Suchergebnisse

U radu se razmatra ekološko obrazovanje u Srbiji, kroz analizu trenutnog stanja, ukazivanje na ključne probleme u ovoj oblasti i moguće pravce daljeg razvoja. U prvom delu rada dat je prikaz razvoja ekološkog obrazovanja u našoj zemlji sa naglaskom na ključne faze u ovom procesu. Put razvoja ekološkog obrazovanja u Srbiji kretao se od izrazitog antropocentrizma i antagonizma između čoveka i prirode, preko umerenog antropocentrizma sa primesama ekoncentrizma, do dominantnog ekocentrizma. Primetno je da razvoj ekološkog obrazovanja u našoj zemlji kasni bar jednu deceniju u odnosu na društvene okolnosti, što otvara brojne implikacije za obrazovni sistem i društvo u celini. Kada je u pitanju nastavni proces, analiza stanja pokazuje pomake koji su učinjeni implementiranjem novih sadržaja iz oblasti ekologije i održivog razvoja u postojeće predmete, kao i uvođenjem izbornih predmeta koji se odnose na ekološko obrazovanje. Pomaci su učinjeni i u domenu vannastavnih aktivnosti koje su obogaćene sadržajima iz oblasti ekologije, kao i u okviru obrazovnih politika škola, uvođenjem posebnih rubrika u školske programe kojima se definišu planirane aktivnosti iz ove oblasti. U drugom delu rada napravljen je osvrt na ključne probleme do kojih se došlo analizom postojećeg stanja u oblasti ekološkog obrazovanja. Kao največi problem izdvaja se primetni jaz između usvojenog znanja iz oblasti ekologije i individualnog delovanja pojedinca u svakodnevnom životu u pravcu očuvanja životne sredine. Pored toga, u nastavi se još uvek u nedovoljnoj meri primenjuju interdisciplinarni pristup i projektna nastava zasnovana na istraživanju čiji je doprinos u učenju ekoloških sadržaja potvrđen u nalazima brojnih istraživanja. U trećem delu rada date su preporuke za dalji razvoj ekološkog obrazovanja u našoj zemlji koje se prevashodno odnose na način učenja ekoloških sadržaja u okviru škole i koje imaju važne implikacije za kreatore obrazovnih politika, lidere u školama i praktičare. Na prvom mestu, škole bi trebalo da budu usmerene na stvaranje mogućnosti za istinski, receptivni i refleksivni odnos učenika sa prirodom. To bi značilo da se u procesu učenja ekoloških sadržaja primene pristupi čiji je uspeh već potvrđen, poput interdisciplinarnog pristupa i projektne nastave. Ostvarivanju ovog cilja pomoglo bi i intenziviranje vannastavnih aktivnosti kroz unapređivanje već postojećih (ekskurzije, nastava u prirodi) kao i uvođenjem novih, na primer ekoloških kampova i drugih organizovanih aktivnosti u prirodi koje podrazumevaju veću angažovanost učenika. Na taj način bi bilo omogućeno da se znanja stečena u nastavi povežu sa neposrednim iskustvom u prirodi. Time bi se podigao kvalitet dobijenih znanja iz ove oblasti, a ostvario bi se i pozitivan uticaj na voljni i emocionalni aspekt ličnosti učenika, što bi vodilo ka njihovoj većoj svesti o potrebi zaštite životne sredine, kao i njihovoj većoj participaciji u konkretnim aktivnostima koje se tiču očuvanja prirode i njenih resursa. Na kraju, ukazano je na važnost finansijskog aspekta, pa se kao preporuka za obrazovnu politiku ističe da su potrebna veća ulaganja kako bi škole mogle dobijena sredstva da iskoriste za podizanje svojih kapaciteta u oblasti ekološkog obrazovanja, obogaćivanje nastavnih resursa, kao i za obučavanje nastavnog kadra. ; The paper deliberates environmental education in Serbia by analysing the current situation, pointing to key problems in this area and potential trends of further development. The first part of the paper is an overview of environmental education development in our country with an emphasis on key stages in this process. The developmental path of environmental education in Serbia has unfolded from strong anthropocentrism and antagonism between the man and nature, through moderate anthropocentrism with hints of ecocentrism, to dominant ecocentrism. It is obvious that development of environmental education in our country is at least a decade late vis-à-vis social circumstances, which opens a number of implications for education system and overall society. With regard to teaching process, the current situation analysis reveals the progress made by implementing new contents from the fields of ecology and sustainable development in the existing subjects, as well as by introducing elective courses related to environmental education. The progress has also been made in terms of extracurricular activities that have been enriched with ecology contents, as well as within educational policies of schools by introducing special sections in the school curricula that define planned activities in this field. The second part of the paper focuses on the key issues arising from the analysis of current situation in environmental education. The greatest problem is an apparent gap between acquired ecology knowledge and the individual's actions in everyday life regarding environmental protection. In addition, the interdisciplinary approach and research-based project teaching whose contribution to learning the environmental contents has been acknowledged by results of numerous studies are still not adequately applied in teaching. The third part of the paper provides recommendations for further development of environmental education in our country. They primarily refer to the way environmental education is taught in school and have important implications