Тематски Зборник Свакодневна култура у постсоцијалистичком периоду настао је као резултат научне сарадње Етнографског института САНУи Етнографског института и музеја БАН. Велике политичке и друштвене промене током деведесетих година 20.века озбиљно су се одразиле на свакодневну културу балканских земаља. Управо у периоду кризе, две суседне етнолошке установе, бугарска и српска, које више деценија током социјалисатичког периода нису сарађивале, отпочеле су заједнички рад на истраживању свакодневне културе. Зборник показује у ком правацу су се одвијали културни процеси у Србији и Бугарској, које су сличности и разлике међу њима, али и шта се дешава у постсоцијалистичком периоду у појединим сегментима свакодневне култура Словака, Руса и Македонаца. ; The Collection of Papers entitled ―Everyday Culture in post-socialist period is a result of collaboration between the Institute of Ethnography, Serbian Academy of Sciences and Arts, and the Institute of Ethnography and Museum, Bulgarian Academy of Sciences. The enormous political and social changes during the 1990's influenced also everyday culture of the Balkans states. After decades of hinder, and precisely in the period of crisis, two neighboring ethnological institutions, the Bulgarian and Serbian, started to cooperate together in the study of everyday culture.The Collection of Papers demonstrates the directions of the cultural processes in Serbia and Bulgaria, accentuating the differences and similarities among the two states, and also explains the deeds within certain segments of everyday cultures of Slovaks, Russians and Macedonians. ; Зборник радова Етнографског института САНУ 22 / Collection of Papers of the Institute of Ethnography SASA 22
This paper will assess the results of transition in the Yugoslav successor states using objective and subjective criteria. Four objective criteria related to economic growth will be used to compare economic performance in Yugoslavia and its successor states; 1. Speed of recovery after war/change in system, 2. Absolute growth rates, 3. Relative growth rates, 4. Place in world development. This will be supplemented by a survey of public opinion conducted by the European Bank for Reconstruction and Development.All the four objective criteria show that the Yugoslav economy performed much better than the economies of its successor states. The survey shows that only 20 percent of population are happy with the results of transition in South Eastern European countries, while 64 percent are unhappy and 16 percent are undecided. In the former Yugoslavia much less than 20 percent of population are happy with the changes brought by the transition.
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"
Autor se bavi odnosima Sjedinjenih Država i Venezuele zaključno sa aktuelnom predsedničkom krizom ne bi li odgovorio na pitanje kako i zašto je Venezuela postala problem za spoljnu politiku SAD koji zahteva pojačanu pažnju i radikalne mere. Analiza ovih odnosa u toku 20. veka pokazuje da su oni zasnovani na naftnoj međuzavisnosti dveju država. Kada je krajem veka višedecenijsko loše upravljanje naftnim bogatstvom u Venezueli izazvalo društvenu i ekonomsku krizu koja je dovela na vlast Huga Cháveza, spremnog da koristi prihode od nafte protiv interesa regionalne hegemonije SAD, ove su Venezuelu označile kao problem. Američki establišment je prema tom problemu nastupio oportunistički – naftna međuzavisnost je sprečavala da sukob eskalira sve dok aktuelna ekonomsko-politička kriza u Venezueli nakon Chávezove smrti nije dala Washingtonu priliku za konačni obračun sa režimom, po cenu privremenog prekida u trgovini naftom. Godinu i po dana od izbijanja predsednička kriza u Venezueli još nije razrešena, jer se čavistički režim održao, a SAD odustale od vojne intervencije, pa autor nastoji da ukaže na perspektive problema i mogućnosti njegovog prevazilaženja nakon što tekuća pandemija korona virusa bude obuzdana. ; The author deals with the United States and Venezuela relations up to the current presidential crisis, in order to answer how and why Venezuela became a problem for U.S. foreign policy which requires increased attention and radical measures. The analysis of these relations during the 20th century shows that they were based on oil interdependence of the two states. When a decades-long mismanagement of oil riches in Venezuela at the end of the century caused a social and economic crisis that brought to power Hugo Chávez, who was ready to use oil revenues against U.S. regional hegemonic interests, it marked Venezuela as a problem. American establishment treated the problem with opportunism – oil interdependence prevented the conflict from escalating until the current economic and political crisis in Venezuela after the death of Chávez gave Washington an opportunity for the final clash with the regime at the price of a temporary break in the oil trade. A year and a half after the presidential crisis in Venezuela erupted, it has not been resolved yet, for the chavista regime remained in place, while the U.S. gave up on military intervention. The author points to the perspectives of the problem and the possibilities of its overcoming once the current coronavirus pandemic gets contained.
