"Pridodato u prevodu": nematerijalno kulturno nasleđe u prevođenju i primeni evropskih politikâ doživotnog obrazovanja u Republici Srbiji

Author(s): Ljubica Milosavljevic,Miloš Milenkovic / Language(s): Serbian / Publication Year: 0

Polazeći od noseće pretpostavke istraživačkog programa antropologije javnih i praktičnih politika, prema kojoj zakoni, strategije, vizije i planovi nisu "čisti" pravno-politički akti proceduralnog karaktera, već da "kriju" neke specifične, izabrane ili neintencionalne, antropologiji tradicionalno zanimljive institucionalne izbore iz obilja nematerijalnog kulturnog nasleđa (poput preskripcije identiteta ili standarda normalnosti), iznosimo preliminarne rezultate istraživanja primene evropskih politika doživotnog obrazovanja u Republici Srbiji. Preliminarna analiza "prevođenja" odnosno specifične glokalne kontekstualizacije, recepcije i instrumentalizacije pomenutih politikâ pokazuje da je na snazi praksa prenošenja, pravne i proceduralne transplantacije bez prilagođavanja kontekstu u kojem politikâ treba da bude primenjena. U slučaju neprilagođene politike doživotnog obrazovanja, izostanak prilagođavanja neophodnog da lokalna verzija a) odgovara međunarodno usaglašenim ciljevima i da istovremeno b) zaživi u praksi, objašnjava se na primerima diskrepancije lokalnih pojmova radnog vremena, neformalnog obrazovanja, "odgovarajućeg" životnog doba za obrazovanje s jedne, i pojmova originalno ugrađenih u tu politiku, s druge strane.

100 godina Franjevačke teologije u Sarajevu 1909.-2009.

Author(s): / Language(s): Bosnian,Croatian / Publication Year: 2012

Franjevačka teologija je u povodu stotinu godina svoga postojanja i djelovanja u Sarajevu (1909-2009) organizirala znanstveni skup i proslavu pod naslovom 100 godina Franjevačke teologije u Sarajevu: 1909.-2009. Znanstveni skup je održan 6. i 7. studenog 2009. u amfiteatru Franjevačke teologije, a 8. studenog – na dan blaženog Ivana Duns Škota, zaštitnika naše Teologije – održana je proslava tako što je svećeničkom euharistijskom slavlju predsjedao provincijal Bosne Srebrene fra Lovro Gavran. Za vrijeme euharistijskog slavlja izvedena je Missa Bosniensis Andrije Pavliča: Bosanska misa posvećena sv. Franji Asiškom, svim nesretnima, ispaćenima i izgubljenima ovoga svijeta, te bosanskim franjevcima i zboru Pontanima, koji je izveo misu. Zbor Pontanima je osnovao profesor naše Teologije fra Ivo Marković. Dirigirao je skladatelj Bosanske mise Andrija Pavlič (inače je dirigent zbora Pontanima Josip Katavić). Sudjelovali su Amila Bakšić, sopran; Zana Staniškovska, alt; Jasmin Bašić, tenor; Ivica Šarić, bas; i Dario Vučić, orgulje. Pokrovitelj Znanstvenog skupa i proslave je bio Željko Komšić, predsjedavajući Predsjedništva BiH. Koji je smisao Franjevačke teologije i uopće koji je smisao franjevačke škole mišljenja od srednjeg vijeka pa do danas? Evo kratkog odgovora. Franjevci, koji su bili nadareni za filozofsko i teološko mišljenje, nastojali su veličanstvenu viziju Franje Asiškog filozofski i teološko razraditi. Vizija Franje Asiškog, koja se temelji na Isusovu evanđelju, naglašava bratstvo i sestrinstvo svih ljudi, ne samo svih ljudi, nego i svih bića, to jest svih Božjih stvorenja u svemiru. Sva bića u svemiru su braća i sestre po stvorenosti. Jednakost među bićima uključuje i razliku među bićima, jer je svako biće originalno. I samo različita bića mogu biti u jedinstvu. Tom vizijom i njezinim prakticiranjem u svom životu Franjo Asiški je ponudio alternativu svijetu mržnje i nasilja, u kojem i danas živimo. To je on rekao svojom poznatom rečenicom koja glasi: “Exivi de saeculo” - “Izašao sam iz svijeta nasilja.” Izašao je iz svijeta nasilja i počeo osnivati svijet mira. Zadaća svih odgovornih bića jest izlazak iz svijeta nasilja i uspostavljanje svijeta mira, slobode i ljubavi. Zamislimo svijet bez nasilja i zamislimo svijet u kojem nasilje više neće biti moguće. Koliko su veliki franjevački mislioci tu viziju uspješno razradili i koliko su franjevci Bosne Srebrene, koji su živjeli i djelovali na Franjevačkoj teologiji, to mišlju i djelom svjedočili, to jest otjelotvorili, neka prosude drugi. U radovima sa znanstvenog skupa, koji se ovdje objavljuju, autori su obrađivali važne teme iz različitih perspektiva, pri čemu se moglo uvidjeti da je do Istine moguće doći samo dijalogom različitih perspektiva. Dijalogom uviđamo da je Istina jedna i da nas Istina sve nadilazi i povezuje u jednu zajednicu, ne samo nas, nego i cijelo čovječanstvo. Karl Jaspers je rekao: Istina je ono što nas povezuje (Wahrheit ist, was uns verbindet).

