TY  - JOUR
AU  - Ostojić, Aleksandar
AU  - Krstić, Predrag
AU  - Iguman, Sanja
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3774
AB  - Oslonjeni pre svega na analize i sugestije Ransijera i Levi-Strosa, autori rada nastoje da izlože kritiku hijerarhijski vrednovanih orijentira putovanja i obrazovanja. Prvi deo rada posvećen je zapadnim putnicima i njihovom „civilizatorskom“ odnosu prema drugim, dotad nepoznatim, predelima i narodima. Drugim delom rada ustanovljava se analogni obrazac i kada je reč o odnosu koji se uspostavlja u obrazovnom procesu, u kojem takođe novo i nepoznato valja savladati, osvojiti i pokoriti neupitnim znanjem. U zaključku se sugeriše mogućnost dekonstrukcije predefinisanog poretka civilizacije i/ili znanja, ne bi li se najavila mogućnost afirmisanja razlike, bez dominacije i učenja, bez jednoznačnog objašnjenja; mogućnost koja bi možda mogla da se ostvari s odstupanjem od iluzije o univerzalnoj merodavnosti Znanja i njegovog posednika.
AB  - Relying primarily on the analyses and suggestions by Rancière and Lévi-Strauss, the authors of this paper endeavour to present a critique of the hierarchically valued landmarks of travelling and education. The first part of the paper is dedicated to Western travellers and their ‘civilising’ treatment of other landscapes and peoples, previously unknown. The second part of the paper identifies an analogous pattern when it comes to relationship established in the educational process, where the new and the unknown also have to be mastered, conquered, and subdued by unquestionable knowledge. The conclusion suggests the possibility of deconstructing the predefined system of civilisation and/or knowledge, with a view to creating the possibility for the affirmation of differences without domination, as well as learning without an unambiguous explanation, a possibility that may perhaps materialise with the abandoning of the illusion about the universal authority of Knowledge and its possessor.
PB  - Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu
T2  - Nastava i vaspitanje / Studies In Teaching and Education
T1  - Protiv obrazovne hijerarhije: putuj, pouči, pokori
T1  - Against the Educational Hierarchy: Travel, Teach, Subdue
IS  - 3
VL  - 72
SP  - 325; 415
EP  - 336; 428
DO  - 10.5937/nasvas2303415O
ER  - 

@article{
author = "Ostojić, Aleksandar and Krstić, Predrag and Iguman, Sanja",
year = "2023",
abstract = "Oslonjeni pre svega na analize i sugestije Ransijera i Levi-Strosa, autori rada nastoje da izlože kritiku hijerarhijski vrednovanih orijentira putovanja i obrazovanja. Prvi deo rada posvećen je zapadnim putnicima i njihovom „civilizatorskom“ odnosu prema drugim, dotad nepoznatim, predelima i narodima. Drugim delom rada ustanovljava se analogni obrazac i kada je reč o odnosu koji se uspostavlja u obrazovnom procesu, u kojem takođe novo i nepoznato valja savladati, osvojiti i pokoriti neupitnim znanjem. U zaključku se sugeriše mogućnost dekonstrukcije predefinisanog poretka civilizacije i/ili znanja, ne bi li se najavila mogućnost afirmisanja razlike, bez dominacije i učenja, bez jednoznačnog objašnjenja; mogućnost koja bi možda mogla da se ostvari s odstupanjem od iluzije o univerzalnoj merodavnosti Znanja i njegovog posednika., Relying primarily on the analyses and suggestions by Rancière and Lévi-Strauss, the authors of this paper endeavour to present a critique of the hierarchically valued landmarks of travelling and education. The first part of the paper is dedicated to Western travellers and their ‘civilising’ treatment of other landscapes and peoples, previously unknown. The second part of the paper identifies an analogous pattern when it comes to relationship established in the educational process, where the new and the unknown also have to be mastered, conquered, and subdued by unquestionable knowledge. The conclusion suggests the possibility of deconstructing the predefined system of civilisation and/or knowledge, with a view to creating the possibility for the affirmation of differences without domination, as well as learning without an unambiguous explanation, a possibility that may perhaps materialise with the abandoning of the illusion about the universal authority of Knowledge and its possessor.",
publisher = "Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "Nastava i vaspitanje / Studies In Teaching and Education",
title = "Protiv obrazovne hijerarhije: putuj, pouči, pokori, Against the Educational Hierarchy: Travel, Teach, Subdue",
number = "3",
volume = "72",
pages = "325; 415-336; 428",
doi = "10.5937/nasvas2303415O"
}

Ostojić, A., Krstić, P.,& Iguman, S.. (2023). Protiv obrazovne hijerarhije: putuj, pouči, pokori. in Nastava i vaspitanje / Studies In Teaching and Education
Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu., 72(3), 325; 415-336; 428.
https://doi.org/10.5937/nasvas2303415O

Ostojić A, Krstić P, Iguman S. Protiv obrazovne hijerarhije: putuj, pouči, pokori. in Nastava i vaspitanje / Studies In Teaching and Education. 2023;72(3):325; 415-336; 428.
doi:10.5937/nasvas2303415O .

Ostojić, Aleksandar, Krstić, Predrag, Iguman, Sanja, "Protiv obrazovne hijerarhije: putuj, pouči, pokori" in Nastava i vaspitanje / Studies In Teaching and Education, 72, no. 3 (2023):325; 415-336; 428,
https://doi.org/10.5937/nasvas2303415O . .