Već više od dve godine traje velika pan-evropska debata o Budućnosti evropske socijal-demokratije (2009-2011) kao pokušaj odgovora na izazove globalne krize, ali i na duboku i dugotrajnu krizu same socijal-demokratije. Dok su tokom 2000. godine socijal-demokrati bila na vlasti u većini evropskih zemalja (11 od 15 članica EU ), danas vladaju u samo nekoliko perifernih zemalja Evrope (4 od 27 članica EU u 2011). Iako u nekoliko velikih zemalja još uvek privlače 20-30% birača, odnosno poseduju koalicioni kapacitet i za osvajanje vlasti, ipak je marginalizacija ključni trend. U traganju za vlastitim identitetom, novom paradigmom, pan-evropska debata problematizuje ključne teme i izazove naše civilizacije, kao što su globalizacija, logika kapitalizma i njegove moguće reforme, smisao i značaj Evropske Unije. Ova debata ponovo vraća u javni diskurs i niz ključnih koncepata na kojima se gradi zamisao o 'dobrom društvu', kao što su društvene vrednosti, kultura, značaj srednje klase i ekološka i socijalna održivost. ; We are in the third year of the pan-european debate on the future of European Social Democracy (ESD). It is a response to the challenges of the global economic crisis, but also a response to the deep internal crisis within the ESD. While the social democrats were in power in the majority of European countries in the year 2000 (11 of 15 EU members), they are rulling parties in only few peripheral countries in 2011 (4 of 27 EU countries). Althouth they are still able to attact 20-30% of voters, and with toghether with their partners are even able to form goverments in some countries, their margananalization is a major trend. This is not only because of electoral defeats, but it is due to membership decline, shaken ties with trade unions, lack of an alternative program in a situation when neoliberalism is shaken and political actors have searching for new formulae. In a search of their own identity, new paradigm and attractive program, pan-european debate critically analyze key issues and challenges of our civilization, such as globalization, nature of capitalism and its possible reforms, meaning and importance of the EU , the role of government regarding markets. This debate has brouth back into public discourse many important concepts that constitute the idea of 'good society,' such as social values (equailty, solidarity, social justice), buth also importance of culture, middle class, and social and environmental sustainability.
The paper discusses the approaches of different media to Holocaust (re)presentation, with special reference to art music in the 20th century. Following the classification proposed by Michael Rothberg on two possible perspectives for representing the Holocaust: realistic and anti-realist (2000), we analyse two compositions: Arnold Schoenberg's A Survivor From Warsaw (1947) and Steve Reich's Different Trains (1988). The aim of the paper is to point out how artistic music reflects and participates in the dominant historical and contemporary discourses of Holocaust representation, especially the discourses of "heroism" and "non-representability". ; У раду се разматрају приступи различитих медија представљању Холокауста, с посебним освртом на уметничку музику у 20. веку. Пратећи поделу коју Мајкл Ротберг (Michael Rothberg) предлаже на два гледишта на могућности представљања Холокауста: реалистичко и антиреалистичко (2000), анализирамо дела A Survivor From Warsaw (1947) Арнолда Шенберга и Different Trains (1988) Стива Рајша. Циљ рада је да укаже на то како уметничка музика рефлектује и партиципира у доминантним историјским и савременим дискурсима представљања и разумевања Холокауста, посебно дискурса "херојства" и "неизрецивости".