3-oji tarptautinė mokslinė konferencija „Švietimo politika ir kultūra: nuoseklios ir radikalios transformacijos“

Author(s): Justina Garbauskaite-Jakimovska / Language(s): Lithuanian / Issue: 37/2016

A COMMUNIST PEDAGOGY OF BECOMING: CENTERING MARX’S ‘GENERAL LAW OF CAPITALIST ACCUMULATION’

Author(s): CURRY MALOTT / Language(s): English / Issue: 6/2016

The following essay seeks to contribute to Marxist educational theory by offering a systematic analysis of Marx’s (1867/1967) ‘General law of capitalist accumulation’ as outlined in Chapter 25 of the first volume of Capital. Underscoring this analysis is the beginning of a systematic examination of the second volume of Capital, which takes the circuit of capital as a whole as its object of examination. This unique focus pushes the Marxist revolutionary pedagogy advanced here, as we will see, toward the controversial concept of the planned economy. The form such a Marxist pedagogy takes is necessarily the Party, a conclusion, which follows the work of Derek Ford (2013; 2015).

A CRITICAL OVERVIEW OF THE DIGITAL KNOWLEDGE COMMONS FROM A MARXIST PERSPECTIVE

Author(s): FAITH AGOSTINONE-WILSON / Language(s): English / Issue: 6/2016

Going beyond a traditional understanding of commons as land and resources, a knowledge commons involves collective, cumulative informal experience, scientific research, the arts, and procedural, practical information, often with economic implications. However, much confusion exists around the terminology of today’s knowledge commons. This article clarifies the differences between open source and free software movements and provides an examination of copyleft and what it means for academics and activists. The author connects these movements to a Marxian vision of a knowledge commons for all.

A former Romanian Scientific Society: The Society of Physical sciences (1890-1910)

Author(s): George Andrei Iavorenciuc / Language(s): English / Issue: 2/2015

The society of Physical sciences (phisycs, chemistry and mineralogy) has been an important Romanian scientific society since its establishment, in 1890 until the middle of the twentieth century. This paper seeks to provide an analysis of its activity in the first two decades of existence, a less studied period, namely how its enterprises contributed to the dissemination and spread of the latest scientifi c ideas within Romania’s culture. The society was founded at the initiative of some of the most proeminent Romanian scientists of that period and, until the end of the nineteenth century, it expanded its sphere of activity by including sections on mathemathics and natural history. Therefore, its activity, exemplifi ed by public conferences, presentation of members’ personal scientific endeavors, intellectual debates or scientific missions, reflected the general development of physical sciences in Romania in that epoch. This research is based mostly on a close scrutiny of society’s scientifi c journal.