for education policy makers, school leaders and practitioners. Primarily, the schools should aim at creating opportunities for genuine, receptive and reflective relationship of students with nature. This would mean using already validated approaches to learning of environmental contents, such as interdisciplinary approach and project-based teaching. Intensifying the extracurricular activities through improvement of already existing activities (excursions, outdoor classes) and introduction of new ones, for example eco-camps and other organized outdoor activities involving a greater student engagement, would also help in achieving this goal. In this way the correlation between the classroom-obtained knowledge and immediate experience in nature would be enabled. This would improve the quality of knowledge from this field, and have a positive effect on wilful and emotional aspect of students' personality. This would also lead to their greater awareness of the need for environmental protection, as well as their greater participation in particular activities related to conservation of nature and its resources. Finally, the importance of financial aspect is underlined and the recommendation for education policy refers to requirement for greater investments. In this way, the schools could use the received funds for increasing their environmental education capacities, improving the teaching resources and training the teaching staff. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Ovo empirijsko istraživanje zasnovano je na analizi literature koju je sproveo Stergiou (2017). Cilj istraživanja usmeren je na merenje kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti univerzitetskih nastavnika u Grčkoj, na osnovu povratnih informacija dobijenih od njihovih diplomiranih studenata. U istraživanju je primenjen upitnik. Uzorak se sastojao od 388 diplomaca, studenata ASPETE programa iz Soluna, akademske 2017/2018. i 2018/2019. Godine. Ispitanici su, pored svojih deklarisanih demografskih karakteristika, na skali od pet tačaka davali odgovore za svaku od 27 stavki koje opisuju aspekte kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti, kao i nastavnih metoda svojih univerzitetskih nastavnika (1 – nimalo; 2 – veoma malo; 3 – prilično; 4 – mnogo; 5 – veoma mnogo). Rezultati pokazuju da diplomci smatraju kako njihovi univerzitetski nastavnici dobro poznaju sadržaj kurseva, te da su dosledni tokom predavanja (praćenje rasporeda i zadovoljavajuća priprema). Studenti su dali prosečne ocene svojim nastavnicima u 20 od 27 kriterijuma kvaliteta univerzitetskog nastavnika. Nastavnici su ocenjeni ispod proseka za organizaciju aktivnosti čiji je cilj aktivno učešće studenata u radu u učionici, davanje uvoda i rekapitulacija nastave u učionici, povezivanje nastavnih metoda sa profesionalnim okruženjem (sa tržištem rada), povezivanje sadržaja izučavanih kurseva sa drugim kursevima i korišćenje radnih resursa (npr. radnih listova, pokaznog materijala) koji olakšavaju učenje. Faktorska analiza pokazala je da sva pitanja imaju visoko opterećenje na jednoj faktorskoj osi – univerzitetskoj pedagogiji (F1, Kronbah α = 0,947, 42% ukupne varijanse), dok su dve druge ose specijalizovane za konkretna polja: jedna za savetodavno-mentorsku ulogu univerzitetskog nastavnika (F2, Kronbah α = 0,879, 24% ukupne varijanse), a druga za nauku i stručnost (F3, Kronbah 0,741, 13% ukupne varijanse). Hijerarhijskom klaster analizom izdvojile su se četiri grupe diplomaca. Prva (C1) obuhvata 16,8% uzorka, druga (C2) 33%, treća (C3) 41,5% i četvrta (C4) 8,8% diplomaca. Klaster C1 sastoji se od pojedinaca koji vrednuju pedagošku kompetenciju i pedagoško obrazovanje svojih univerzitetskih nastavnika, kao i njihovu primarno naučnu orijentaciju i profesionalizam, dok u potpunosti negiraju njihovu mentorsko-savetodavnu ulogu. Grupu C2 čine diplomirani studenti koji u dovoljnoj meri uvažavaju mentorsko-savetodavnu ulogu svojih nastavnika, ali imaju negativno mišljenje o njihovim pedagoškim i didaktičkim aspektima. Diplomci koji pripadaju C3 grupi daju prosečnu ocenu kako pedagogiji nastave i pedagoškom obrazovanju svojih nastavnika, tako i njihovoj primarno naučnoj orijentaciji i profesionalizmu, dok misle da njihovi nastavnici nisu uspeli u svojoj mentorsko-savetodavnoj ulozi. Najzad, najmanji klaster C4 čine diplomci koji iako smatraju da pedagogija nastave i nastavne veštine njihovih nastavnika nisu adekvatne i ne veruju u njihove naučne veštine i profesionalizam, ipak prepoznaju njihov skroman doprinos kao savetnika i mentora koji su im pomogli da steknu predstavu o profesiji kojom bi želeli da se bave i da se tome prilagode. Rezultati istraživanja pokazuju da većina studenata daje nisku ocenu nastavnicima grčkih univerziteta u gotovo svim aspektima univerzitetske pedagogije, što ukazuje na odsustvo pedagoških i didaktičkih veština nastavnika. Ovaj rezultat je očekivan, zbog nepostojanja kvalifikovane obuke za nastavnike. To, zapravo, uopšte nije preduslov za započinjanje akademske karijere i ne postoji akademska ustanova koja bi im omogućila da steknu pedagoške i didaktičke kompetencije. Usaglašenost sa dobrom praksom drugih evropskih zemalja trebalo bi da bude strateški izbor obrazovne politike u cilju modernizacije grčkih univerziteta u ovoj oblasti i da se to čini sveobuhvatnije i efikasnije. ; This is a questionnaire