Rad prikazuje istorijski razvoj žanra političko-satirične poezije u formi uspavanke u srpskoj književnosti. Kako žanr satirično-političke uspavanke do sada nije sistematski proučavan, teorijski okvir odredile su studije o prepevima Ljermontovljeve "Kozačke uspavanke" u ruskoj književnosti. Prepev, parodija i satira glavna su obeležja ove poezije, pri čemu žanrovski markeri uspavanke dobijaju ironično značenje. Satirični efekat ostvaren je na planu negativne simbolike sna ili uspavanosti u sferi građanskog iskustva, čime se u stvari poziva na buđenje svesti povodom situacije predstavljene u pesmi. U srpsku književnost ovaj žanr uvodi Jovan Jovanović Zmaj sa pesmama "Uspavno-ustavna pesma" i "Samo mirno". Najpre se posmatra njihov odnos prema srpskim narodnim uspavankama, a zatim prema satiričnim uspavankama iz ruske i nemačke književnosti pisaca koje je Zmaj prevodio: Nekrasovljeva "Uspavanka" i "Pesma Jeremuški", "Uspavanka" G. Hervega, "Uspavanka" A.H. Falerslebena i "Laku noć" A. Glasbrenera. Preostale dva pesme ovog žanra koje nalazimo u srpskoj književnosti analiziraju se kao direktno nastavljanje Zmajeve tradicije pri čemu se opaža depoetizacija žanra. Na kraju rada ukazano je na dezintegraciju žanra u poeziji sa početka 20. veka.
Рад је осмишљен као преглед изведених дела Опере Народног позоришта у Београду у периоду осме и девете деценије 20. века. У то време Опера је настојала да одговори на тадашњу културну политику у контексту југословенског самоуправног социјализма, суочавајући се са бројним изазовима као што су питање извођаштва и радне дисциплине. Циљ рада је да се прикаже репертоарска политика поменуте институције, као и рецепција оперских представа у дневним новинама "Политика". ; The paper represent an overview of the performed works of the Opera of the National Theater in Belgrade during the eighth and ninth decades of the 20th century. At that time, the Opera sought to respond to the cultural policy of the time in the context of Yugoslav self-management socialism, facing many challenges such as the issue of performance and work discipline. The aim of the paper is to present the repertoire policy of the mentioned institution as well as the reception of the opera performances in the daily newspaper Politika. ; Научни скуп одржан од 12. до 14. априла 2019. године у Бања Луци.
In the essence, the problem of eco-economic (economic and environmental) development is reduced to the problem of choosing concrete protection mechanisms and measurement heights achieved economic, and environmental, social and institutional (sustainable) development. This opens up the question of measuring the economic problems, but also each other prosperity of society, because they set goals, benchmarks and parameters to be taken into account are different, depending on what needs to be done measuring the degree of development. This mechanism of measuring economic development, set 30-s of the 20 th century, more and more often is criticized modern economists such as Joseph Stiglitz, who report that in the modern global business development of the country should be measured by a broader set of indicators. For these reasons, the European Commission in cooperation with the European Parliament, the OECD, the Club of Rome and the World Wide Fund (WWF), in 2007. organized International Conference - Beyond GDP Conference. In this sense, in addition to GDP, significant measures have been introduced for economic development and other indicators of well-known as an Enlarged GDP. The aim of this paper is to present the fundamental differences between GDP and GDP Enlarged indicators in calculation methodology that takes into consideration and certain other elements apart from consumption, investment and export levels. .