A HISTORICAL/POLITICAL JUSTIFICATION FOR THE NEED FOR MULTICULTURAL CITIZENSHIP EDUCATION AND EDUCATORS: THE CASE OF TURKEY AND THE EUROPEAN UNION

Author(s): Rasit Çelik / Language(s): English / Issue: 9/2016

Citizenship education, with its focus on equality, human rights and social justice for all, has become one of the central instruments for improving civic knowledge among world citizens and for supporting the development of more democratic states based on the rule of law. Like many other nations, the Turkish Republic, a country in negotiation with the European Union for possible membership, has placed great emphasis on citizenship education since the time of its foundation. This study takes on the question of whether Turkey provides adequate citizenship education as it is understood in and framed by the European Union’s education and training strategic plan, known as Education and Training 2020 – particularly in light of its focus on promoting multiculturalism and appreciation for diversity in an increasingly heterogeneous society. To this end, the study first provides some background information on the general status of citizenship education in Europe. This is followed by a description of the current framework as it is implemented in Turkey, which has historically included a homogenizing aspect, stressing unity rather than diversity. Finally, some recommendations are made concerning why Turkey needs further development in terms of a multicultural perspective on citizenship education, including the education of multiculturally competent teachers.

A POSTMODERN NARRATIVE FOR AFRICAN PHILOSOPHY

Author(s): Philip Higgs / Language(s): English / Issue: 4/2016

In this essay I argue for a distinctively postmodern African knowledge culture which recognizes that knowledge is not only local, but also inter-subjective. Such an African knowledge culture not only includes the idea of what I refer to as plural conversations in an inter-African context, but also includes a cross-cultural knowledge that facilitates cross-cultural dialogue and understanding. In the light of this, I propose an orientation to African knowledge culture that has cultural relevance insofar as it is mounted on concepts peculiar to an inter-African context, as well as in the larger context of a continuing cross-cultural dialogue. Such an African knowledge culture acknowledges the necessity to develop the ability to grasp the fundamentals of indigenous African cultures and other cultures by way of adopting and living out what I call a postmodern dis-position. Such a postmodern dis-position would perceive an African knowledge culture not only as an inter-cultural African philosophy of personal intent, but also as the practice of cross-cultural dialogue, where culture takes on the form of a consensual or social epistemology, that is, an epistemology deliberately situated in a particular cultural context and sensitive to the need for cross-cultural dialogue. In this instance, the individual recognizes and exercises knowledge(s) appropriate to his/her culture, and at the same time has a critical awareness of the knowledge(s) and cultural traditions of both his/her culture and that of other cultures. In so doing, the individual constructs a sound epistemic identity for his/her culture, as well as one that meets the particular demands of his/her unique cultural context. Such an epistemic identity perceives of philosophy as a product of, and a reflection on, reality, as a guide to life; while the experience out of which philosophy emerges is determined by how people have lived in their particular historic and cultural contexts.

A Study of Begliktash Megalithic Complex

Author(s): Diana Kjurkchieva,Evgeni Stoykov,Sabin Ivanov,Borislav Borisov,Hristo Hristov,Pencho Kyurkchiev,Dimitar Vladev,Irina Ivanova / Language(s): English / Issue: 2/2017

The article presents the results of interdisciplinary study of megalithic complex Begliktash conducted by a group of researchers from the University of Shumen. The main conclusion is that Begliktash is a natural phenomenon with interesting stone complex morphology that may have been artificially consolidated and used both to perform rituals and for calendar purposes.

A történelemtankönyvek vitája Japánban

Author(s): Krisztina Merényi / Language(s): Hungarian / Publication Year: 0

Academic concepts of police education

Author(s): Antanas Janušauskas / Language(s): English / Issue: 1/2012

Police education and training in Europe is changing. While the idea of university education for police and police professionalism was first proposed many years ago, there is still no consensus about what police professionalism actually means. While the idea of university education for police is supported by both police managers and academics, in principle, the body of knowledge in policing is still being developed. The paper deals with the development of the police personnel training system in Lithuania. The trends and developments in higher police education in Lithuania have generally confirmed the principal challenges identified in the Bologna Declaration – standardizes and integrates the Lithuanian education in the European Higher Education Area. In Lithuania was prepared the European qualifications framework focused on common references such as the sequencing of study cycles with specific descriptors of the profiles of degrees, introduction of ECTS. University education increased communication skills, public relations skills, report writing skills, response to new training, decision-making ability. That demonstrates that a university education requirement for police institutions is beneficial to the level of performance achieved by its police officers.