based empirical research designed to measure the quality of educational work, teaching material and activities of Greek University teachers, based on their graduates' feedback. The sample consisted of 388 graduates, all students of the ASPETE programs of Thessaloniki, for the academic years 2017-2018 and 2018-2019. The subjects, in addition to their declared demographic characteristics, answered, on a five-point scale (1 – not at all, 2 − very little, 3 − quite, 4 − much, 5 − very much), the 27 items (criteria) describing the aspects of educational work quality, teaching material and activities and teaching methods of their academic teachers. Results showed that graduates perceive that their academic teachers had a good knowledge of the courses content and they were consistent during teaching courses (timetable observation and satisfactory preparation). Students gave moderate scores to their teachers in 20 out of the 27 quality criteria of an academic teacher. Teachers were rated below average in the organization of activities aiming at actively involving the students in the classroom, providing them with the introduction and recapitulation of their classroom teaching, linking their teaching methods to the professional environment (the labour market), linking the content of the studied courses with other courses and the use of labour resources (e.g. worksheets, demonstration materials) that facilitate learning. Factor analysis showed that all questions were highly loaded on one factorial axis, University Pedagogy (F1, Cronbach's α = 0.947, 42% of the total variance), while the two other axes were specialized in the fields, one in the Advisory- Mentor Role of the academic teacher (F2, Cronbach's α = 0.879, 24% of the total variance) and the other in Science and Professionalism (F3, Cronbach's 0.741, 13% of the total variance). Hierarchical Cluster Analysis highlighted four groups of graduates. The first (C1) includes 16.8% of the sample, the second (C2) 33%, the third (C3) 41.5% and the fourth (C4) 8.8% of the graduates. Cluster C1 consists of individuals who appreciated the value of pedagogical competence and teaching training of their university teachers as well as their scientific background orientation and professionalism while their mentoring-advisory role was completely deprecated. C2 consists of graduates who, while appreciating enough the mentor-advisory role of their teachers, have a negative view of their pedagogical and didactic training. C3 grades moderately both the teaching pedagogy and teaching training of their university teachers as well as their scientific background orientation and professionalism, while they think that their teachers have failed their mentor-advisory role. Finally, the smallest cluster C4, although it considers teaching pedagogy and teaching skills of their teachers inadequate, and does not believe in their science skills and professionalism, it recognizes a modest contribution as advisors and mentors who helped them get an idea of the profession they would like to follow and adapt to it. In conclusion, Greek university teachers are low-rated by the majority of students in almost all aspects of University Pedagogy, indicating the absence of their pedagogical and didactic training skills. This result was expected, due to absence of qualified teacher training. Indeed, it is not a prerequisite for entering the academic career and there is no academic institution offering them pedagogical and didactic competence. The compliance with good practices from other European countries should be a strategic educational policy choice in order to modernize Greek universities in this area and to do so more comprehensively and effectively. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"

Doktorska disertacija Jugoslovenska politika prema zemljama narodne demokratije u susedstvu 1953 – 1958. godine zasnovana je na jugoslovenskim arhivskim izvorima iz Arhiva Srbije i Crne Gore, Diplomatskog arhiva Ministarstva spoljnih poslova Republike Srbije i Vojnog arhiva kao i na relevantnoj domaćoj i stranoj literaturi. Disertacija se bavi jugoslovenskom politikom prema Albaniji, Bugarskoj, Rumuniji i Mađarskoj u periodu normalizacije odnosa Jugoslavije sa ovim zemljama posle Staljinove smrti tj. posle petogodišnjeg perioda tokom koga su njihovi odnosi bili u gotovo potpunom prekidu. Ona predstavlja pokušaj da se sagleda odnos Jugoslavije prema neposrednom susedstvu u uslovima hladnog rata i sadejstva jugoslovenskih interesa sa jedne i spoljnih faktora poput uloge Sovjetskog Saveza u procesu normalizacije odnosa Jugoslavije sa pomenutim zemljama ili uloge vodećih zapadnih zemalja i njihovih interesa u Jugoslaviji i susednim zemljama "narodne demokratije" sa druge strane. U nekoliko faza kroz koje su od marta 1953. do aprila 1958. godine prošli odnosi Jugoslavije sa Albanijom, Bugarskom, Rumunijom i Mađarskom (od Staljinove smrti do potpisivanja Beogradske deklaracije, od potpisivanja Beogradske deklaracije do XX kongresa KPSS-a, od XX kongresa KPSS-a do izbijanja događaja u Mađarskoj 1956. godine i od događaja u Mađarskoj do kritike novog Programa SKJ) jugoslovenska politika se menjala u skladu sa okolnostima zadržavajući kao konstante izražen interes za normalizaciju odnosa i insistiranje na tome da sve susedne zemlje "narodne demokratije" javno osude svoju raniju politiku