Suchergebnisse

Prije Prvog svjetskog rata u Crnoj Gori je bila dominantna Herbartova paradigma pedagogije. Međutim, tamošnje prosvjetne vlasti su bile u određenoj mjeri tolerantne prema nastavnicima koji se toga u praksi nisu u potpunosti pridržavali. Do njih su u to doba počeli dopirati raznovrsni novi pedagoški koncepti iz Europe i šire, što je još više dobilo na intenzitetu ulaskom Crne Gore u sustav Kraljevine Jugoslavije. Ipak, ideje reformskih pedagoških pokreta u Crnoj Gori između Dva svjetska rata nisu našle svoju primjenu, iako su stjecale sve veću afirmaciju u stručnoj javnosti. Tadašnja pedagoška znanstvena misao bila je nedovoljno razvijena, a obrazovna politika se nije razvijala samostalno i neovisno od ostatka zajedničke države, kao i kasnije u vrijeme SFR Jugoslavije i dominantne socijalističke pedagogije. Raspadom zajedničke države pojavio se brisani prostor koji je u Crnoj Gori omogućio obnavljanje i osvijestio potrebu za preispitivanje i otvorenost za dotada drugačije pedagoške koncepte, nove i stare nedovoljno istražene. Poslednjih par desetljeća postoje pokušaji provedbe određenih ideja i koncepata iz okvira reformske pedagogije, kao što su najčešće ideje Marie Montessori u predškolskim ustanovama. Praktično se najčešće reafirmacija pojedinih ideja reformske pedagogije predstavlja kao alternativa prethodnim paradigmama obrazovanja. Skoro da nema privatnih inicijativa i škola koje bi imale obilježja altenativnog pedagoškog koncepta. Ipak, kao alternativa "staroj školi" realiziraju se brojni projekti, odnosno programi stručnog usavršavanja nastavnika i druge aktivnosti koje imaju za cilj unaprjeđivanje nastave i učenja u školama, kao što su Aktivno učenje – primjena metoda aktivne nastave/učenja, Korak po korak, Čitanje i pisanje za kritičko mišljenje, itd. Navedene aktivnosti i pojedine ideje reformske pedagogije su sve više prisutne i u službenim dokumentima strategije obrazovne politike Crne Gore. Međutim, u tim dokumentima moguće je pronaći i ne razumijevanja i problematične interpretacije, što se odražava i na programe za provedbe ideja reformske pedagogije i suvremenih alternativnih pedagoških koncepata. ; Before the World War I the educational system in Montenegro was officially dominated by Herbart's paradigm of pedagogy. However, the educational authorities tolerated, to a certain extent, the practice of those teachers who did not apply it in strict terms. Namely, at that time, new and various pedagogical concepts created in Europe began to reach the Montenegrin teachers as well, which was intensified when Montenegro became part of the Kingdom of Yugoslavia. Still, the ideas of the reform pedagogical movements in Montenegro between the two world wars were not applied despite their increasing popularity in the professional circles. The pedagogical expertise of that period was not advanced enough, and the educational policies were not developed independently from the rest of the state, as subsequently when Montenegro become member of the SFR of Yugoslavia and dominant socialist pedagogy. After the dissolution of the state, a clear new space for revisions and a re-start was created, raising the consciousness about the necessity of opening towards different pedagogical concepts, new but also the old ones that had not been sufficiently explored. In the last couple of decades, there have been certain attempts to implement some of the ideas and concepts of the reform pedagogy, such as those by Maria Montessori that have been used in the preschool institutions. Reaffirmation of some ideas of reform pedagogy is often presented as an alternative to the previous educational paradigms. Private initiatives and schools oriented towards alternative pedagogical concepts hardly exist. Also, as an alternative to the "old school", numerous new projects have been carried out, as well as programmes of the vocational training of teachers and other activities aiming at improvement of teaching and learning process, such as Active learning – applying of active teaching/learning method, Step by Step, Reading and writing for critical thinking, etc. All these activities and some of the ideas of reform pedagogy are increasingly more present in the official documents for education strategies in Montenegro. In those documents and strategies, however, there can be found miscomprehensions and problematic interpretations, which is potentialy reflected on the programs for implementation of the reform pedagogy and contemporary alternative pedagogical concepts.