TY  - CONF
AU  - Krstić, Predrag
AU  - Ostojić, Aleksandar
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3756
AB  - The Republic always represented a certain emancipatory idea, a password, 
or a flag, which stood up against imperial tyranny (Rome) or hereditary 
monarchy (France). But that performance was neither unison nor 
monochrome. Perhaps the purest, ideal-type representation of the republic, 
with all the paradoxes and/or contradictions of its discourse, is offered by a 
republic that in the political sense could not be called by that name, or 
perhaps it was just a crypto-political republic, a so-called metaphor of the
republic that, all the more, reveals its constitutive fragility. Respublica 
literaria is not a „real" republic, but it is not a complete chimera either: it 
had its members, but no citizenship that guarantees anything. It did not 
have its territorial boundaries, but it also knew how to limit the conditions 
of belonging to it – by proving a standard that we could maybe call 
intellectualistic, but a standard that was engaged inside communication. 
This is the contradiction we would like to expose in this paper. The fact that 
Respublica literaria consistently, to the point of paroxysm, followed the 
principle that it is not a private but a public matter and that this occurred 
alongside the fact that the public space, or the space of that public, was very 
limited, and more transparently indicated than usual. The characteristic not 
only of that republic but something like perhaps the fate of each: the first 
act of the French republic was the closing of the borders, similar to the 
Soviet one. The question is therefore whether the republic can exist in a 
14
universal way or whether it implies exclusion. And vice versa, is the act of 
demarcation inevitable when establishing a republic that otherwise aspires 
to universality
PB  - Univerzitet u Novom Sadu, Filozofski fakultet
C3  - Idea of Republic: Book of Abstracts
T1  - Which Public, Whose Affair: The Aporia of Republic(anism)
SP  - 13
EP  - 14
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3756
ER  - 

@conference{
author = "Krstić, Predrag and Ostojić, Aleksandar",
year = "2023",
abstract = "The Republic always represented a certain emancipatory idea, a password, 
or a flag, which stood up against imperial tyranny (Rome) or hereditary 
monarchy (France). But that performance was neither unison nor 
monochrome. Perhaps the purest, ideal-type representation of the republic, 
with all the paradoxes and/or contradictions of its discourse, is offered by a 
republic that in the political sense could not be called by that name, or 
perhaps it was just a crypto-political republic, a so-called metaphor of the
republic that, all the more, reveals its constitutive fragility. Respublica 
literaria is not a „real" republic, but it is not a complete chimera either: it 
had its members, but no citizenship that guarantees anything. It did not 
have its territorial boundaries, but it also knew how to limit the conditions 
of belonging to it – by proving a standard that we could maybe call 
intellectualistic, but a standard that was engaged inside communication. 
This is the contradiction we would like to expose in this paper. The fact that 
Respublica literaria consistently, to the point of paroxysm, followed the 
principle that it is not a private but a public matter and that this occurred 
alongside the fact that the public space, or the space of that public, was very 
limited, and more transparently indicated than usual. The characteristic not 
only of that republic but something like perhaps the fate of each: the first 
act of the French republic was the closing of the borders, similar to the 
Soviet one. The question is therefore whether the republic can exist in a 
14
universal way or whether it implies exclusion. And vice versa, is the act of 
demarcation inevitable when establishing a republic that otherwise aspires 
to universality",
publisher = "Univerzitet u Novom Sadu, Filozofski fakultet",
journal = "Idea of Republic: Book of Abstracts",
title = "Which Public, Whose Affair: The Aporia of Republic(anism)",
pages = "13-14",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3756"
}

Krstić, P.,& Ostojić, A.. (2023). Which Public, Whose Affair: The Aporia of Republic(anism). in Idea of Republic: Book of Abstracts
Univerzitet u Novom Sadu, Filozofski fakultet., 13-14.
https://hdl.handle.net/21.15107/rcub_rifdt_3756

Krstić P, Ostojić A. Which Public, Whose Affair: The Aporia of Republic(anism). in Idea of Republic: Book of Abstracts. 2023;:13-14.
https://hdl.handle.net/21.15107/rcub_rifdt_3756 .

Krstić, Predrag, Ostojić, Aleksandar, "Which Public, Whose Affair: The Aporia of Republic(anism)" in Idea of Republic: Book of Abstracts (2023):13-14,
https://hdl.handle.net/21.15107/rcub_rifdt_3756 .

TY  - JOUR
AU  - Ostojić, Aleksandar
AU  - Krstić, Predrag
AU  - Iguman, Sanja
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3671
AB  - Različite obrazovne paradigme često su predstavljane jednom istom metaforom:
metaforom putovanja. U prvom delu rada izlažu se tipični primeri istovećenja obrazovanja
i putovanja i rekonstruišu razlozi njihovog povezivanja. Potom se metafori putovanja
suprotstavlja metafora lutanja – upravo da bi se istakao njen previđan, zaboravljan
ili zanemarivan, ali makar podjednako dragocen obrazovni potencijal. Najzad se sugeriše
napuštanje vizije unapred konačno određenog skupa vrednosti koje zastupa obrazovanje,
u korist otvaranja mogućnosti koje diverzitet njegovih putanja pruža. Kritičkom analizom
razumevanja putovanja Odiseja, Rusoovog Emila, Robinzona Krusoa, kao analogona
obrazovne avanture, pokazuje se da nije ni uputno ni plodonosno besprizivno usvojiti i
slediti obrazac po kome su početak obrazovanja (tačka polaska) i njegov cilj (tačka dolaska
ili odredište) strogo definisani, naročito ukoliko on podrazumeva isključenje svakog odstupanja
od trajektorije koja spaja „ishodište” i „odredište“. Inspiraciju i svojevrsnu šifru
za alternativni model obrazovne procedure, kojim bi se izbegle manjkavosti njenog shvatanja
kao manje ili više pravolinijskog i jednodimenzionalnog transfera znanja i veština,
autori pronalaze u deridijanskom poimanju derive.
AB  - Different educational paradigms are often represented by the same metaphor:
the metaphor of a journey. In the first part of the paper, typical examples of equating
education with travelling are presented and the underlying reasons for their connection
are reconstructed. Then, the metaphor of wandering is contrasted with that of travelling –
precisely to highlight its overlooked, forgotten, or neglected, but at least equally valuable
educational potential. Finally, it is suggested to abandon the vision of a predefined set of
values that education represents, in favour of opening up the possibilities offered by the
diversity of its paths. Through a critical analysis of the understanding of the journeys of
Odysseus, Rousseau’s Emile, and Robinson Crusoe, as analogues of educational adventures,
it is shown that it is neither advisable nor fruitful to uncritically adopt and follow a
pattern where the beginning of education (the point of departure) and its goal (the point
of arrival or destination) are strictly predefined, especially if it entails the exclusion of any
deviation from the trajectory connecting the „origin” and „destination”. Inspiration and
a kind of code for an alternative model of educational procedure, which would avoid the
shortcomings of its understanding as a more or less straight-line and one-dimensional
transfer of knowledge and skills, are found in Derrida’s concept of dérive.
PB  - Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet
T2  - Andragoške studije
T1  - Zašto skrenuti s puta: obrazovanje i putovanje
IS  - 1
VL  - 30
SP  - 51
EP  - 69
DO  - 10.5937/AndStud2301051O
ER  - 