Зборник "Етнологија Срба у Мађарској: стање и перспективе" садржи радове са научног скупа који је под истим називом одржан 19. и 20. новембра 2010. године у Будимпешти, у организацији Српског института из Будимпеште и суорганизацији Етнографског института САНУ и Народносне секције Мађарског етнографског друштва. Овај скуп је замишљен као први у низу скупова посвећених различитим научним областима за које се сматра да су од највећег интереса за заједницу Срба у Мађарској (етнологија, лингвистика, историја и друштвене науке – социологија, политикологија, право), које ће организовати Српски институт (основан 2009. године) да би се добио преглед стања, уочили недостаци и одредили приоритети за даље истраживачке пројекте. Циљ скупа био је, дакле, критичко сумирање укупних досадашњих резултата етнолошког и етнографског рада међу Србима у Мађарској. На њему је било 17 учесника из Мађарске и Србије. У оквиру скупа, одржан је и округли сто, чији је циљ био разговор о потребама и могућностима организације даљих истраживања. ; The volume Ethnology of Serbs in Hungary: Situation and Perspectives contains papers from the scientific conference held under the same title on November 19th and 20th, 2010 in Budapest, in organization of the Serbian Institute from Budapest and co-organization of the Institute of Ethnography SASA and the Nationalities Section of the Hungarian Ethnographic Society. The conference was envisaged as the first in a serial of conferences devoted to various academic disciplines considered as highly interesting for the Serbian community in Hungary (ethnology, linguistics, history and social sciences – sociology, political science, law), to be organized by the Serbian Institute (established in 2009) in order to obtain an overview of the situation, to detect the flaws and define the priorities for further research projects. The aim of the conference was, therefore, a critical summary of the overall results of ethnologic and ethnographic work among Serbs in Hungary. There were 17 participants from Hungary and Serbia. On the same occasion a round table was held as well, aimed at discussing the needs and possibilities for organization of further research. ; A magyarországi szerbek etnológiája: helyzetkép és távlatok c. kiadvány az azonos címmel, 2010. november 19-20-án Budapesten, a budapesti Szerb Intézet szervezésében és a Szerb Tudományos és Művészeti Akadémia Néprajzi Intézetének, valamint a Magyar Néprajzi Társaság Nemzetiségi Szakosztályának társszervezésében megtartott tudományos konferencia előadásait tartalmazza. A tanácskozás annak a konferenciasorozatnak az első tagja, amelyet a 2009-ben alapított Szerb Intézet szándékai szerint azoknak a tudományágaknak fognak szentelni, melyek a legnagyobb érdeklődésre tarthatnak számot a magyarországi szerb közösség részéről (etnológia, nyelvészet, történelem és társadalomtudományok – szociológia, politológia, jogtudomány). E konferenciasorozat megszerevzésére annak érdekében kerül sor, hogy áttekintést nyerjenek e tudományágak magyarországi szerbeket érintő kutatásainak mai helyzetéről, feltárják a hiányosságokat és meghatározzák a prioritásokat a további kutatások terén. A konferencia célja így az volt, hogy a magyarországi szerbek körében végzett etnológiai és néprajzi kutatások eddigi eredményeit kritikailag összegezze. A tanácskozáson 17 előadó szerepelt Magyarországról és Szerbiából. A konferencia keretében kerekasztal megbeszélésre is sor került, melynek célja a további kutatásokra vonatkozó igények és lehetőségek megvitatása volt. ; Зборник радова Етнографског института САНУ 29 / Collection of Papers of the Institute of Ethnography SASA 29
U radu su predstavljeni rezultati kvalitativne analize i komparacije relevantnih sadržaja ključnih obrazovno-političkih dokumenata međunarodnih i evropskih organizacija (UNESCO, OECD, Savet Evrope i Evropska Unija) iz dva perioda razvoja koncepta celoživotnog učenja koji se odnose na nastavnike. Rezultati kvalitativnog istraživanja su prikazani kroz sledeće kategorije: uloga i funkcije nastavnika, selekcija budućih nastavnika, inicijalno i kontinuirano obrazovanje nastavnika, odnos nastavnik–učenik, timski rad, pomoć nastavnicima, status i uslovi rada nastavnika, istraživački rad i mobilnost nastavnika, kao i međunarodna saradnja. Analiza i komparacija sadržaja međunarodnih i evropskih dokumenata prve faze (sredina šezdesetih i kraj sedamdesetih godina 20. veka) pokazala je da dokumenti Saveta Evrope i UNESCO-a opširno i na vrlo sličan način govore o tome šta i kako treba promeniti i/ili ponovo uspostaviti kad su u pitanju nastavnici, njihova uloga, obrazovanje i položaj kako bi celoživotno učenje postalo stvarnost. Za razliku od toga, u dokumentu OECD-a nije data veća pažnja ulozi nastavnika u realizovanju celoživotnog učenja. U drugoj fazi (sredina devedesetih godina 20. veka) razvoja koncepta celoživotnog učenja dokumenti UNESCO-a i OECD-a opširno i detaljno razmatraju pitanje nastavnika, dok se u dokumentu Evropske Unije samo konstatuje da će nastavnici imati središnju ulogu u društvu koje uči. Na kraju rada je istaknuto da je analiza i upoređivanje međunarodnih i evropskih dokumenata pokazala da su nastavnici jedan od najvažnijih elemenata politike celoživotnog učenja i da je, stoga, nužno planirati i organizovati celoživotno obrazovanje i učenje nastavnika kako bi oni mogli da podstiču i osposobljavaju učenike za celoživotno učenje. ; This paper presents results of the qualitative analysis