prema Jugoslaviji i rehabilituju sve koji su na montiranim sudskim procesima osuđeni zbog špijunske delatnost u korist Jugoslavije. Osnovni cilj rada na ovoj dioktorskoj disertaciji je bio da pruži nova znanja o ovoj temi, nove poglede na jugoslovensku spoljnu politiku i ponudi novi ugao gledanja na odnose Jugoslavije sa SSSR-om i Varšavskim paktom u celini. U vezi sa tim definisan je i drugi cilj ovog rada koji se odnosi na rekonstrukciju jugoslovenske politike prema ovim zemljama i na pokušaj da se uoče specifičnosti, metode i ciljevi te politike koji su se razlikovali u odnosu na jugoslovensku politiku prema ostalim istočnoevropskim zemljama. Treći cilj na temu jugoslovenske politike prema susednim zemljama "narodne demokratije" od 1953. do 1958. godine bio je i sistematizacija postojećih znanja o ovoj temi i njihova evaluacija s obzirom na veći stepen dostupnosti izvora nego što je to bio slučaj pre više decenija kada su nastali najznačajniji radovi koji su se delimično bavili pojedinim segmentima ove teme. Četvrti cilj istraživanja bio je utvrđivanje hronološki jasno određenih faza kroz koje su prolazili odnosi Jugoslavije sa Mađarskom, Rumunijom, Bugarskom i Albanijom u posmatranom periodu i identifikacija faktora koji su na to uticali. U trenutku Staljinove smrti, susedne zemlje "narodne demokratije" bile su daleko od centra pažnje jugoslovenske spoljne politike jer je , između ostalog, i njihov značaj za nju u uslovima prekida međudržavnih odnosa bio mali. Međutim, promene koje su ubrzo posle Staljinove smrti usledile u Sovjetskom Savezu omogućile su početak normalizacije odnosa Jugoslavije i "prve zemlje socijalizma" što je za sobom povuklo i mogućnost da Jugoslavija normalizuje svoje odnose i sa susednim zemljama "narodne demokratije". Kada su u pitanju bile te zemlje, primarni jugoslovenski interes nije se nalazio u sferi politike i ekonomije kao u slučaju Sovjetskog Saveza već u sferi praktičnih međudržavnih pitanja koja su teško opterećivala Jugoslaviju. Na prvom mestu to je bio interes da se što pre otkloni vojna pretnja na granicama i stanje na zajedničkoj "liniji razgraničenja" koje je u godinama posle 1948. iziskivalo velika materijalna i kadrovska ulaganja. Osim toga, Jugoslavija je jasan interes imala i po pitanju poboljšanja položaja pripadnika jugoslovenskih manjina u susednim zemljama "narodne demokratije" kao i po pitanju normalizacije saobraćaja. Razlog što Jugoslavija nije pokazivala izražen interes za političku i ekonomsku saradnju sa ovim zemljama ležao je u činjenici da je ona u međuvremenu, u vreme godina sukoba, uspela da pronađe alternativu kako u sferi spoljne politike tako i u sferi ekonomije i na taj način obesmisli blokadu kojoj je bila izložena sa Istoka. Međutim, cena iznalaženja te alternative bila je visoka i pretila je da ugrozi monopol vlasti Saveza komunista Jugoslavije što je za Tita i njegovo najbliže okruženje bilo neprihvatljivo. Iz tog razloga, mogućnost da se nađe zajednički jezik sa Moskvom predstavljao je za Tita priliku da uspostavi ravnotežu kada je u pitanju bio jugoslovenski položaj prema suprotstavljenim blokovima u zaoštrenoj hladnoratovskoj atmosferi. Odnos Jugoslavije prema SSSR-u, i obrnuto, može se smatrati jednim od najznačajnijih faktora koji su uticali na oblikovanje jugoslovenske politike prema susednim zemljama "narodne demokratije" sa jedne i na kreiranje politike koje su sve istočnoevropske zemlje vodile prema Jugoslaviji sa druge strane. Drugi značajan faktor koji je uticao na jugoslovensku politiku prema zemljama "narodne demokratije" u susedstvu od 1953. do 1958. godine bio je u tesnoj vezi sa jugoslovensko-sovjetskim odnosima a ticao se prevashodno ideologije i s tim u vezi destaljinizacije. Kreirajući u godinama sukoba sa Informbiroom sopstveni model "samoupravnog" socijalizma, Jugoslavija tokom procesa normalizacije odnosa nije pristajala na "jedinstvo lagera" i povratak u njega što je bio glavni kamen spoticanja u njenim odnosima kakao sa SSSR-om tako i sa drugim istočnoevropskim zemljama pa i susednim kao što su bile Albanija, Bugarska, Mađarska i Rumunija. S tim u vezi je i destaljinizacija, odnosno njen napredak i dubina u susednim "zemljama" narodne demokratije kao i njihova spremnost da se distanciraju od staljinističke ideologije, predstavljala jedan od glavnih faktora koji su uticali na oblikovanje jugoslovenske politike prema tim zemljama. Najzad, važan činilac koji je uticao na jugoslovensku spoljnu politiku uopšte pa i na njenu politiku prema delu ili celini Istočnog bloka bili su i njeni odnosi sa Zapadom, koji su iz pragmatičnih razloga tokom godina sukoba sa Informbiroom bili poboljšani do te mere da su Jugoslaviju, iako nevoljno, doveli na rub uključenja u zapadni vojni savez. Zapad je bio taj kome se nije dopadalo jugoslovensko približavanje SSSR-u i istočnoevropskim zemljama i u periodu normalizacije njihovih odnosa svaki korak koji je vodio približavanju dveju do tada suprotstavljenih strana izazivao je na Zapadu sumnje u iskrenost Jugoslavije i zebnju kada je u pitanju bila budućnost odnosa Zapada i Jugoslavije. Kao rezultat sadejstva nekoliko najvažnijih spoljnih faktora i jugoslovenskih interesa u neposrednom susedstvu iz okvira socijalističkog "lagera" nastajala je jugoslovenska politika prema Istoku uopšte pa i prema Albaniji, Bugarskoj, Rumuniji i Mađarskoj ponaosob, onakva kakva je bila. U