Academic Interaction between Economists of Central and Eastern Europe and China (1978–1989)

Author(s): Bao Hongzheng / Language(s): English / Issue: 3-4/2015

When starting economic reform in 1978, China had the socialist countries of Central and Eastern Europe (SCCEE) as an alternative model. From 1978 to 1985 there were frequent contacts between Chinese economists and those with SCCEE background, who were introduced by Chinese economists of old generation (born in 1900s-1920s). The Chinese economists of middle generation (born in 1930s) led the criticism of the SCCEE economic reform in late 1980s, participated by their young assistants (born in 1940s-1950s). After 1989 China lost its interest in SCCEE economic reform, but the economists of middle and young generations who were familiar with SCCEE economic history became the principal consultants of policy-making in 1990s and even policy-makers in 2000s and 2010s. They were trained just in the studies of SCCEE economic theories and practice.

Access to education in modern society. (lithuanian case)

Author(s): Kestutis Trakšelys / Language(s): English / Issue: 3/2014

Access to education is not only the presence of institutions offering general education, but also the fact that it meets the needs of a wide range of education players and the society. Access to education should ensure the justice in the society, although scientists argue that education system is usually powerless to correct other social systems created by inequality and injustice. Therefore, often education system itself reproduces social inequalities caused by social, political and economic factors. Successful participation of all social groups in the process of education is the essential tool to palliate social inequality, to reduce poverty and social marginalization. Accessible and quality education system ensures better life, social mobility, and provides status. Presentation of research the interrogation X-XII (II-IV gymnasium) students. The respondent groups (control and target) were submitted identical questionnaire, which aimed to investigate and determine whether student responses to questions about the accessibility to education and equal participation in education differ when they belong to different social groups.

Action Research in Higher Education through Backward Designing of Ecopreneurship Trainings

Author(s): Anna Varbanova,Martin J. Ivanov / Language(s): English / Issue: Special/2016

The article discusses the model of application of Action Research methodology in the context of the applied project ‘Training for Ecopreneurship at Three Bulgarian Universities’ (2015–2016). The project is conducted by the Institute for the Study of Societies and Knowledge at the Bulgarian Academy of Sciences in cooperation with the Institute for Energy and Environmental Research, Heidelberg, with the financial support of the German Federal Environmental Foundation, DBU. Beneficiaries and associate partners in Bulgaria are the University of Ruse, the Academy of Economics, Svishtov, the University of Food Technologies, Plovdiv, and Technology Centre, Sofia – organization for technology transfer and advocacy of German businesses in Bulgaria. The project’s main objective is to introduce educational modules for so-called ecopreneurship (sustainable entrepreneurship) in these three universities. Our approach is closer to the so-called Participative Action Research, trying to involve different stakeholders in the different stages of the project. Thus, we want not only to reflect the process, but to induce ‘social change’ with the active participation of the actors. At the core of our intervention is the educational design and implementation of innovative ecopreneurship training for students, based on a competency model (or a model of linked competencies that would lead to building accomplishments) co-developed by the students and previously engaged experts. These competencies are sought, applied, and developed in the learning process through the so-called Backward Design Approach, comprising five phases, each with a different focus: 1) group cohesion development, initial assessment and joint goal-setting; 2) phase of enhancing a deeper understanding of basic concepts through experience, and raising essential no-single-answer questions; 3) immersion in the actual field, active learning of the content based on researching authentic problems; 4) learning by doing a desired type of real-world project/learning product; and 5) students’ showcase in which they present themselves through these projects, which serve as a record for their learning achievement.

