Suchergebnisse

V pričujočem delu se avtorica loteva raziskovanja terapevtovega doživljanja terapevtskega odnosa in sicer skozi prizmo navezanosti. Teoretični uvod tako predstavlja podrobno predstavitev teorije navezanosti od Bowlbyja naprej. Avtorica pregleda zgodovino koncepta kot tudi njegov razvoj in etiologijo. Drugi del teoretičnega uvoda je sestavljen iz predstavitve koncepta terapevtskega delovnega odnosa in njegove implikacije za terapevtsko delo. Avtorica se znova poglobi v razumevanje koncepta in skuša slediti njegovemu razvoju. Delo nato preide na raziskovalni del. Avtorico je zanimalo, kako terapevti doživljajo terapevtski odnos skozi lečo navezanosti. Za ta namen je terapevtski odnos razdelila na tri faze – fazo prednavezanosti, ki jo zaznamuje vzpostavljanje kontakta in učenje pravil terapevtskega dela, sledi ji faza oblikovanja navezanosti, kjer je dinamika že utečena, klienti pa opažajo prve spremembe v svojem življenju, in zadnja faza, torej faza navezanosti, ki jo oblikuje visoka stopnja zaupanja, jasna komunikacija med klientom in terapevtom in dobra delovna aliansa. Avtorica je za namen naloge intervjuvala osem terapevtov in podatke, pridobljene v teh intervjujih analizirala s pomočjo kvalitativne metode fenomenološke raziskave. Ugotovitve so pokazale, da se doživljanje terapevtov v veliki meri sklada z do sedaj aktualno teorijo. V fazi prednavezanosti so terapevti poročali o tem, da se odnos šele oblikuje, zaupanje vzpostavlja, komunikacija še usklajuje. V fazi oblikovanja navezanosti terapevti poročajo o naraščajočem zaupanju in opažanju sprememb in v zadnji fazi poročajo o močni navezanosti in z rastjo odnosa vedno bolj enakovreden odnos med terapevtom in klientom. To je tudi obdobje, ko klient in terapevt načrtujeta zaključek. Raziskovalno delo je avtorici ponudilo vpogled v globoko doživljanje terapevtskih odnosov s strani terapevta, spoznala je izzive, s katerimi se terapevti srečujejo pri svojem delu, pa tudi dobrobiti terapevtskega dela. V svojem delu je avtorica izpostavila tudi pomanjkanje informacij s področja raziskovanja terapevtske perspektive. ; In the current master thesis, the author is exploring a therapists' perception of psychotherapy process through the lens of attachment. The theoretical part consists of precise description of ontogeny of the attachment theory from his beginner, John Bowlby. The author follows the history and etiology of the mentioned concept. The other part of the master thesis consists of presentation of the working alliance concept and its indication for therapeutic work. Author tries to get an overall understanding about the concept, its origins and current implications. In the current master thesis, the author was interested in therapists' perception of psychotherapy relationship through the attachment perspective. To enquire about it she divided the attachment process on three main stages – the preattachment stage, characterized by first contact and establishment of communication, second stage, namely attachment in the making stage, where the trust and therapy framework is already established and clients can see first changes, and last, third phase that is the attachment phase, where therapist and clients have high level of trust, good communication and good working alliance. Author interviewed eight therapists and analyzed the information from the interviews via phenomenological research. Results have shown that the way therapists from the research see their relationships folds well with the current theory from the field. In the preattachment stage the therapist spoke about the way the relationship has yet to be built, the trust has yet to be gained and communication is still on shaky grounds. In the second, attachment in the making phase, therapists observe deeper trust, clients start seeing changes in their lives and in the last, attachment phase they describe the relationship as of one of strong attachment. With continuation of the relationship the relationship itself become more of an equal one and is, as such, slowly transcending into the conclusion phase. The research work enabled the author to see the depth of the therapists' experiencing of the relationships they make with their clients, she get to know the challenges of the therapeutic relationships and also the benefits of it. As a conclusion, the author exposes the lack of information available on research done of exploring the therapists' perspective.