periodu od 1953. do 1958. godine ta politika je bila aktivna i pozitivna ali ne i bez ograda. Tih godina, Jugoslavija je bez sumnje pokazivala interes da normalizuje svoje odnose sa susedima sa kojima je osim granice delila i ideologiju ali najčešće nije želela da ona bude ta koja će dati inicijativu za konkretne korake u tom procesu. Smatrajući da su međusobni odnosi narušeni ne njenom već krivicom suseda, ona je strogo poštovala načelo (koje je inače zastupala i kada je u pitanju bila njena politika prema SSSR-u) da prvi korak treba da učini onaj koji je odgovoran za prekid normalnih dobrosusedskih odnosa. Imajući u vidu sve interese, želje i aspiracije koje je Jugoslavija imala kada je u pitanju bio prostor neposredno uz njene granice kao i faktore koji su neminovno uticali na njenu politiku, može se reći da je Jugoslavija prema zemljama "narodne demokratije" u susedstvu u periodu normalizacije međusobnih odnosa od 1953. do 1958. godine vodila politiku mogućeg. Ta politika, međutim, iako osmišljena na isti način, nije uvek bila ista prema svakoj pojedinačnoj zemlji u susedstvu iz prostog razloga što u njima nije nailazila na istovetne uslove i mogućnosti. Tamo gde su mogućnosti bile veće, Jugoslavija je postizala više. Međutim, kako je vreme odmicalo i kako je Jugoslavija bivala sve uspešnija u pronalaženju svog sopstvenog "trećeg puta", čini se da joj je sve manje i manje bilo stalo do sadržajnije saradnje sa većinom suseda od kojih je (budući da su sve bile deo Istočnog bloka), u skladu sa svojom novom spoljnopolitičkom strategijom koja je ekvidistancu prema blokovima predviđala kao imperativ, trebalo da napravi određeni otklon. ; The Ph.D. thesis Yugoslav Policy Towards the Neighboring Countries of People's Democracy 1953-1958 is based on Yugoslav archival sources from the Archives of Yugoslavia, the Diplomatic Archives of the Foreign Ministry of the Republic of Serbia and the Military Archives, as well as on the relevant domestic and foreign literature. The thesis deals with Yugoslav policy towards Albania, Bulgaria, Romania and Hungary during the period of normalization of relations between these countries and Yugoslavia after Stalin's death, i.e. after a five years' period of almost complete interruption in bilateral relations. It is an attempt at a study of the interplay of Yugoslavia's relations with immediate neighborhood during the Cold War and Yugoslav interests on the one hand, and interests of foreign factors, such as the Soviet Union and the leading Western nations in Yugoslavia and in the neighboring countries within the framework of the normalization of Yugoslavia's relations with the above mentioned countries. During the several phases the Yugoslav relations with Albania, Bulgaria, Romania and Hungary went through between March 1953 and April 1958 (from Stalin's death until the signing of the Belgrade Declaration, from then to the 20th congress of the CP of the USSSR, from then until the beginning of the events in Hungary in 1956 and from then until the critique of the new Program of the CP of Yugoslavia), the Yugoslav policy changed in accordance with the situation, preserving the interest in normalizing relations and insisting that all neighboring countries of "people's democracy" should condemn their former policy towards Yugoslavia and rehabilitate all those who had been sentenced as Yugoslav spies at show trials. The main goal of this Ph.D. thesis was to provide new knowledge of the topic, new views on Yugoslav foreign policy and to propose a new vantage point on the Yugoslav relations with the Soviet Union, and on relations with the Warsaw Pact as a whole. Connected with this was another goal of the thesis that concrens the reconstruction of Yugoslav policy toward these countries and the attempt to pinpoint the characteristics, methods and goals of that policy that were different from those of Yugoslav policy toward other east European countries. The third goal of the topic of Yugoslav policy toward the neighboring countries of "people's democracy" between 1953 and 1958 was also to systematize the existing knowledge on the subject in view of better accessability of sources as compared with the situation of several decades ago when the most important works touching upon some aspects of this topic were written. The fourth goal of the research was to determin chronologically clearly defined phases that the Yugoslav relations with Hungary, Romania, Bulgaria and Albania had gone through during the researched period and to identify the factors that influenced the process. At the time of Stalin's death the countries of "people's democracy" were far from the focus of the Yugoslav foreign policy, because, among other things, their importance was small due to the severed inter-state relations. However, the changes that set in the Soviet Union soon after Stalin's death made the beginning of normalization of relations with the "first country of socialism" possible. This entailed the possibility that Yugoslavia also normalizes its relations with neighboring countries of "people's democracy". When these countries were in question, Yugoslavia's primary interest didn't lie in political or economic spheres as in the case of the Soviet Union, but rather in the sphere of practical inter-state matters weighting heavily on Yugoslavia. Supreme was the interest to do away as soon as