@article{
author = "Ostojić, Aleksandar and Krstić, Predrag and Iguman, Sanja",
year = "2023",
abstract = "Različite obrazovne paradigme često su predstavljane jednom istom metaforom:
metaforom putovanja. U prvom delu rada izlažu se tipični primeri istovećenja obrazovanja
i putovanja i rekonstruišu razlozi njihovog povezivanja. Potom se metafori putovanja
suprotstavlja metafora lutanja – upravo da bi se istakao njen previđan, zaboravljan
ili zanemarivan, ali makar podjednako dragocen obrazovni potencijal. Najzad se sugeriše
napuštanje vizije unapred konačno određenog skupa vrednosti koje zastupa obrazovanje,
u korist otvaranja mogućnosti koje diverzitet njegovih putanja pruža. Kritičkom analizom
razumevanja putovanja Odiseja, Rusoovog Emila, Robinzona Krusoa, kao analogona
obrazovne avanture, pokazuje se da nije ni uputno ni plodonosno besprizivno usvojiti i
slediti obrazac po kome su početak obrazovanja (tačka polaska) i njegov cilj (tačka dolaska
ili odredište) strogo definisani, naročito ukoliko on podrazumeva isključenje svakog odstupanja
od trajektorije koja spaja „ishodište” i „odredište“. Inspiraciju i svojevrsnu šifru
za alternativni model obrazovne procedure, kojim bi se izbegle manjkavosti njenog shvatanja
kao manje ili više pravolinijskog i jednodimenzionalnog transfera znanja i veština,
autori pronalaze u deridijanskom poimanju derive., Different educational paradigms are often represented by the same metaphor:
the metaphor of a journey. In the first part of the paper, typical examples of equating
education with travelling are presented and the underlying reasons for their connection
are reconstructed. Then, the metaphor of wandering is contrasted with that of travelling –
precisely to highlight its overlooked, forgotten, or neglected, but at least equally valuable
educational potential. Finally, it is suggested to abandon the vision of a predefined set of
values that education represents, in favour of opening up the possibilities offered by the
diversity of its paths. Through a critical analysis of the understanding of the journeys of
Odysseus, Rousseau’s Emile, and Robinson Crusoe, as analogues of educational adventures,
it is shown that it is neither advisable nor fruitful to uncritically adopt and follow a
pattern where the beginning of education (the point of departure) and its goal (the point
of arrival or destination) are strictly predefined, especially if it entails the exclusion of any
deviation from the trajectory connecting the „origin” and „destination”. Inspiration and
a kind of code for an alternative model of educational procedure, which would avoid the
shortcomings of its understanding as a more or less straight-line and one-dimensional
transfer of knowledge and skills, are found in Derrida’s concept of dérive.",
publisher = "Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet",
journal = "Andragoške studije",
title = "Zašto skrenuti s puta: obrazovanje i putovanje",
number = "1",
volume = "30",
pages = "51-69",
doi = "10.5937/AndStud2301051O"
}

Ostojić, A., Krstić, P.,& Iguman, S.. (2023). Zašto skrenuti s puta: obrazovanje i putovanje. in Andragoške studije
Institut za pedagogiju i andragogiju, Univerzitet u Beogradu, Filozofski fakultet., 30(1), 51-69.
https://doi.org/10.5937/AndStud2301051O

Ostojić A, Krstić P, Iguman S. Zašto skrenuti s puta: obrazovanje i putovanje. in Andragoške studije. 2023;30(1):51-69.
doi:10.5937/AndStud2301051O .

Ostojić, Aleksandar, Krstić, Predrag, Iguman, Sanja, "Zašto skrenuti s puta: obrazovanje i putovanje" in Andragoške studije, 30, no. 1 (2023):51-69,
https://doi.org/10.5937/AndStud2301051O . .

TY  - CHAP
AU  - Ostojić, Aleksandar
AU  - Urošević, Milan
AU  - Perunović, Andrea
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3740
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Priručnik kritike
T1  - Kritika u strukturalizmu i poststrukturalizmu
SP  - 295
EP  - 330
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3740
ER  - 

@inbook{
author = "Ostojić, Aleksandar and Urošević, Milan and Perunović, Andrea",
year = "2023",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Priručnik kritike",
booktitle = "Kritika u strukturalizmu i poststrukturalizmu",
pages = "295-330",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3740"
}

Ostojić, A., Urošević, M.,& Perunović, A.. (2023). Kritika u strukturalizmu i poststrukturalizmu. in Priručnik kritike
Beograd : Institut za filozofiju i društvenu teoriju., 295-330.
https://hdl.handle.net/21.15107/rcub_rifdt_3740

Ostojić A, Urošević M, Perunović A. Kritika u strukturalizmu i poststrukturalizmu. in Priručnik kritike. 2023;:295-330.
https://hdl.handle.net/21.15107/rcub_rifdt_3740 .

Ostojić, Aleksandar, Urošević, Milan, Perunović, Andrea, "Kritika u strukturalizmu i poststrukturalizmu" in Priručnik kritike (2023):295-330,
https://hdl.handle.net/21.15107/rcub_rifdt_3740 .

TY  - BOOK
AU  - Krstić, Predrag
AU  - Ostojić, Aleksandar
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2921
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T1  - O čemu govorimo kad govorimo o putovanju : prilog kritici teleologije obrazovanja
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_2921
ER  - 

@book{
author = "Krstić, Predrag and Ostojić, Aleksandar",
year = "2023",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
title = "O čemu govorimo kad govorimo o putovanju : prilog kritici teleologije obrazovanja",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2921"
}

Krstić, P.,& Ostojić, A.. (2023). O čemu govorimo kad govorimo o putovanju : prilog kritici teleologije obrazovanja. 
Beograd : Institut za filozofiju i društvenu teoriju..
https://hdl.handle.net/21.15107/rcub_rifdt_2921

Krstić P, Ostojić A. O čemu govorimo kad govorimo o putovanju : prilog kritici teleologije obrazovanja. 2023;.
https://hdl.handle.net/21.15107/rcub_rifdt_2921 .