Erasmus+ je program Evropske Unije (EU) na področju izobraževanja, usposabljanja, mladine in športa, ki omogoča mednarodno učno mobilnost. Tako Evropska komisija kot akademski strokovnjaki velikokrat navajajo Erasmus+ za uspešen primer evropske integracije in kot spodbujevalec evropske identitete. To magistrsko delo s pomočjo interpretativne paradigme poskuša osvetliti presečišče med teorijo evropskih integracij, vrednotenjem programa Erasmus+ in osmišljanjem evropske identitete. Analiza EU dokumentov je pokazala, da termin evropska identiteta izrazito nekonsistentno uporabljen znotraj upravljavskih organov EU. Poleg tega se je pomen evropske identitete, kakor jo je navzven predstavljala Skupnost, od sedemdesetih let prejšnjega stoletja naprej izrazito spreminjal. Prvotni zunanje-politični pomen je zamenjalo vrednotenje evropske identitete v odnosu do nacionalne države. Raziskave na področju vplivov programa Erasmus+ (oziroma mednarodne mobilnosti) na izgradnjo evropske identitete sicer prinašajo zelo različne rezultate, skoraj vse pa pesti problem metodološkega nacionalizma. Učinki programa Erasmus+ so sicer pozitivni, vendar težko ovrednoteni, saj so se od začetkov programa leta 1987 do danes drastično spreminjali. Opazna je neoliberalna logika prostega pretoka delovne sile v smislu spodbujanja mednarodne mobilnosti in posledično izgrajevanja konkurenčnega trga delovne sile na katerem štejejo kompetence posameznika/ posameznice. ; Erasmus+ is the European Union's (the EU) programme in the fields of education, training, youth and sport, which enables international learning mobility. Both the European Commission and academic experts often cite Erasmus+ as a successful example of European integration and as a facilitator of a European identity. This thesis seeks to illuminate the intersection between the theory of European integration, the evaluation of the Erasmus + programme and European identity. This is done with interpretive paradigm. An analysis of the EU' documents has shown that the term European identity is used in a highly inconsistent way within the EU's bodies. In addition, the meaning of European identity, as initially represented by the Community, has changed markedly since the 1970s. The original meaning reflected the foreign policy aspirations of the Community ; later this was replaced with the emphasis of European identity in relation to the nation-state. Research in the field of measuring the impact of the Erasmus+ programme (or international mobility) on the construction of the European identity brings a variety of results. The common problem of such research is the one of methodological nationalism. The effects of the Erasmus+ programme are positive, but difficult to evaluate, as they have changed drastically since the beginning of the programme in 1987. The neoliberal logic behind the free movement of labour is noticeable, especially in the light of boosting international mobility to create a competitive labour market, where one's competencies are all that matters.

Presents a wide range of emerging models of historical interpretations of culture, including the "open house" concept of cultural history, which defines culture as high art, literature, & music -- & the "cultural encounter" model. Drawing on the centrality of Peter Burke's (1991) demand for a broad understanding of culture, some important contributions to the new cultural history are discussed. It is argued that the state, social groups, gender, & society itself are culturally constructed. 8 References. Adapted from the source document.

Discussions of political metaphors provide fertile grounds for understanding issues in political theory and political practice. The article departs from the established theoretical and methodological approaches to political metaphor (e.g., classical, conceptual, hermeneutical, cognitive) to introduce (post)structuralist and (post)Marxist methodological and theoretical bases. It maintains that the established approaches to the study of functionalities and ontologies of political metaphors are possible, primarily by researching their functioning in political discourses and as events in the power/truth dispositive. Metaphors can be researched as specific political technologies (strategies of power) that influence/create regimes of truth. Keywords: political metaphors, political theory, linguistic theory, political discourse, power, knowledge

This article addresses the deficiency in the area of human rights scholarship in International Relations (IR) by examining the theoretical advancements in IR theory that have led to the emergence of non-state collective actors as a pertinent research topic. It provides a review of the trajectory of the constructivist theoretical approach, which has brought major advancements in how international non-state actors are conceptualised in the human rights IR literature. This considers the limitations and implications of side-lining collective non-state actors within IR theory, arguing that expanding the theoretical understanding of how different collective actors are constituted and attributed with agency can enrich IR human rights scholarship. The article also proposes a potential way forward with respect to non-state collective actors in human rights in IR by identifying a research programme based on practiceoriented approaches to help broaden the ability of scholars to foster interdisciplinary conversations. Expanding along these lines would bridge the existing boundaries within scholarly and disciplinary contexts. Keywords: non-state actors, state-centrism, collectives, international relations, human rights, international actors, constructivism