possible with the military threat on the borders and to change the situation on the "line of demarcation" that had required much material and human resources in the years after 1948. Furthermore, Yugoslavia had a clear interest in improving the situation of members of Yugoslav minorities in the neighboring countries of "people's democracy", as well as in normalization of trafic. The reason why Yugoslavia showed no great interest in political or economic cooperation with these countries lay in the fact that she had in the meantime, during the years of conflict, found alternative solutions in the spheres of foreign policy and economy, reducing thus to insignifficance the blocade imposed on her from the East. However, the price of that alternative solution was high and it threatened to endanger the power monopoly of the Union of the Communists of Yugoslavia, which was unacceptable for Tito and his innermost circle of collaborators. For that reason, the possibility of finding common grounds with Moscow was for Tito an oportunity to balance Yugoslavia's position between the two competing blocs in a worsened Cold War atmosphere. Yugoslavia's relation to the USSSR and vice versa, can be seen as one of the most important factors influencing Yugoslav policy toward the neighboring countries of "people's democracy" on the one hand, and on the other, one that was decisively shaping their policy towards Yugoslavia. Another important factor influencing Yugoslav policy toward the countries of "people's democracy" in the vicinity between 1953 and 1958 was closely connected with the Yugoslav-Soviet relations and it concerned primarily ideology and, in that context, destalinization. Having created her own model of "self-managing" socialism during the years of conflict with the Cominform, during the process of normalization Yugoslavia didn't accept the unity of the Eastern Bloc and the matter of her return to it was one of the main stumbling blocks both in her relations with the USSR and with the neighbors such as Albania, Bulgaria, Hungary and Romania. In that context, destalinisation, i.e. its progress and depth in the neighboring countries of "people's democracy" and their willingnes to distance themselves from the Stalinist ideology was one of the major factors influencing Yugoslavia's policy toward those countries. Finally, the important factor influencing Yugoslav foreign policy in general, including part of the Eastern Block or it as a whole, were Yugoslavia's relations with the West that had been so improved during the years of conflict with the Cominform, that they led Yugoslavia, although unwillingly, to the brink of joining the western military alliance. The West was unhappy with Yugoslav rapprochement with the USSR and eastern European countries and every step that brought closer the two once confonted parties during the process of normalization of their relations, caused the West to doubt Yugoslavia's sincerety and cause fears for the future relations between the West and Yugoslavia. As a result of interplay of several major foreign political factors and Yugoslav interests in the imediate socialist block neighborhood, the Yugoslav policy toward the East in general and toward Albania, Bulgaria, Romania and Hungary individually, emerged in the given form. Between 1953 and 1958 that policy was active and positive, but not without restrains. During those years Yugoslavia clearly showed interest in normalizing her relations with the neighboring countries with whom she shared not only borders, but ideology too, but in most cases she was not willing to be the one to initiate concrete steps in that process. Deeming that it had not been her fault but that of her neighbors that the bilateral relations had been spoiled, she observed strictly the principle (that she also championed in her relations with the USSR) that the side that had been responsible for the interruption of normal good neighborly relations should also make the first move. Having in mind all the interests, wishes and aspirations that Yugoslavia had concerning the space imediatly bordering on her territory as well as the factors necessarily infuencing her policy, it can be said that Yugoslavia led the policy of what was possible toward the neighboring countries of "people's democracy" during tthe period of normalization of bilateral relations 1953-1958. However, that policy wasn't always the same toward all these neighboring countries, for simple reason that it didn't meet with the same conditions and possibilities in them. Where possibilities were greater, Yugoslavia acheived more. However, as the time went by and as Yugoslavia became increasingly more successful in finding her own "third way", it seems she was increasingly less interested in substantial cooperation with most of the neighbors from whom (since they were all members of the Eastern Block) certain distance should be kept – in keeping with the new foreign political strategy that foresaw equidistance towards both blocs as a must.