Krstić, Predrag, Ostojić, Aleksandar, "O čemu govorimo kad govorimo o putovanju : prilog kritici teleologije obrazovanja" (2023),
https://hdl.handle.net/21.15107/rcub_rifdt_2921 .

TY  - JOUR
AU  - Ostojić, Aleksandar
AU  - Čučković, Aleksandar
PY  - 2023
UR  - https://journal.instifdt.bg.ac.rs/index.php/fid/article/view/1573
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2863
AB  - We have heard many times expressions such as: “empty words”, “empty talk”, “hot air”, but is there really an empty “phraseology”, one that does not mean anything, i.e., that does not have a clear referent (the idea it refers to)? Showing the possibilities of such phraseology without meaning, the paper examines its use in politics, focusing on bureaucratic language that shapes our political reality, and can be found in many constitutional documents of the EU, US, or even UN. Namely, we will try to show that between general and particular meaning, there is a huge gap, an emptiness, which is used by a certain type of speech, in order to absorb every other language and its performative powers. Our criticism will move in two directions: the first has the task of showing the meaning(less) character of political bureaucratic phraseology as such, and its passivizing or non-affirmative effects. The other one comes down to examining the ideological background of Eurocentrism, detecting the hegemonic character of the idea of Europe (and Western civilizations) embedded in its political language. Starting from Ernesto Laclau’s understanding of the “empty signifier” and the necessary function it has in the foundation of the system (especially a hegemonic one), through the history of the discourse of the idea of Europe, we will show the possibility and use of “emptiness” in meaning, especially when it comes to core values that are set for the foundation of one’s politics.
AB  - Više puta smo čuli za izraze poput „prazne reči“, „prazna priča“, „mlati praznu slamu“, ali da li zaista postoji prazna frazeologija, koja ništa ne znači, koja nema jasnog referenta (ideju na koju upućuje)? Prikazujući mogućnost takve frazeologije bez značenja, rad ispituje njenu upotrebu u politici, fokusirajući se na birokratski jezik koji utiče na oblikovanje političke stvarnosti, a nalazi se u mnogim ustavnim ili vrednosno utemeljujućim dokumentima, EU, Amerike, pa čak i UN-a. Pokušaćemo da pokažemo da između opšteg i pojedinačnog značenja postoji ogromna praznina, praznina koju određena vrsta govora koristi kako bi apsorbovala svaki drugi jezik sa svim njegovim performativnim moćima. Kritika takve frazeologije kretaće se u dva pravca: prvi ima zadatak da pokaže (bez)značenjski karakter političke birokratske frazeologije, te njene pasivizirajuće ili neafirmativne efekte. Drugi se svodi na ispitivanje ideološke pozadine evro-centrizma, otkrivanje hegemonističkog karaktera ideje Evrope (ali i Zapadne civilizacije) ugrađene u njen politički jezik. Polazeći od Ernesta Lakloa, njegovog shvatanja „praznog označitelja“ te neophodne funkcije koju taj pojam ima u temeljima svakog sistema (pogotovo hegemonskog), kroz istoriju diskursa ideje Evrope, pokazaćemo mogućnosti i upotrebu „praznine“ u značenju, naročito kada je reč o osnovnim vrednostima koje su ugrađene u temelje jedne politike.
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo / Philosophy and Society
T1  - Phraseology ‘without Meaning’: Politics of Emptiness
T1  - Frazeologija “bez značenja”: politke praznine
IS  - 2
VL  - 34
SP  - 348
EP  - 363
DO  - 10.2298/FID2302348O
ER  - 

@article{
author = "Ostojić, Aleksandar and Čučković, Aleksandar",
year = "2023",
abstract = "We have heard many times expressions such as: “empty words”, “empty talk”, “hot air”, but is there really an empty “phraseology”, one that does not mean anything, i.e., that does not have a clear referent (the idea it refers to)? Showing the possibilities of such phraseology without meaning, the paper examines its use in politics, focusing on bureaucratic language that shapes our political reality, and can be found in many constitutional documents of the EU, US, or even UN. Namely, we will try to show that between general and particular meaning, there is a huge gap, an emptiness, which is used by a certain type of speech, in order to absorb every other language and its performative powers. Our criticism will move in two directions: the first has the task of showing the meaning(less) character of political bureaucratic phraseology as such, and its passivizing or non-affirmative effects. The other one comes down to examining the ideological background of Eurocentrism, detecting the hegemonic character of the idea of Europe (and Western civilizations) embedded in its political language. Starting from Ernesto Laclau’s understanding of the “empty signifier” and the necessary function it has in the foundation of the system (especially a hegemonic one), through the history of the discourse of the idea of Europe, we will show the possibility and use of “emptiness” in meaning, especially when it comes to core values that are set for the foundation of one’s politics., Više puta smo čuli za izraze poput „prazne reči“, „prazna priča“, „mlati praznu slamu“, ali da li zaista postoji prazna frazeologija, koja ništa ne znači, koja nema jasnog referenta (ideju na koju upućuje)? Prikazujući mogućnost takve frazeologije bez značenja, rad ispituje njenu upotrebu u politici, fokusirajući se na birokratski jezik koji utiče na oblikovanje političke stvarnosti, a nalazi se u mnogim ustavnim ili vrednosno utemeljujućim dokumentima, EU, Amerike, pa čak i UN-a. Pokušaćemo da pokažemo da između opšteg i pojedinačnog značenja postoji ogromna praznina, praznina koju određena vrsta govora koristi kako bi apsorbovala svaki drugi jezik sa svim njegovim performativnim moćima. Kritika takve frazeologije kretaće se u dva pravca: prvi ima zadatak da pokaže (bez)značenjski karakter političke birokratske frazeologije, te njene pasivizirajuće ili neafirmativne efekte. Drugi se svodi na ispitivanje ideološke pozadine evro-centrizma, otkrivanje hegemonističkog karaktera ideje Evrope (ali i Zapadne civilizacije) ugrađene u njen politički jezik. Polazeći od Ernesta Lakloa, njegovog shvatanja „praznog označitelja“ te neophodne funkcije koju taj pojam ima u temeljima svakog sistema (pogotovo hegemonskog), kroz istoriju diskursa ideje Evrope, pokazaćemo mogućnosti i upotrebu „praznine“ u značenju, naročito kada je reč o osnovnim vrednostima koje su ugrađene u temelje jedne politike.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo / Philosophy and Society",
title = "Phraseology ‘without Meaning’: Politics of Emptiness, Frazeologija “bez značenja”: politke praznine",
number = "2",
volume = "34",
pages = "348-363",
doi = "10.2298/FID2302348O"
}