This essay explores the remembrance of the Sarajevo assassination in the centenary year with a particular focus on theatrical productions in Austria and former Yugoslavia. The momentous event of June 1914 has been evoked in Yugoslav and post-Yugoslav cultures in different periods and with different pragmatic goals. The twists of this memory site are illustrated with reference to Genette's concept of ellipsis (silence), prolepsis (prefiguration) and paralepsis (divination). The essay analyses the recent play by Biljana Srbljanović, Princip: This Grave Is Too Small for Me against the backdrop of the playwright's earlier dramatic works as well as in the context of the dominant articulations of the mythos of assassination. The essay argues that Srbljanović's play for all its vociferousness does not bring much novelty to her own opus nor for that matter to the existing patterns of remembrance of Franz Ferdinand and Gavrilo Princip. The constitutive ambiguities and inconsistencies of the dramatic text are then explored in its two stage renditions, one in Austria and the other in the former Yugoslav region. Although the two productions cater for different audiences in different languages they nevertheless end up in the same pitfall: they try to salvage the text at the cost of sacrificing stage momentum and the ethical credibility of the characters represented.

Resumen basado en el de la publicación ; Título, resumen y palabras clave en español y en inglés ; Se analizan las ideas, actividades e influencia que John Dewey tuvo tanto en las reformas educativas, como en los intentos de democratización de la sociedad turca y soviética, con un tratamiento especial al período comprendido entre las dos guerras mundiales. El fundamento inicial, consiste en la idea de que el concepto educativo y pragmático de John Dewey, representa uno de los movimientos más importantes en el desarrollo pedagógico y de reformas educativas en muchos países alrededor de Europa y mundo. La investigación tiene como objetivo determinar la esencia, características, formas, grado y resultados de la actividad, así como la influencia de las ideas de John Dewey en la política y la reforma educativa; para la concretización del objetivo, se partió de un análisis de circunstancias y contenido de las estancias de Dewey en los países mencionados, sus informes –es decir, sus impresiones en relación a tales visitas– y las recomendaciones de reformas educativas, así como su aplicación y alcance. ; ESP

The lack of legislative measures and advanced technologies results in adverse effects of mining, coal combustion and inappropriate waste disposal on the environment. An example is high-sulphur seleniferous Raša coal. Total of 12 soil samples and 22 vegetable samples from the area of Raša, Krapan and Opatija, the latter used as an area representing natural environmental conditions, were examined. Total element concentrations in the samples were determined by HR-ICP mass spectrometry after digestion in a specialized microwave oven. All samples were analysed for total concentrations of 32 elements (Al, As, Ba, Be, Bi, Ca, Cd, Co, Cr, Cs, Cu, Fe, Li, Mg, Mn, Mo, Na, Ni, P, Pb, Rb, S, Sb, Sc, Se, Sn, Sr, Ti, Tl, U, V, and Zn). The obtained results showed that the soil of Krapan and Raša is contaminated with Cd, Mo, Pb and Se. Based on the measured element levels in vegetable samples, the hazard quotient for the elements: As, Cd, Cr, Cu, Fe, Mn, Mo, Ni, Se, Sn, and Sr, and the estimated daily intake for the following elements: As, Cd, Cr, Cu, Fe, Mn, Ni, Pb, Se, and Zn in vegetable samples from the area of Raša, Krapan and Opatija were calculated. The hazard quotient did not exceed 1 for any element included in the calculation, while the estimated daily intake higher than the maximum allowed was calculated for all elements, except Zn, at all locations. The results show that in the area of Raša and Krapan the soil and vegetables are contaminated with metals, but the same is true for Opatija. ; Nedostatak zakonodavnih mjera i naprednih tehnologija ima za posljedicu nepovoljne učinke rudarstva, izgaranja ugljena i neprikladnog odlaganja otpada po okoliš. Primjer je Raški visokosumporni selenozni ugljen. Ispitano je 12 uzoraka tla i 22 uzorka povrća s područja Raše, Krapna i Opatije. Potonja lokacija je odabrana kao područje koje predstavlja prirodne okolišne uvjete. Ukupne koncentracije elemenata u uzorcima određene su spektrometrijom masa visoke razlučivosti uz induktivno spregnutu plazmu nakon raščinjavanja u ...