Agitation as Education: Instances of the Romanian People’s Democracy State in “May 1 st” Oil Equipment Enterprise (1948-1953)

Author(s): Marius-Bogdan Tudor / Language(s): English / Issue: 2/2010

Akademicka Fordlandia

Author(s): Wojciech Józef Burszta,Michal Rauszer / Language(s): Polish / Issue: 2/2016

Contemporary university is faced with radical shift in its basic paradigm. This shift is embedded in neoliberal discourse pervading all levels of social life. Discussion about university goals, sharpened by last reform, show peculiar tension between perceiving knowledge as commonwealth and as stock. This reform transform university into the position where division between public and privet, and between knowledge as commonwealth and as stock increasingly sliding. Importing thing is this conflict is always presented in its surrogate, such as „young” and „old” antagonism or more general opposition between „modern free market” and „state backwardness”. The aim of this text is to look at changing model of contemporary university from critical anthropology point of view. This allow us to show basic principles of common-private conflict at university, but also capacity of critical orientated anthropological approach for understand consequences of where this social process led to.

Aktualne możliwości kształcenia polskich studentów za granicą w kontekście 25. rocznicy powołania programu „Erasmus”

Author(s): Józef Stala / Language(s): Polish / Issue: 2/2013

“Erasmus”, named after a Dutch humanist and theologian, Erasmus of Rotterdam, is the European Commission’s programme for Higher Education (students, teachers and institutions). It was introduced with the aim of increasing student mobility within the European Community, subsequently including the European Economic Area countries, Switzerland and the Candidate Countries. Erasmus has been one of the four sectoral programmes supported under the EU Lifelong Learning Programme until the end of 2013. The author of this article in relation to the 25th anniversary of the establishment of the “Erasmus” program describes the current educational opportunities of Polish students. Firstly, he presents the selected challenges and opportunities of cultural and educational uniting Europe. Then, the statistical outline of youth in Poland in the context of the European Union and the display of the educational offers within the framework of European programs is shown.

AKTYWIZACJA ZAWODOWA PRZEZ URYNKOWIENIE. LUDZIE DLA INSTYTUCJI CZY INSTYTUCJE DLA LUDZI (NA PRZYKŁADZIE AKTYWIZACJI ZAWODOWEJ NIEPEŁNOSPRAWNYCH ABSOLWENTÓW SZKÓŁ WYŻSZYCH)

Author(s): Ewa Giermanowska,Mariola Raclaw / Language(s): English / Issue: 4/2016

Poland is a country with very low labour force participation among people with disabilities. On the one hand, changes are visible in the attitudes and behaviour of people with disabilities, especially students and graduates who aim to have a professional career. On the other hand, one can observe a process of gradual withdrawal of families from caring and active support of the disabled. This situation demands certain compensatory measures such us intensification of engagement of relevant institutions and seeking alternative ways of providing care and support. The Polish system of occupational development services for the disabled is complicated and nontransparent for the beneficiaries. It is also inadequate for the growing professional aspirations of people with disabilities. Employees of support institutions tend to follow long-standing routines and patterns of behaviour defined by formal rules, rather than adjusting to the individual needs of the disabled and the changing labour market. Commercialisation of support institutions, within the framework of the new paradigm of social policy, has contributed to economisation of support institutions by focusing on benefits and profits to the institution, rather than the professional development of disabled people. Thus, we have an unfinished process of labour emancipation of disabled university graduates who cannot satisfy their career aspirations.

An evaluation of the quality of the UMS application in the University of Bacau

Author(s): Anamaria Siclovan / Language(s): Romanian / Issue: 31/2014

Majoritatea studenţilor şi a personalului administrativ din Universitatea “Vasile Alecsandri din Bacău” utilizează aplicaţia UMS pentru gestionarea situaţiei şcolare. Este aplicaţia software special creată şi adresată managementului universitar. În acest studiu se analizează calitatea aplicaţiei UMS prin aplicarea unui chestionar şi analiza factorilor care conduc la o funcţionare eficientă a softului. Asftel prin analiza factorilor şi a subfactorilor care intervin în interacţiunea dintre utilizator şi aplicaţie vom puteam analiza calitatea aplicaţiei. Concluzia temei de cercetare se va concretiza, după modelarea statistică a rezultatelor chestionarului, prin prezentarea unei metode de îmbunătăţire a aplicaţiei.