Ostojić, A.,& Čučković, A.. (2023). Phraseology ‘without Meaning’: Politics of Emptiness. in Filozofija i društvo / Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 34(2), 348-363.
https://doi.org/10.2298/FID2302348O

Ostojić A, Čučković A. Phraseology ‘without Meaning’: Politics of Emptiness. in Filozofija i društvo / Philosophy and Society. 2023;34(2):348-363.
doi:10.2298/FID2302348O .

Ostojić, Aleksandar, Čučković, Aleksandar, "Phraseology ‘without Meaning’: Politics of Emptiness" in Filozofija i društvo / Philosophy and Society, 34, no. 2 (2023):348-363,
https://doi.org/10.2298/FID2302348O . .

TY  - CHAP
AU  - Ostojić, Aleksandar
PY  - 2021
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2515
AB  - The paper examines two conflicting societal functions of education: on the one hand, education can work to reproduce the existing power relations, indoctrinate students, and assimilate them into the existing social order, but on the other hand, it can also contribute to the emancipation of students and the society as a whole. By contrasting the emancipatory function with the ideological one, I aim to clarify the meaning of individual and social emancipation drawing on the Enlightenment tradition, locate the main ideological forces opposing it in the field of education, as well as suggest some ways in which they can be resisted.  
First, I will explore the core emancipatory educational ideas of the Enlightenment based on three key texts: Rousseau’s Emile, Kant’s “What is Enlightenment?” and Freire’s Pedagogy of the Oppressed. Next, I will examine the ideological function of education, in particular of neoliberal education, in order to discern the main ways in which contemporary ideology works through education. Based on insights gained, I will suggest several main lines of resistance, capable of strengthening the emancipatory function of education and countering the ideological one in contemporary neoliberal societies.   
In the concluding discussion, I will respond to the critics arguing that the Enlightenment ideal had itself become ideological and had instrumentalized education (Biesta 2008; Osberg & Biesta 2020), which will lead me to make a conceptual distinction between ideology and ideal.
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Liberating Education: What From, What For?
T1  - Knowledge Versus Production: Michel Serres and Idiosyncratic Roads of Education
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_2515
ER  - 

@inbook{
author = "Ostojić, Aleksandar",
year = "2021",
abstract = "The paper examines two conflicting societal functions of education: on the one hand, education can work to reproduce the existing power relations, indoctrinate students, and assimilate them into the existing social order, but on the other hand, it can also contribute to the emancipation of students and the society as a whole. By contrasting the emancipatory function with the ideological one, I aim to clarify the meaning of individual and social emancipation drawing on the Enlightenment tradition, locate the main ideological forces opposing it in the field of education, as well as suggest some ways in which they can be resisted.  
First, I will explore the core emancipatory educational ideas of the Enlightenment based on three key texts: Rousseau’s Emile, Kant’s “What is Enlightenment?” and Freire’s Pedagogy of the Oppressed. Next, I will examine the ideological function of education, in particular of neoliberal education, in order to discern the main ways in which contemporary ideology works through education. Based on insights gained, I will suggest several main lines of resistance, capable of strengthening the emancipatory function of education and countering the ideological one in contemporary neoliberal societies.   
In the concluding discussion, I will respond to the critics arguing that the Enlightenment ideal had itself become ideological and had instrumentalized education (Biesta 2008; Osberg & Biesta 2020), which will lead me to make a conceptual distinction between ideology and ideal.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Liberating Education: What From, What For?",
booktitle = "Knowledge Versus Production: Michel Serres and Idiosyncratic Roads of Education",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2515"
}

Ostojić, A.. (2021). Knowledge Versus Production: Michel Serres and Idiosyncratic Roads of Education. in Liberating Education: What From, What For?
Beograd : Institut za filozofiju i društvenu teoriju..
https://hdl.handle.net/21.15107/rcub_rifdt_2515

Ostojić A. Knowledge Versus Production: Michel Serres and Idiosyncratic Roads of Education. in Liberating Education: What From, What For?. 2021;.
https://hdl.handle.net/21.15107/rcub_rifdt_2515 .

Ostojić, Aleksandar, "Knowledge Versus Production: Michel Serres and Idiosyncratic Roads of Education" in Liberating Education: What From, What For? (2021),
https://hdl.handle.net/21.15107/rcub_rifdt_2515 .

TY  - JOUR
AU  - Ostojić, Aleksandar
PY  - 2021
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2285
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo/Philosophy and Society
T1  - Edgar Vind, Paganske misterije u Renesansi, Fedon, Beograd, 2019.
IS  - 3
VL  - 32
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_2285
ER  - 

@article{
author = "Ostojić, Aleksandar",
year = "2021",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo/Philosophy and Society",
title = "Edgar Vind, Paganske misterije u Renesansi, Fedon, Beograd, 2019.",
number = "3",
volume = "32",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2285"
}

Ostojić, A.. (2021). Edgar Vind, Paganske misterije u Renesansi, Fedon, Beograd, 2019.. in Filozofija i društvo/Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 32(3).
https://hdl.handle.net/21.15107/rcub_rifdt_2285

Ostojić A. Edgar Vind, Paganske misterije u Renesansi, Fedon, Beograd, 2019.. in Filozofija i društvo/Philosophy and Society. 2021;32(3).
https://hdl.handle.net/21.15107/rcub_rifdt_2285 .