Cilj magistrske naloge je prikaz manifestacije družbene moči skozi pravo, specifično v demokratičnih procesih ; demokracija je temelj razvitih družb ter točka, iz katere naj bi dandanes izviralo vso pravo, zato sem se osredotočila nanjo kot na izvor razlikovanja posameznikov na podlagi sposobnosti (abstraktne) artikulacije interesa v volilnih procesih. Obstajajo namreč določene skupine bitij, ki niso sposobne artikulirati svojega interesa abstraktno, na način, ki je značilen za današnje institucionalizirane volilne procese, zato so iz njih izključene. V tej nalogi sem se osredotočila na primere otrok, mentalno manj sposobnih posameznikov in nekaterih drugih subjektov, katerih interes se ne upošteva na enaki ravni kot interes drugih. Demokracija kot vladavina ljudstva se po mojem mnenju dandanes sprevrača v vladavino tistih, ki imajo golo fizično ter mentalno sposobnost oditi na volišče, brati, pisati, in abstrahirano, torej ne konkretno, izraziti svoj interes ; ne gre torej za vladavino, utemeljeno na ideji temeljne enakosti oziroma neizpodbojno jasnih ter enakovrednih interesov, temveč za vladavino tistih, ki so sposobni artikulirano ter dejavno delovati v družbi, ter zahtevati uveljavitev svojih interesov. Gre torej za neke vrste procesno, ne materialno enakost, zaradi katere tisti, ki niso sposobni artikulacije interesov v družbi, postanejo objekti prava. Ogledala sem si različne poglede na demokracijo, predpise, ki urejajo položaje omenjenih skupin, ter vprašanje (objektivnega ter subjektivnega) interesa, ki je ključno za mojo tezo, saj idejo obstoja diskriminacije utemeljujem na podlagi konkretnega interesa napram abstraktnemu. Poudarjam pa, da gre za pravno-sociološko, ne za primarno filozofsko delo, ki skuša torej zgolj naslikati dejanskost družbe in prava, ne pa ju tudi predpisovati. ; The goal of this paper is to showcase the manifestation of power within a society, specifically in democratic processes ; democracy is the foundation of developed societies and the supposed source of all of today's law, which is why I focused on it as the source of discrimination of individuals based on their ability to abstractly articulate their interest in voting processes. There are certain groups of people who are incapable of abstractly articulating their interest, in a way which is typical of today's institutionalised voting processes, which is why they are excluded from them ; I have focused on children and mentally handicapped individuals, who's interest isn't taken into account as much as other people's is. Democracy as the rule of the people is in my opinion now turning into the rule of those who have the mere physical and mental capacity to go to a voting booth, write and read, and abstractly (as opposed to concretely), formulate their interest ; it is therefore not a rule based on an idea of fundamental equality or clear and equal interests, but a rule of those who are capable of functioning in a society in an articulate and active way, and demand that their interests are enforced. It is therefore a procedural, not a material equality, because those who aren't capable of (abstractly) articulating their interests in this society become an object of the law. I have examined different views of democracy, regulation which deals with the status of the before mentioned groups, and the question of interest, which is crucial for my thesis, because I base my idea of the existence of discrimination on concrete interest versus the abstract one. I would like to point out that this is a legally-sociological, not a philosophical work, which therefore primarily tries only to paint the reality of society and law, not to prescribe them.

This issue focuses on the digitalisation of education and on utilising technology in teaching and learning. This is not a new topic for the magazine – and with good reason. Both in theory and practice, incorporating ICT into education is a constantly developing field and process; new knowledge and developments are introduced into the practice of teaching more quickly than they are into various official strategies. "Digital transformation" is a term used in politics and at the decision-making level to describe the various processes and recommendations to governments about incorporating technology use in schools. Recently, these processes have been guided by the European Commission's (2021) Digital Education Action Plan. In this and similar strategies, it is important to distinguish between the processes of "digitisation", "digitalisation" and "digital transformation" (Schmidt & Tang, 2020). ; Tokratna tematska številka Andragoških spoznanj se posveča digitalizaciji izobraževanja in vključevanju sodobnih tehnologij v procese učenja. To temo smo v reviji že večkrat obravnavali – z razlogom. Uvajanje IKT v izobraževalni proces je namreč področje in proces, ki se nenehno razvija – teoretsko, pa tudi v praksi –, spoznanja pa se hitreje kot v različne strategije vpeljujejo kar v samo prakso poučevanja. »Digitalna preobrazba« je pojem, s katerim se predvsem na politični, odločevalski ravni opisujejo različni procesi in priporočila vladam glede vključevanja tehnologije v šole. V zadnjem času te procese usmerja zlasti Akcijski načrt za digitalno izobraževanje, ki ga pripravlja Evropska komisija (2021). V tej in podobnih strategijah je treba ločevati med procesi »digitizacije« (angl. digitisation), digitalizacije in pa »digitalne preobrazbe« (Schmidt in Tang, 2020).

The article reconsiders the problematics of the "Deleuzian heritage" & especially the role played by the Deleuzian concept of deterritorialization in the conceptual framework of the Empire by Hardt & Negri. The concept of deterritorialization has a very special place in Deleuze's theory for it simultaneously makes possible & impossible his analysis of capitalism as well as his theory of the political & democracy. Finally, some consequences following from the ambiguities of this concept in Deleuze are shown for the theoretical edifice of the Empire. Adapted from the source document.

The author starts with the relationship between Badiou's otherwise severe critique of democracy & Lefort's theory of democracy. Though accused of not being democratic, Badiou's theory in a certain sense presupposes democracy & even deepens it, yet not the democracy of today, the democracy of consensus, but a democracy that is not based on exclusion. Through the comparison of Badious's & Deleuze's critiques of representation, the author shows some consequences of Badiou's starting-point that "people think" for the conceptualization of the community, equality, & universality. Adapted from the source document.

Karl Popper's distinction between science & metaphysics (pseudoscience) is analyzed, arguing that the principle of demarcation (falsification) cannot support Popper's thesis. Although falsification can be useful for distinguishing between empirical & nonempirical sciences, it also leads to clustering logic & mathematics, theory of induction, metaphysical theories, & philosophy in general. It is argued that Popper misinterprets A. Tarski's (1949) notion of the pursuit of truth in science & assumes that it can meet some objective criteria. One of the major problems of Popper's view of science in his theory of verisimilitude, allegedly capable of solving the problems of correspondence & objectivity. Instead, a blend of Popper's & Feyerabend's positions on scientific progress is suggested. 17 References. Adapted from the source document.