Suchergebnisse

U radu se raspravlja o prisutnosti i aktualnosti filozofskog, dakle kritičkog promišljaja fenomena psihe i psihijatrije na geo-povijesnom tlu Republike Hrvatske, s metodološkim fokusom na: reprezentativne autore, spise i inicijative relevantne za navedeni diskurs, prisutnost sistematskog provođenja obrazovanja u sklopu fakultetskih kurikuluma, te izdavačku aktivnost tematski usmjerenu na problematiku psihe. Usmjerit će se i na domenu odnosa filozofije i psihe/psihijatrije u povijesnoj mereološkoj konstelaciji, njezin značaj za filozofiju psihe, kao i kategorički neodvojivi odnos filozofije i izučavanja psihe per se. Autor uvodi tezu da je filozofija psihe idealan misaoni poligon na kojem se isprepliću rudimentarni filozofijski disciplinarni smjerovi u rasponu od hermeneutike, fenomenologije, ontologije, epistemologije, logike, pa do socijalne i političke filozofije, filozofije egzistencije i etike. Kao idealni znanstveno-filozofski meritor predlaže se orijentacijska disciplina integrativne bioetike kao teleološki most za sjedinjavanje navedenih filozofskih disciplina. Pritom je naglasak na predmetu fenomena života, koji je evaluiran u analogiji sa semantikom predsokratovskog pojma ψυχή (psukhe). ; The paper discusses the presence and actuality of the philosophical, and therefore critical, think-ing of the phenomena of psyche and psychiatry in the geo-historical space of the Republic of Croatia. Its methodological focus is on: representative authors, writings and initiatives relevant to the mentioned discourse, the presence of systematic education within the faculty curriculum, and the publishing activity focused on the issues ofpsyche. The focus will be on the relationship between philosophy and psyche/psychiatry in the historical mereological constellation, on its importance for the philosophy of psyche, as well as the categorically inseparable relationship between philosophy and the perception of psyche. The author introduces the thesis that the philosophy of psyche is an ideal thinking polygon upon which rudimentary philosophical disciplinary directions are intertwined, ranging from hermeneutics, phenomenology, ontology, epistemology, and logic, to social and political philosophy, the philosophy of existence, and ethics. As an ideal scientific-philosophical descriptor, I suggest the discipline of integrative bioethics, which I look at as a teleological bridge for combining these disciplines. The emphasis will be on the subject of life phenomena, which I look at in an analogy with the pre-Socratic semantics of ψυχή (psukhe) as the dialectical synthesis of mind (nousj) and body (soma).

Revolucija je jedan od središnjih koncepata filozofije prakse. Prema Gaji Petroviću, revolucija je najautentičniji oblik slobode i najistinskija ljudska praksa te istina i duboka potreba našeg vremena ako čovjek želi ostati i u punoj mjeri postati čovjek (Filozofija prakse). Slično razumijevanje nudi i Milan Kangrga koji u njoj nalazi nužan uvjet i oznaku svakog prekoračivanja horizonta postojećeg svijeta. U ovome radu pokazujem koliko su u svojoj filozofiji prekoračili uske okvire tumačenja Marxova pojma revolucije kao isključivo političkog i/ili socijalnog fenomena. ; Revolution is one of the central categories in the Praxis Philosophy. According to Gajo Petrović, revolution is the most authentic form of freedom and the most genuine human praxis as well as the truth and a deep need of our time if a human wants to stay and entirely become a human (Filozofija prakse [Philosophy of praxis]). A similar understanding is offered by Milan Kangrga who sees revolution as a necessary condition for overcoming the horizon of the present world. In this paper, I show how far did they go in crossing the narrow frames of the interpretation of Marx's concept of revolution as merely political and/or social event.

Many cultural assets unearthed in archaeological excavations, elements that make up the culture of the settled communities such as technology, art, economy and, if any, can be revealed through written sources. However, in the case of nomadic communities, there is a prejudice that temporary shelters made of lightweight materials are "invisible communities" defined by only a small number of material items available for transportation. As a result of these prejudices, the nomadic culture has been tried to be understood either through negative elements in the settlements, written sources written by the settlers, or through ethnoarchaeological research. In the Archeology Department of Atatürk University Social Sciences Institute, under the supervision of Proffesor Dr Mehmet Işıklı, the "Archaeological Evidence of Nomadic Culture in the Southeast Anatolian Region: An Ethnoarchaeological Study" one of the important questions encountered during the studies carried out within the scope of the doctoral thesis titled " to what extent modern nomadic communities will reflect the cultures of the ancient period" has been.
In this article, the question "what is culture" was chosen as the first step to start looking for answers to all these unknowns and questions, within the framework of the great transformations of humanity in the transition to a production economy, the elements that make up the culture were examined, and the elements of culture were discussed through the answers given by different scientists to this question.