Ostojić, Aleksandar, "Edgar Vind, Paganske misterije u Renesansi, Fedon, Beograd, 2019." in Filozofija i društvo/Philosophy and Society, 32, no. 3 (2021),
https://hdl.handle.net/21.15107/rcub_rifdt_2285 .

TY  - JOUR
AU  - Ostojić, Aleksandar
PY  - 2021
UR  - https://kritika.instifdt.bg.ac.rs/index.php/kc/article/view/66
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2470
AB  - Delezovo razumevanje kritike, koje je izneo u delu Niče i filozofija predstavlja sistemski metod koji će Delez koristiti u svojim kasnijim delima. Zastupajući ovu tezu, rad analizira problem simulakruma, koji Delez uočava kod Platona, pokazujući na koji način je Delezovo razumevanje kritike prisutno u njegovom sagledavanju platon(izm)a. Premda se Delezov kritički metod unutar ovog rada u najvećoj meri posmatra i ispituje kroz njegovo razumevanje Platona i simulakruma, rad takođe nagoveštava mogućnost šireg razumevanje uloge kritike kod Deleza: može li se kritika razumeti kao konstantan metodski pristup kojem Delez pribegava? Takva pozicija otvara prostor unutar kog se čitava Razlika i ponavljanje može razumeti kao veliki kritički projekat, na šta Delez delimično i sam upućuje.
AB  - Deleuze’s understanding of criticism, presented in his work „Nietzsche and Philoso phy“, is a systematic method that Deleuze will use many times later. Advocating this 
thesis, the paper analyzes the problem of simulacrum, which Deleuze sees in Plato’s 
philosophy, showing how Deleuze’s understanding of critique is present in his percep tion of Plato. Although the idea of Deleuze’s critique as a method is in this paper largely 
observed and examined through his understanding of Plato and the simulacrum, the 
paper also suggests the possibility of a broader understanding of the role of criticism 
in Deleuze: can critique be understood as a constant methodological approach used 
by Deleuze? Such a position opens a space within which Difference and Repetition can 
be read as a great critical project, an Idea, which Deleuze himself partially refers to.
PB  - Beograd: Institut za filozofiju i društvenu teoriju
T2  - Kritika: časopis za filozofiju i teoriju društva
T1  - Simulakrum i kritika: Delezovo tumačenje platon(izm)a
T1  - Simulacrum And Critique: Deleuze’s Understanding of plato(nism)
IS  - 2
VL  - 2
SP  - 259
EP  - 272
DO  - 10.5281/zenodo.5732508
ER  - 

@article{
author = "Ostojić, Aleksandar",
year = "2021",
abstract = "Delezovo razumevanje kritike, koje je izneo u delu Niče i filozofija predstavlja sistemski metod koji će Delez koristiti u svojim kasnijim delima. Zastupajući ovu tezu, rad analizira problem simulakruma, koji Delez uočava kod Platona, pokazujući na koji način je Delezovo razumevanje kritike prisutno u njegovom sagledavanju platon(izm)a. Premda se Delezov kritički metod unutar ovog rada u najvećoj meri posmatra i ispituje kroz njegovo razumevanje Platona i simulakruma, rad takođe nagoveštava mogućnost šireg razumevanje uloge kritike kod Deleza: može li se kritika razumeti kao konstantan metodski pristup kojem Delez pribegava? Takva pozicija otvara prostor unutar kog se čitava Razlika i ponavljanje može razumeti kao veliki kritički projekat, na šta Delez delimično i sam upućuje., Deleuze’s understanding of criticism, presented in his work „Nietzsche and Philoso phy“, is a systematic method that Deleuze will use many times later. Advocating this 
thesis, the paper analyzes the problem of simulacrum, which Deleuze sees in Plato’s 
philosophy, showing how Deleuze’s understanding of critique is present in his percep tion of Plato. Although the idea of Deleuze’s critique as a method is in this paper largely 
observed and examined through his understanding of Plato and the simulacrum, the 
paper also suggests the possibility of a broader understanding of the role of criticism 
in Deleuze: can critique be understood as a constant methodological approach used 
by Deleuze? Such a position opens a space within which Difference and Repetition can 
be read as a great critical project, an Idea, which Deleuze himself partially refers to.",
publisher = "Beograd: Institut za filozofiju i društvenu teoriju",
journal = "Kritika: časopis za filozofiju i teoriju društva",
title = "Simulakrum i kritika: Delezovo tumačenje platon(izm)a, Simulacrum And Critique: Deleuze’s Understanding of plato(nism)",
number = "2",
volume = "2",
pages = "259-272",
doi = "10.5281/zenodo.5732508"
}

Ostojić, A.. (2021). Simulakrum i kritika: Delezovo tumačenje platon(izm)a. in Kritika: časopis za filozofiju i teoriju društva
Beograd: Institut za filozofiju i društvenu teoriju., 2(2), 259-272.
https://doi.org/10.5281/zenodo.5732508

Ostojić A. Simulakrum i kritika: Delezovo tumačenje platon(izm)a. in Kritika: časopis za filozofiju i teoriju društva. 2021;2(2):259-272.
doi:10.5281/zenodo.5732508 .

Ostojić, Aleksandar, "Simulakrum i kritika: Delezovo tumačenje platon(izm)a" in Kritika: časopis za filozofiju i teoriju društva, 2, no. 2 (2021):259-272,
https://doi.org/10.5281/zenodo.5732508 . .