Jevrejski istorijski muzej (JIM) u Beogradu predstavlјa jednu celovitu, po mnogo čemu jedinstvenu muzejsku ustanovu u Srbiji. To je jedini jevrejski muzej u našoj zemlјi, tematski specijalizovan, a sadržajno veoma kompleksan. Osim muzejskog materijala, Jevrejski istorijski muzej ima sopstveni, srazmerno veliki arhiv čija dokumentacija i foto-dokumentacija svedoči kako o Holokaustu, u kojem su mnoge jevrejske opštine bukvalno nestale, tako i o životu i aktivnostima jevrejskih zajednica iz Srbije i sa teritorije cele bivše Jugoslavije u 19, još više 20. veku, uklјučujući i savremene periode. Jevrejski istorijski muzej je osnovan 1948. godine u okviru Saveza jevrejskih opština bivše Jugoslavije. Zanimlјiva je činjenica da je ideja o osnivanju muzeja ovakvog tipa mnogo starija. Već posle prvog Redovnog kongresa Saveza jevrejskih veroispovednih opština Kralјevine Srba, Hrvata i Slovenaca održanog 1921. godine u Zagrebu, bilo je predloga i planova za stvaranje muzeja - pravog mesta za čuvanje jevrejske baštine i kulturnog identiteta. Ipak, ova ideja nije ostvarena. Imajući u vidu Drugi svetski rat i događaje koju su usledili počev od 1941. godine u Jugoslaviji, sa ove vremenske distance, može se slobodno reći da je ״sreća u nesreći" što jevrejski muzej nije tada osnovan. Pošto je uspeo da se obnovi, kao vodeća institucija preživelih jevrejskih opština oslobođene Republike Jugoslavije, Savez se, u jesen 1945. godine, obratio svojim članicama sa molbom da prikupe sve raspoložive podatke o Holokaustu i učešću Jevreja u Norodnooslobodilačkoj borbi. Bio je to prvi, ali sasvim konkretan korak ka muzeju. Relativno brzo, u Zagrebu je formiran Muzejsko-istorijski odsek u okviru Pravnog odelјenja Saveza. Otpočelo je sistematsko traganje za sačuvanom arhivskom građom. Godine 1952. do tada sakuplјena građa je preselјena u Beograd, kada se nastavilo sa traganjem i sakuplјanjem. ״Odsek" je počeo da se razvija u pravcu kompletne muzejske ustanove. Te 1952. godine, organizovana je izložba povodom otkrivanja impresivnog spomenika Bogdana Bogdanovića na sefardskom groblјu u Beogradu, posvećenog jevrejskim žrtvama Holokausta. Povodom obeležavanja desetogodišnjice obnove, Savez je 1955. postavio još jednu izložbu o radu celokupne jevrejske zajednice u tadašnjoj Jugoslaviji. Za sve to vreme, kao osnivač i vlasnik Muzeja, Savez je bio u stalnom kontaktu sa svim svojim jevrejskim opštinama, obnovlјenim posle neviđenog stradanja 1941-1945. godine. Za zajednički Muzej i dalјe su stizali materijali koji su se odnosili na istoriju jugoslovenskih Jevreja. Pozivu Saveza su se odazivali i pojedinci, preživeli Jevreji koji su donosili poneki predmet ili porodične fotografije, kolekcionari čije su zbirke opstale sakrivene, i drugi . Mnogi su Muzeju zaveštali predmete iz porodičnih kuća od istorijskog, etnološkog ili umetničkog značaja, a povremeno je vršen i otkup eksponata, u zavisnosti od trenutnih uslova. Počev od datuma osnivanja, pa do 1959. godine, sakuplјen je muzejski i arhivski materijal, dovolјan da se iste godine otvori lepa, slikovita - prva stalna, muzejska postavka. Na dan 19. maja 1960. godine, za javnost je otvoren Muzej Saveza jevrejskih opština Jugoslavije, u istoj zgradi u kojoj je i Savez. Posle izvesnog vremena, naziv muzeja je preinačen u Jevrejski istorijski muzej (JIM), što mnogo više odgovara njegovoj nameni i sadržaju. Sa sakuplјanjem i stručnom obradom materijala se nastavilo, pa je 1969. godine otvorena druga stalna postavka Jevrejskog istorijskog muzeja, znatno bogatija i izražajnija. Za njenu koncepciju je bila zaslužna prof. dr Vidosava Nedomački, prvi upravnik Muzeja. Posle raspada Jugoslavije 1992. godine, formiran je Savez jevrejskih opština Srbije u kojem se okupilo deset jevrejskih opština, koliko ih ukupno ima u našoj zemlјi. Status Jevrejskog istorijskog muzeja ostao je isti - on je deo Saveza jevrejskih opština Srbije. Iako je u sastavu Saveza, Muzej se razvio u instituciju za sebe, sa svojim specifičnim životom, svojom stručnom ekipom i svojim poslovnim kontaktima sa drugim muzejima. S obzirom na to da je stalna izložbena postavka Muzeja otvorena mnogo pre raspada Jugoslavije, ona se bavi istorijskim, etnološkim i opštekulturnim temama vezanim za jevrejstvo celokupnog nekadašnjeg jugoslovenskog područja. Usled teških političkih i ekonomskih problema koji su, počev od 1992. godine pritiskali našu zemlјu, Srbiju, nisu se zasad stekli uslovi za izradu nove, drugačije koncipirane postavke. Međutim, ako imamo u vidu činjenicu da su Jevreji ovog dela Balkana imali zajedničku istoriju i kulturna obeležja - onda je neizbežno da i koncept nove postavke zadrži, bar delimično, širi pristup u svojoj budućoj prezentaciji. Zbog svega toga, a i zahvalјujući složenoj i veoma suptilno osmišlјenoj koncepciji, realna starost stalne izložbene postavke Jevrejskog istorijskog muzeja nikome ne smeta, jer ne utiče na izvanredan kvalitet informacija o jevrejskoj istoriji i načinu života. ; The Jewish Historical Museum (JHM) in Belgrade is a comprehensive and, in manу ways, a unique museum in Serbia. It is the only Jewish museum in the country, thematically specialized, and very complex in terms of contents. Apart from museum exhibits, the Jewish Historical Museum also has its own, relatively large, archives whose documentation and photo documentation are testimony both of the Holocaust, during which manу Jewish communities literally perished, and of the life and activities of Jewish communities from Serbia and the whole territory of former Yugoslavia during the 19th and, even more, the 20th century, including the present times. The Jewish Historical Museum was founded in 1948, as part of the Federation of Jewish Communities of Yugoslavia. It is interesting