and comparison of the content of key educational policy documents of the International and European organizations (UNESCO, OECD, Council of Europe and European Union) from two developmental stages of the lifelong learning concept with regard to the teachers. Results of the qualitative research have been presented within the following categories: role and function of teachers, selection of teacher candidates, initial and continuing training of teachers, teacher-student relation, team work, assisting teachers, status and working conditions, research and mobility of teachers and international cooperation. The analysis and comparison of the content of the International and European documents from the first phase (in the middle of 1960s and beginning of 1970s) have shown that documents of the Council of Europe and the UNESCO, to a great extent and in a similar fashion, state what should be changed and/or newly established when it comes to teachers, their role, their education as well as their status, so that lifelong learning could become reality. Compared to that, the OECD document did not pay greater attention to the role of teachers in the implementation of lifelong learning. In the second phase of development of the lifelong learning concept (in the middle of 1990s) the UNESCO and OECD documents discuss the teachers to a great extent and in detail, whereas the EU document states only that teachers will play a central role in the learning society. The paper concludes that the analysis and comparison have shown that teachers are one of the most crucial elements of the lifelong learning policy. Therefore, it is necessary to plan and organize lifelong learning and educational opportunities for teachers so that they could encourage and train their students for lifelong learning. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
Istraživanje je podstaknuto učestalom pojavomdemotivisanosti za učenje kod gimnazijskih maturanata,koja je primetna u proteklim godinama. Cilj istraživanja je da se rasvetle upravo ovi činioci demotivisanosti. U okviru kulturno-psihološkog i sociološko teorijskog okvira ovog istraživanja motivacija se opisuje kao proces u kom se susreću karakteristike konteksta i karakteristike osobe. Кao važni činioci motivacije za učenje prepoznaju se percepcija instrumentalnosti i upotrebne vrednosti učenja i znanja i perspektiva budućnosti. Poseban značaj imaju karakteristike konteksta u kom se uči, tj. način na koji su učenici podstaknuti da veruju da je ponašanje u sadašnjosti (učenje i postignuće) svrsishodno za postizanje budućih ciljeva. U ovom kvalitativnom istraživanju postavljena su sledeća istraživačka pitanja: 1) Na koje načine učenici vide upotrebnu vrednost učenja i postignuća za budućnost? 2) Šta učenike navodi na određene perspektive budućnosti? Sprovedene su dve fokus grupe sa 20 maturanata dve beogradske gimnazije. Odabrani su učenici kod kojih je primećen pad i u motivaciji za učenje i u postignuću, u prvom polugodištu četvrtog razreda. Analiza sadržaja odgovora ukazuje na sledeće:1) učenici ne prepoznaju znanja i postignuća kao instrumente društvene promocije, jer kako navode, ima drugih načina koji su lakši i brži; 2) mogućnost da se uslov za upis na fakultet obezbedi posredstvom prijemnog ispita, kao i izvesnost upisa na privatne fakultete i pre završene školske godine, školsko postignuće spušta na listi prioriteta; 3) statusna hijerarhija nije hijerarhija znanja i veština. Na najvišim položajima nisu ljudi koji najviše znaju ili umeju. Može se zaključiti da se sa društvenim promenama menja i perspektiva budućnosti učenika što negativno utiče na motivisanost za učenje.Stoga je pri planiranju obrazovnih politika važno da budu prepoznati kontekstualni činioci motivacije za učenje, ali je neophodno i da svi učesnici budu angažovani u kreiranju nove obrazovne stvarnosti. ; The research was stimulated by the frequent occurrence of demotivation for learning among high school graduates, which has been noticeable in recent years. The aim of the research is to clarify these particular factors for demotivation. Within the cultural-psychological and sociological theoretical framework of this research, motivation is described as a process in which characteristics of a context and characteristics of personality meet. Perception of instrumentality and use value of learning and knowledge, as well as perspectives in future, are recognized as important factors of motivation for learning. Characteristics of the context in which learning is conducted, ways by which students are encouraged to believe that their behaviour in the present (learning and achievement) is meaningful for achieving future goals, are in focus. In this qualitative research, the following research questions were asked: 1) do the students see the use value of learning and achievement for the future? 2) What leads students towards certain perspectives of the future? Two focus groups were conducted with 20 high school graduates from two Belgrade high schools. The students who demonstrated a decline both in motivation for learning and achievement in the first semester of the 4th grade, were selected. Analysis of the content of the answers provides the following insights: 1) the students do not recognize knowledge and achievements as instruments of social promotion, because, as they say, there are other ways that are easier and faster; 2) with the possibility for enrolment through the entrance exam and enrolment to private faculties even before the end of the school year, the school achievement loses priority; 3) the status hierarchy is not a hierarchy of knowledge and skills. People with great knowledge and skills are not in the highest positions in society. It can be concluded that with the social changes, the students' perspective of the future also changes, which negatively affects the motivation to learn. Therefore, when planning educational policies, it is important to recognize the contextual factors of motivation for learning, as well as the engagement of all participants in creating a new educational reality. ; Knjiga rezimea, 25. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa" ; Book of abstracts / 25th International Scientific Conference "Educational Research and School Practice"