TY  - JOUR
AU  - Ostojić, Aleksandar
PY  - 2021
UR  - https://journal.instifdt.bg.ac.rs/index.php/fid/article/view/1379
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2494
AB  - This paper analyzes the notion of recollection in Hans Georg Gadamer and Paul Ricoeur’s thought, in the context of time distance as “obstacles” towards understanding the past. Particular attention is paid to the understanding the phenomenon of “Death” as a time gap between the past and the present. In connection with this problem, we find efforts of philosophical hermeneutics on the one hand and historicism on the other. Differences between historicism and hermeneutics can be outlined in relation to the role that memory plays in the process of understanding in Gadamer and Ricoeur. What does Death mean in terms of understanding for history, and what for hermeneutics? How can we understand temporal distance? Is it possible and necessary to overcome it? What is the role of recollection and how does it participate in understanding? – these are some of the main issues that will be addressed in the text. Finally, the task of the text is to offer the meaning and significance of the hermeneutics of recollection in relation to the mentioned questions, through the interaction of the thoughts of the two authors.
AB  - Tekst analizira pojam sećanja kod Hansa Georga Gadamera i Pola Rikera u kontekstu vre menske distance kao „prepreke“ razumevanja prošlosti. Naročita pažnja usmerena je na ra zumevanje fenomena „smrti“ kao vremenskog ponora između prošlosti i sadašnjosti. U vezi 
sa tim stoje i nastojanja filozofske hermeneutike sa jedne strane i istoricizma sa druge. U 
odnosu na ulogu koju sećanje igra u procesu razumevanju kod Gadamera i Rikera, daće se 
ocrtati razlike između istoricizma i hermeneuitke. Šta smrt predstavlja u pogledu razumevanja za istoriju a šta za hermeneutiku? Kako razumeti vremensku distancu? Da li je moguće i 
da li je neophodno prevazići je? Koja je uloga sećanja i kako ono učestvuje u razumevanju? 
– neka su od glavnih pitanja koja će biti adresirana u tekstu. Na kraju, zadatak teksta je da 
kroz interakciju misli dvojice autora, ponudi značenje i značaj hermeneutike sećanja u pogledu na navedena pitanja.
PB  - Beograd: Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo/Philosophy and Society
T1  - Hermeneutics of Recollection: Gadamer and Ricoeur
T1  - Hermeneutika sećanja: Gadamer i Riker
IS  - 4
VL  - 32
SP  - 714
EP  - 725
DO  - 10.2298/FID2104714O
ER  - 

@article{
author = "Ostojić, Aleksandar",
year = "2021",
abstract = "This paper analyzes the notion of recollection in Hans Georg Gadamer and Paul Ricoeur’s thought, in the context of time distance as “obstacles” towards understanding the past. Particular attention is paid to the understanding the phenomenon of “Death” as a time gap between the past and the present. In connection with this problem, we find efforts of philosophical hermeneutics on the one hand and historicism on the other. Differences between historicism and hermeneutics can be outlined in relation to the role that memory plays in the process of understanding in Gadamer and Ricoeur. What does Death mean in terms of understanding for history, and what for hermeneutics? How can we understand temporal distance? Is it possible and necessary to overcome it? What is the role of recollection and how does it participate in understanding? – these are some of the main issues that will be addressed in the text. Finally, the task of the text is to offer the meaning and significance of the hermeneutics of recollection in relation to the mentioned questions, through the interaction of the thoughts of the two authors., Tekst analizira pojam sećanja kod Hansa Georga Gadamera i Pola Rikera u kontekstu vre menske distance kao „prepreke“ razumevanja prošlosti. Naročita pažnja usmerena je na ra zumevanje fenomena „smrti“ kao vremenskog ponora između prošlosti i sadašnjosti. U vezi 
sa tim stoje i nastojanja filozofske hermeneutike sa jedne strane i istoricizma sa druge. U 
odnosu na ulogu koju sećanje igra u procesu razumevanju kod Gadamera i Rikera, daće se 
ocrtati razlike između istoricizma i hermeneuitke. Šta smrt predstavlja u pogledu razumevanja za istoriju a šta za hermeneutiku? Kako razumeti vremensku distancu? Da li je moguće i 
da li je neophodno prevazići je? Koja je uloga sećanja i kako ono učestvuje u razumevanju? 
– neka su od glavnih pitanja koja će biti adresirana u tekstu. Na kraju, zadatak teksta je da 
kroz interakciju misli dvojice autora, ponudi značenje i značaj hermeneutike sećanja u pogledu na navedena pitanja.",
publisher = "Beograd: Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo/Philosophy and Society",
title = "Hermeneutics of Recollection: Gadamer and Ricoeur, Hermeneutika sećanja: Gadamer i Riker",
number = "4",
volume = "32",
pages = "714-725",
doi = "10.2298/FID2104714O"
}

Ostojić, A.. (2021). Hermeneutics of Recollection: Gadamer and Ricoeur. in Filozofija i društvo/Philosophy and Society
Beograd: Institut za filozofiju i društvenu teoriju., 32(4), 714-725.
https://doi.org/10.2298/FID2104714O

Ostojić A. Hermeneutics of Recollection: Gadamer and Ricoeur. in Filozofija i društvo/Philosophy and Society. 2021;32(4):714-725.
doi:10.2298/FID2104714O .

Ostojić, Aleksandar, "Hermeneutics of Recollection: Gadamer and Ricoeur" in Filozofija i društvo/Philosophy and Society, 32, no. 4 (2021):714-725,
https://doi.org/10.2298/FID2104714O . .