Poslije kratka presjeka važnijih događaja vezanih uz povijest Franjevačke provincije Bosne Srebrene autor analizira važnije odredbe franjevačkoga zakonodavstva s obzirom na školstvo koje su omogućile njegov snažan razvoj u razdoblju poslije Tridentskoga koncila i koje su bitno utjecale ne organizaciju i rad franjevačkih obrazovnih ustanova na ovim prostorima. Poseban je naglasak na odredbama što su se odnosile na studij filozofije čija je svrha bila pripremiti studente za što kvalitetniji studij bogoslovije. S tim je ciljem na generalnom kapitulu franjevačkoga reda održanome u Rimu 1694. godine propisano da se filozofija predaje najmanje tri godine i da se u njezinu okviru studiraju summulae (logica minor), logika (logica maior), fizika, metafizika, animistika (znanost o duši), učenje o nastanku i propadanju tvari te kozmologija. Nastavni je sadržaj bio vezan uz učenje Ivana Duns Škota i Bonaventure. Metoda je bila strogo skolastička. Međutim, daljnje su reforme išle za približavanjem državnih i crkvenih sveučilišnih programa. Iz odredaba vezanih za studij filozofije u Bosni Srebrenoj vidljivo je da su provincijske uprave nastojale što dosljednije provoditi propise što ih je donosio general reda i, koliko je to bilo moguće, držati korak s trendovima na zapadnim učilištima. Kada to okolnosti nisu dopuštale, svoje su gojence slali na studij u inozemstvo. ; After a short review of more important events related to the history of the Franciscan province Silver Bosnia the author analyzes more significant regulations of the Franciscan legislature with regard to education which enabled its strong development in the period after the Trident Council and which had a strong influence on the organization and work of the Franciscan educational institutions in these areas. The special emphasis is on the regulations which referred to the study of philosophy, the purpose of which was to prepare students for the quality study of theology. With that goal the general Franciscan body of canons held in Rome in 1694 stipulated that philosophy must be taught at least three years and that in its framework summulae (logica minor), logics (logica maior), physics, metaphysics, science about soul, study about the emergence and decadence of a matter and cosmology must be learned. The teaching content was connected with the study of Ivan Duns Scotsman and Bonaventure. The method was strictly scholastic. However, further reforms went in direction of drawing closer the state and church university curricula. From the regulations related to the study of philosophy in Silver Bosnia it is visible that the provincial authorities were trying to implement the regulations made by the general of order and, as much as possible, keep pace with trends in the western educational institutions. When the circumstances did not allow that, they sent their students to study abroad.

Published in 2021 by Routledge, ' American Antifa: The Tactics, Culture, and Practice of Militant Antifascism' examines the process of mutual radicalization between far-right and anarchist groups in the United States. The book reviews analyzes the terrorist threat potential of militant anti-fascist movements.

Küresel anlamda yaşanan savaş, çatışma ve ayrımcılık gibi durumlar insanlığın geleceği adına kaygı verici boyutlardadır. Gelecek nesillere barışçıl bir dünya emanet edebilmenin yolu barış eğitiminin önemsenmesinden geçmektedir. Ancak barış eğitiminin okul müfredatlarında yer almasından önce dersin teorik yapısı hususunda belirsizliklerin olduğu dikkat çekmektedir. Söz konusu belirsizliğe istinaden bu çalışmada, barış eğitiminin teorik yapısının oluşumunda felsefeden hangi kazanımların sağlanabileceği tartışılmaktadır. Bu çerçevede öncelikle insani anlamda barış eğitiminin niçin önemsenmesi gerektiği ele alınmaktadır; ikinci adım da ise filozofların barışın sağlanması hususunda ileri sürdükleri bazı teorilerine yer verilmektedir. Üçüncü adımda ise bu düşüncelerden barış eğitimi adına hangi kazanımların elde edilebileceği irdelenmektedir. Özellikle akıl-barış ilişkisi, insan hakları ve barışın mutlak bir değer olarak görülmesi anlayışı söz konusu eğitimin teorik yapısının teşekkülünde başvurulacak değerler olarak karşımıza çıkmaktadır. Son tahlilde ise mevcut analizler üzerinden bazı tespit ve önerilere ulaşılmaya çalışılmaktadır. ; The problems of war, conflict, discrimination which were suffered globally are in the level of concern for the future of the humanity. The way of leaving a legacy of peaceful world to the following generations may be possible to attache importance to peace education. The ambiguities about theoretical background of peace education draw attention before it is placed on the schools' curriculums as a lesson. This work discuss how philosohpy contribute to establish the theoretical body of peace education against the said ambiguities. In this framework, firstly, it is addressed why it is necessary to give importance to peace education; Secondly, some theories which were argued by philosophers for peacebuilding are articulated. Thirthly, it is analysed what sort of acquisitions from those thoughts on behalf of peace education. Particularly the relationship of intelligence-peace, human rights and the understanding of adoption of peace as an absolute value come out as values so as to establish the theoretical body of the mentioned education. In conclusion, it is tried to provide some deductions and suggestions through the current analyses.