The author studies the specific features of formation of cluster structures, which allow to identify economic and social preconditions for the emergence and development of cluster relations. The development of any cluster formation should be viewed as the process of interaction between opposite sides and trends arising from the intrinsic characteristics of these opposites. The author considers that cluster relations should be viewed as a system of relations on the formation and use of all types of resources aimed at the implementation of the expanded reproduction with the purpose of receiving profits systematically. Under present conditions the development of cluster relations occurs with participation of actors of economic ensuring of cluster formations' activity. On the basis of a systematic approach the author identifies and structures internal and external economic and financial conditions and factors of cluster relations. Cluster development theory is complemented by justification of key features and economic elements of cluster relations. The justification of the economic essence of cluster relations is provided. ; The author studies the specific features of formation of cluster structures, which allow to identify economic and social preconditions for the emergence and development of cluster relations. The development of any cluster formation should be viewed as the process of interaction between opposite sides and trends arising from the intrinsic characteristics of these opposites. The author considers that cluster relations should be viewed as a system of relations on the formation and use of all types of resources aimed at the implementation of the expanded reproduction with the purpose of receiving profits systematically. Under present conditions the development of cluster relations occurs with participation of actors of economic ensuring of cluster formations' activity. On the basis of a systematic approach the author identifies and structures internal and external economic and financial conditions and factors of cluster relations. Cluster development theory is complemented by justification of key features and economic elements of cluster relations. The justification of the economic essence of cluster relations is provided.
In this paper author analyzes the attitude towards the Serbian identity by the former ruling structures of Montenegro led by the DPS. As a theoretical framework the paper uses the theory of securitization which is an adequate analytical and research concept to explain how and in what way the Serbian identity in Montenegro is marked as an existential threat and danger to the independence, sovereignty and modern character of the Montenegrin state. Although the differentiation between the ethno-national Montenegrin and Serbian identities within Montenegro is a process that began even before the declaration of independence in 2006, the author primarily focuses on the securitization processes that marked the previous two years. By analyzing the contemporary public discourse the author notices securitizing moves that fit into the "grammar of security" and identifies the main factors of the securitization process in Montenegro that seek to maintain the same social and political narrative which is dominated by the division between Montenegrin and Serbian identity and thus labeling the latter as a security threat to the state.
The author discusses the crucial question of whether Serbia truly pursues the path of modernization and European integration, or just a simulation of these processes. The author proposes the thesis that there are numerous obstacles on Serbia's transitional path toward the (post)modern European society. Therefore, he tries to discover the essential reasons for the citizens' reluctance and resistance, the reasons which are related to the modernization of the Serbian society. Serbia is today at the crossroads of the traditional and modern understanding of life. It contains some elements of (post)modernization, but still with a strong influence of its traditional (conservative) heritage. The processes of re-traditionalization (re-mythologization and pseudo-mythologization) represent a major obstacle to the liberation of the society from the grip of the past and to its orientation towards European values. According to the author, the main creators of retrograde flows can be found in the political establishment of contemporary Serbia. He labels them, ironically and derogatorily, the 'guardians' of tradition, who use demagogic statements, populist paroles, and media information control (for their personal and party interests) to slow down Serbia on its European path.