TY  - JOUR
AU  - Ostojić, Aleksandar
PY  - 2019
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2155
AB  - Giordano Bruno u filozofijskoj tradiciji nije interpretiran jednoznačno. Analiza tih interpretacija pokazuje da je Bruno tumačen kao začetnik nove znanosti ili pak kao mistik, mag,
poklonik hermetičke tradicije. Sukladno tim dvama pogledima, Brunova ars memoriae bit
će tumačena kao obična tehnika pamćenja u službi empirijske znanosti ili pak kao okultna magijska vještina. Cilj je ovoga rada otvoriti puteve koji nadilaze spomenutu striktnu
podjelu i kojima se može pristupiti Brunu i poimanju njegove metode. Tijekom razdoblja
renesanse, koja predstavlja izniman spoj tradicije i onoga novog, magija i znanost ne isključuju se međusobno; u potrazi za znanjem, svaka metoda nalazi svoje prikladno mjesto.
Ars memoriae je univerzalna metoda koja dopušta da se znanje sagleda u svojoj mnogostrukosti. U radu ćemo predstaviti neke od ključnih elemenata Brunove filozofije, ispitujući
razna tumačenja i perspektive pokazati zašto je Bruno bio razumijevan na način na koji
jest i zašto je neophodno pristupati ars memoriae s nastojanjem objedinjavanja znanstvenih
i magijskih elemenata. Mnoštvo je mjesta kod Bruna na kojima znanstveno i magijsko ne
samo da su međusobno suprotstavljeni nego, nadograđujući se uzajamno, predstavljaju
nerazdvojnu cjelinu unutar koje im je upravo znanje ono zajedničko. Stoga, zadatak nije
detaljno analizirati samu ars memoriae, nego ispitati moguće pristupe toj metodi, o čemu
naposljetku i ovisi razumijevanje samog Bruna.
AB  - The relationship of tradition towards Bruno is twofold, and the analysis of this relationship will
show that Bruno is interpreted either as a pioneer of new science or as a mystic, mage, and
follower of hermetic tradition. Following these two viewpoints, Bruno’s ars memoriae will be
interpreted either as a mere memory technique in the service of empirical science or as an occult, magical art. This paper aims to open up and analyse the ways by which we can approach
and understand Bruno and his method, that goes beyond the mentioned strict division. In the
period of Renaissance, which represents an incredible combination of tradition and the new,
magic and science do not exclude one another; in search for knowledge, each method finds its
proper place. Ars memoriae is precisely that: a universal method that allows knowledge to be
understood in its multiplicity. In this paper, we will present some of the key elements of Bruno’s
philosophy, by exploring different interpretations and perspectives, and show why Bruno was
understood and interpreted in the way in which he was and why is it necessary to access the
ars memoriae by striving to unite scientific and magical elements. In Bruno’s thought there are
many places where scientific and magical are not only not opposed to each other, but are complementary, and represent an inseparable whole within which knowledge is commonplace both
to former and latter. The task, therefore, is not to analyze ars memoriae in detail, but to examine
possible approaches to that method. Understanding of Bruno depends upon understanding his
method of ars memoriae.
PB  - Zagreb: Hrvatsko filozofsko društvo
T2  - Filozofska istraživanja
T1  - Giordano Bruno i ars memoriae: između znanosti i magije
IS  - 4
VL  - 39
SP  - 907
EP  - 928
DO  - 10.21464/fi39410
ER  - 

@article{
author = "Ostojić, Aleksandar",
year = "2019",
abstract = "Giordano Bruno u filozofijskoj tradiciji nije interpretiran jednoznačno. Analiza tih interpretacija pokazuje da je Bruno tumačen kao začetnik nove znanosti ili pak kao mistik, mag,
poklonik hermetičke tradicije. Sukladno tim dvama pogledima, Brunova ars memoriae bit
će tumačena kao obična tehnika pamćenja u službi empirijske znanosti ili pak kao okultna magijska vještina. Cilj je ovoga rada otvoriti puteve koji nadilaze spomenutu striktnu
podjelu i kojima se može pristupiti Brunu i poimanju njegove metode. Tijekom razdoblja
renesanse, koja predstavlja izniman spoj tradicije i onoga novog, magija i znanost ne isključuju se međusobno; u potrazi za znanjem, svaka metoda nalazi svoje prikladno mjesto.
Ars memoriae je univerzalna metoda koja dopušta da se znanje sagleda u svojoj mnogostrukosti. U radu ćemo predstaviti neke od ključnih elemenata Brunove filozofije, ispitujući
razna tumačenja i perspektive pokazati zašto je Bruno bio razumijevan na način na koji
jest i zašto je neophodno pristupati ars memoriae s nastojanjem objedinjavanja znanstvenih
i magijskih elemenata. Mnoštvo je mjesta kod Bruna na kojima znanstveno i magijsko ne
samo da su međusobno suprotstavljeni nego, nadograđujući se uzajamno, predstavljaju
nerazdvojnu cjelinu unutar koje im je upravo znanje ono zajedničko. Stoga, zadatak nije
detaljno analizirati samu ars memoriae, nego ispitati moguće pristupe toj metodi, o čemu
naposljetku i ovisi razumijevanje samog Bruna., The relationship of tradition towards Bruno is twofold, and the analysis of this relationship will
show that Bruno is interpreted either as a pioneer of new science or as a mystic, mage, and
follower of hermetic tradition. Following these two viewpoints, Bruno’s ars memoriae will be
interpreted either as a mere memory technique in the service of empirical science or as an occult, magical art. This paper aims to open up and analyse the ways by which we can approach
and understand Bruno and his method, that goes beyond the mentioned strict division. In the
period of Renaissance, which represents an incredible combination of tradition and the new,
magic and science do not exclude one another; in search for knowledge, each method finds its
proper place. Ars memoriae is precisely that: a universal method that allows knowledge to be
understood in its multiplicity. In this paper, we will present some of the key elements of Bruno’s
philosophy, by exploring different interpretations and perspectives, and show why Bruno was
understood and interpreted in the way in which he was and why is it necessary to access the
ars memoriae by striving to unite scientific and magical elements. In Bruno’s thought there are
many places where scientific and magical are not only not opposed to each other, but are complementary, and represent an inseparable whole within which knowledge is commonplace both
to former and latter. The task, therefore, is not to analyze ars memoriae in detail, but to examine
possible approaches to that method. Understanding of Bruno depends upon understanding his
method of ars memoriae.",
publisher = "Zagreb: Hrvatsko filozofsko društvo",
journal = "Filozofska istraživanja",
title = "Giordano Bruno i ars memoriae: između znanosti i magije",
number = "4",
volume = "39",
pages = "907-928",
doi = "10.21464/fi39410"
}

Ostojić, A.. (2019). Giordano Bruno i ars memoriae: između znanosti i magije. in Filozofska istraživanja
Zagreb: Hrvatsko filozofsko društvo., 39(4), 907-928.
https://doi.org/10.21464/fi39410

Ostojić A. Giordano Bruno i ars memoriae: između znanosti i magije. in Filozofska istraživanja. 2019;39(4):907-928.
doi:10.21464/fi39410 .

Ostojić, Aleksandar, "Giordano Bruno i ars memoriae: između znanosti i magije" in Filozofska istraživanja, 39, no. 4 (2019):907-928,
https://doi.org/10.21464/fi39410 . .