to note that the idea of founding a museum of this type dates much further back. Already after the First Congress of the Federation of Jewish Religious Communities of the Kingdom of Serbs, Croats and Slovenes, held in 1921 in Zagreb, there were recommendations and plans concerning the foundation of such a museum as the right place to preserve the heritage and cultural identity. Yet, the idea had not materialized. Having in mind the World War II and the events that followed from 1941 in Yugoslavia, from this time perspective one could say that it is, in fact, a lucky coincidence that the Jewish museum had not been founded at that time. After the Federation managed to revive itself as the leading institution of the surviving Jewish communities of the liberated Republic of Yugoslavia, in autumn of 1945, it invited its members to collect all data available about the Holocaust and the participation of Jews in the National Liberation Movement. This was the first and very specific step towards founding a museum. Relatively soon afterwards, the Museum - Historical Department was established in Zagreb within the Legal Division of the Federation. Systematic efforts to identify and preserve the archives began. In 1952 all the archives collected until that time were moved to Belgrade, and the search and collection efforts continued. The ״Department" was beginning to develop towards a full museum institution. The same уеаг, 1952, an exhibition was organized on the occasion of launching the impressive monument by artist Bogdan Bogdanovic at the Sephardic cemetery in Belgrade, dedicated to the Jewish victims of the Holocaust. On the occasion of commemorating the tenth anniversary of its revival, in 1955, the Federation staged another exhibition on the topic of activities of the whole Jewish community in the then Yugoslavia. During that period, the Federation, as the founder and owner of the Museum, was in permanent contact with all the member Jewish communities that were revitalized after the unprecedented persecution during the period 1941-1945. The Museum continued to receive materials relevant to the history of Yugoslav Jews. The individual, surviving Jews also responded to the invitation of the Museum and contributed individual exhibits and family photographs, and there were contributions from collectors whose collections were hidden and preserved, and others as well. Маnу of them made legacies to the Museum containing artefacts from their families and homes, and these legacies possessed historical, ethnological and artistic value; also depending on its resources available the Museum on occasions also purchased exhibits. From its very establishment, until the уеаг 1959, the Museum had managed to collect sufficient museum and archive materials to establish that same уеаг a good and picturesque permanent museum exhibition. On 19 Мау 1960, the Museum of the Federation of Jewish Communities of Yugoslavia was opened to the public, in the same building which presently houses the Federation. Soon afterwards, the name of the Museum was changed to The Jewish Historical Museum (JHM), which is much better suited to its purpose and content. The collection and professional processing of collected materials continued, so that in 1969 the second permanent exhibition of the Jewish Historical Museum, much richer and more expressive, was presented. The credit for its concept goes to Vidosava Nedomacki, Ph.D., the first Museum Manager. After the disintegration of Yugoslavia in 1992, The Federation of Jewish Communities of Serbia was established, consisting of ten Jewish communities, which is the total existing in our country. The status of the Jewish Historical Museum remained unchanged - it is an integral part of the Federation of Jewish Communities of Serbia. Although existing within the framework of the Federation, the Museum developed into an institution of its own right, living its own specific life, its professional team and business contacts with other museums. Since the permanent exhibition of the Museum was opened long before the disintegration of Yugoslavia, it deals with the historical, ethnological and general cultural topics relevant to the Jewery of the overall then Yugoslav region. Due to the grave political and economic difficulties which, beginning in 1992, overwhelmed our country, Serbia, it has not yet been possible to develop a new, differently designed museum exhibition. However, having in mind the fact that the Jews from this part of the Balkans have had a common history and cultural features - it is unavoidable that the concept of such a new exhibition should maintain, at least partially, a more comprehensive approach to such a presentation which will develop in the future. For all of these reasons, and thanks to the complex and subtly designed concept, the actual age of the permanent exhibition of the Jewish Historical Museum does not bother аnyone, as it does not have an impact on the excellent quality of information regarding Jewish history of the way of life. ; 2. dopunjeno izdanje (2nd enlarged edition). ; Uporedo srpski tekst i engleski prevod. ; Ilustracija za korice knjige: Tora i jad - pokazivač za tekst Tore iz Judaika zbirke Jevrejskog istorijskog muzeja (motive for the cover page: The Torah scroll with a Torah pointer from the Judaica collection of the Jewish Historical Museum).