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Thucydides is considered to be the founder of political realism. Even in those times he determined the basic premises of realism - security and survival. He made an impact on subsequent development of realism embodied in the works of Machiavelli, Hobbes, Morgenthau, Car, Niebuhr, Aaron, Waltz etc. They will call the system of international relations as anarchical one since there is no supreme arbitrator which will force states to adequate behaviour. His views of realism were given in the volume 'The Peloponnesian War' where he had determined the anarchy of the relationships among states. Such system did not rely on justice and morale, but force and power were the predominant facts. He also introduces the category of just wars by claiming that Sparta led a just war against the increased power of Athens, and observed morale principles. Nevertheless, Thucydides faces contradictory, since Sparta itself as the largest land force of that time had to use force in order to beat Athens. He went ahead since he considered force and power as a necessary condition to achieve other objectives, which was later on adopted by Raymond Aaron. Following the example of the war between Athens and Sparta, he successfully analysed bipolar system of balance of power in which the conflict between the leading members of the two opposite blocks was possible in the end, while beforehand there should have been conflicts among weaker members of both blocks. Thucydides explained the manifestation of force and power using example of the Melian dialogue between the envoys of Athens and Melos. It was about the pure politics of force of Athens regardless of the fact that Melos had its independence.

United States participation in international politics during the period between the two world wars, come not only from the general and often declarative interest in peace, but was also a consequence of extremely rapid expansion of their foreign trade and overseas capital investments. It was a period of intense financial diplomacy, when efforts to maintain the gold standard, to determine the amount of reparations and the manner of payment of war debts, brought confusion not only in relations between victors and vanquished, but also in relations between the United States and its former European allies. Abandonment of the gold standard and the creation of the tripartite agreement between the United States, Britain and France, in the 1936, was a milestone in the development of international monetary cooperation and the role of United States in international economic relations. .

U sklopu internacionalizacije političke podrške porodici i roditeljstvu značajna uloga pripada međunarodnim organizacijama, kao što su Svetska banka, Organizacija za ekonomsku saradnju i razvoj i Evropska unija. Cilj ovog rada predstavlja analiza konceptualizacije roditeljstva u zvaničnim dokumentima i relevantnim publikacijama ovih organizacija u poslednje dve decenije, kao i njene pedagoške implikacije razmatrane sa stanovišta kritičke teorije. Metodom analize sadržaja u istraživanju je utvrđeno da se roditeljstvo konceptualizuje kao skup veština usmerenih na postizanje predvidivih ishoda dečjeg razvoja. Roditeljske veštine sagledavaju se kao jedna vrsta socijalne investicije. Ulaganje u učenje roditeljskih veština donosi dugoročne koristi pojedincima i društvu koje prevazilaze inicijalne troškove. Iako se teorijska orijentacija ne eksplicira u međunarodnoj političkoj agendi, jasno se može zaključiti da je zasnovana na postavkama teorije ljudskog kapitala. Na osnovu obavljenog istraživanja može se konstatovati da roditeljska uloga u pomenutoj agendi ima ključni značaj u obezbeđivanju podsticajne sredine za učenje deteta i njegov ukupni budući prosperitet, nezavisno od sistemskih ili strukturnih karakteristika društva. Ona je višedimenzionalna i može se opisati kao: (a) instrumentalna, jer predstavlja ključni faktor rešavanja društvenih problema velikih razmera; fokus nije na inherentnoj vrednosti "biti roditelj", već na funkcionalnoj vrednosti – "obavljati posao roditelja"; (b) globalno normativno određena u smislu "pozitivnog" ili "dobrog" roditeljstva i (c) suštinski vulnerabilna, što znači da je svim roditeljima potrebna određena vrsta ekspertske podrške, a ne samo targetiranim grupama. Sa stanovišta kritičke teorije, pedagoška kritika ovih postavki dovodi u pitanje tendenciju instrumentalizacije, dekontekstualizacije i "profesionalizacije roditeljstva". ; Within internationalization of political support to family and parenting, significant role belongs to international organizations such as the World Bank, the Organization for Economic Co-operation and Development and the European Union. The goal of this paper is the analysis of parenting conceptualization in official documents and relevant publications of these organizations. The parenting is conceptualized as the set of skills directed to fostering the predictable outcomes of children's development. The parenting skills are perceived as a type of social investment. The investment into learning parenting skills brings long-term benefits both to individuals and society, which surpass the initial costs. The significance of parenting competences is of a special importance in the period of early childhood and adolescence for two reasons. The first one is that there are critical periods in encouraging development of certain outcomes in children, and the second one is cumulativeness of learning process due to which the missed opportunities may decrease efficiency of future learning during life cycle. It is viewed that the parenting role is of crucial significance in providing a stimulating environment for a child's learning and his/her comprehensive future prosperity regardless of the system or structural characteristics of a society. It is multidimensional and can be described as: (a) instrumental, since it represents the key factor in resolving large-scale social problems. The focus is not on inherent value of "being a parent" but on functional value – "performing a job of a parent"; (b) normatively specified on the global level in the sense of "positive" or "good" parenting and (c) essentially vulnerable, which means that all parents need a certain type of professional support and not only the targeted groups. Pedagogical critique of these postulates questions the tendency of instrumentalisation, de-contextualization and "professionalization of parenting". ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"