen, vendar je v zadnjih stotih letih možno opaziti, da imajo več posluha za njihove potrebe in priznavanja različnih oblik samoupravljanja. Centralne vlade z njimi sprejemajo mednarodne sporazume, ki se zapišejo v ustavo. Teorija pozna dva različna modela, ki skušata pojasniti sanacijsko pravico do samoodločbe, to je zunajpravne pravice do odcepitve, ki naj bi popravila nepravično stanje. Naloga vzame pod drobnogled sanacijsko pravico do odcepitve avtorja Allena Buchanana. Buchanan namreč priznava pravico ljudstvom, ki so grobo zatirani s strani države, odcepitev pa bi predstavljala sanacijo. Katalonija je že več stoletij del Kraljevine Španije. Po španski ustavi ima status avtonomne regije, na podlagi katere ima določene specifične pravice. Kataloncem je po mednarodnem pravu skoraj nemogoče priznati pravico do zunanje samoodločbe, čemur tudi ni naklonjena španska ustava. Nemiri v zadnjem desetletju nakazujejo, da v Španiji nekaj ni v redu, zato je treba morebitno rešitev poiskati v teorijah, kot je sanacijska pravica do samoodločbe. ; According to the principle of self-determination, peoples have the right to sovereignty, which is divided into internal and external self-determination. Internal self-determination is manifested in the right to cultural, social and economic development, while external self- determination is most evident in the right to form one's country and to act as a sovereign entity in the international legal space. The theory was developed in international documents after the end of World War II by the UN, which recognized internal self-determination for all peoples while restricting external ones to colonial peoples and defining a very narrow interpretation in their definition. The second half of the 20th century, in turn, brought about the emergence of a huge number of new countries, especially in the African and Asian continents. More or less all central governments are confronted with the existence of a group or groups of people with different cultural, linguistic and social characteristics. The approach of each central government to these groups of people is different, but over the last hundred years, it can be observed that they have more of an ear for their needs and for recognizing different forms of self-government. Central governments sign international agreements with them and adopt them into constitution. Theory knows two different constructs that seek to explain the remedial right to self-determination, that is, the unlawful right to secession, which is to remedy an unjust state. The task under scrutiny takes the remedial right to secede Allen Buchanan. Buchanan recognizes the right of people who are severely oppressed by the state, and secession would mean a remedial action. Catalonia has been part of the Kingdom of Spain for centuries. Under the Spanish Constitution, it has the status of an autonomous region, on the basis of which it has specific rights. It is almost impossible for Catalans to recognize the right to external self-determination under international law, which is not favored by the Spanish Constitution. The unrest of the last decade suggests that something is not right in Spain, so any solution must be sought in theories such as the remedial right to self-determination.