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Authors

Publications

Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023.

Markov, Čedomir

(Beograd : Institut za filozofiju i društvenu teoriju, 2024)

TY  - JOUR
AU  - Markov, Čedomir
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3805
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo / Philosophy and Society
T1  - Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023.
IS  - 1
VL  - 35
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3805
ER  - 
@article{
author = "Markov, Čedomir",
year = "2024",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo / Philosophy and Society",
title = "Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023.",
number = "1",
volume = "35",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3805"
}
Markov, Č.. (2024). Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023.. in Filozofija i društvo / Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 35(1).
https://hdl.handle.net/21.15107/rcub_rifdt_3805
Markov Č. Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023.. in Filozofija i društvo / Philosophy and Society. 2024;35(1).
https://hdl.handle.net/21.15107/rcub_rifdt_3805 .
Markov, Čedomir, "Adam J. Berinsky, Political Rumors: Why We Accept Misinformation and How to Fight It, Princeton, NJ: Princeton University Press, 2023." in Filozofija i društvo / Philosophy and Society, 35, no. 1 (2024),
https://hdl.handle.net/21.15107/rcub_rifdt_3805 .

Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics

Lipij, Ana

(Beograd : Institut za filozofiju i društvenu teoriju, 2024)

TY  - JOUR
AU  - Lipij, Ana
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3806
AB  - The aim of this paper is to explore whether Maria Kronfeldner’s analysis of human nature could be applied to the concept of cognitive systems and related capabilities, such as the human language faculty. Firstly, I will address the nature-nurture debate, that is, explanatory claims of nature as having a role in causing the language ability, and explanatory claims of culture as responsible for the development of human language capabilities. The nature-nurture divide generates a problem since it overlooks the interaction of nature and culture during the development of language capabilities, the problem called the developmentalist challenge. I will demonstrate different standpoints that try to answer this challenge, most famously the constructivist theory of Jean Piaget and the theory of universal grammar of Noam Chomsky. Following the insights of Kronfeldner, if we opt for an explanatory (and not classificatory or descriptive) account of the human language, we will search for the explanatory epistemic roles and their fulfilments. As Kronfeldner states, different sciences search for different differences regarding explanandum, and I hope to show that the integrative interdisciplinary framework dealing with cognitive systems is needed. The conclusion is that biolinguistics is an interdisciplinary field with a necessary unifying potential regarding explanatory account of the human language faculty.
AB  - Cilj ovog rada jeste istraživanje primene analize pojma ljudske prirode Marije Kronfeldner na
pojam kognitivnih sistema i povezanih sposobnosti, kao što je ljudska jezička sposobnost.
Na početku ćemo se pozabaviti debatom priroda-odgoj, odnosno eksplanatornom tvrdnjom
o prirodi kao uzročnoj ulozi jezičke sposobnosti, i eksplanatornim tvrdnjama koje kulturu
smatraju odgovornom za razvoj ljudskih jezičkih sposobnosti. Podela priroda-odgoj generiše
problem jer ignoriše činjenice interakcije prirode i kulture tokom razvoja jezičkih sposobnosti, problem koji se naziva razvojnim izazovom. Pokazaćemo različita stanovišta koja pokušavaju da odgovore na ovaj izazov, kao najpoznatije, konstruktivističku teoriju Žana Pijažea
i teoriju univerzalne gramatike Noama Čomskog. Sledeći uvide Kronfeldnerove, ukoliko se
odlučimo za eksplanatorno (a ne klasifikatorno ili deskriptivno) objašnjenje ljudskog jezika
tražićemo eksplanatorne epistemičke uloge i ono što ih ispunjava. Kako tvrdi Kronfeldnerova, različite discipline traže različite razlike u pogledu eksplananduma, i, pokušaćemo da pokažemo, postoji potreba za integrativnim interdisciplinarnim okvirom koji se bavi kognitivnim
sistemima. Zaključak je da je biolingvistika jedna od oblasti sa potencijalom za interdisciplinarno ujedinjenje objašnjenja koja se tiču ljudskih jezičkih sposobnosti.
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo / Philosophy and Society
T1  - Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics
T1  - Objašnjenja ljudskih jezičkih sposobnosti: razvojni izazov i biolingvistika
IS  - 1
VL  - 35
SP  - 81
EP  - 101
DO  - 10.2298/FID2401081L
ER  - 
@article{
author = "Lipij, Ana",
year = "2024",
abstract = "The aim of this paper is to explore whether Maria Kronfeldner’s analysis of human nature could be applied to the concept of cognitive systems and related capabilities, such as the human language faculty. Firstly, I will address the nature-nurture debate, that is, explanatory claims of nature as having a role in causing the language ability, and explanatory claims of culture as responsible for the development of human language capabilities. The nature-nurture divide generates a problem since it overlooks the interaction of nature and culture during the development of language capabilities, the problem called the developmentalist challenge. I will demonstrate different standpoints that try to answer this challenge, most famously the constructivist theory of Jean Piaget and the theory of universal grammar of Noam Chomsky. Following the insights of Kronfeldner, if we opt for an explanatory (and not classificatory or descriptive) account of the human language, we will search for the explanatory epistemic roles and their fulfilments. As Kronfeldner states, different sciences search for different differences regarding explanandum, and I hope to show that the integrative interdisciplinary framework dealing with cognitive systems is needed. The conclusion is that biolinguistics is an interdisciplinary field with a necessary unifying potential regarding explanatory account of the human language faculty., Cilj ovog rada jeste istraživanje primene analize pojma ljudske prirode Marije Kronfeldner na
pojam kognitivnih sistema i povezanih sposobnosti, kao što je ljudska jezička sposobnost.
Na početku ćemo se pozabaviti debatom priroda-odgoj, odnosno eksplanatornom tvrdnjom
o prirodi kao uzročnoj ulozi jezičke sposobnosti, i eksplanatornim tvrdnjama koje kulturu
smatraju odgovornom za razvoj ljudskih jezičkih sposobnosti. Podela priroda-odgoj generiše
problem jer ignoriše činjenice interakcije prirode i kulture tokom razvoja jezičkih sposobnosti, problem koji se naziva razvojnim izazovom. Pokazaćemo različita stanovišta koja pokušavaju da odgovore na ovaj izazov, kao najpoznatije, konstruktivističku teoriju Žana Pijažea
i teoriju univerzalne gramatike Noama Čomskog. Sledeći uvide Kronfeldnerove, ukoliko se
odlučimo za eksplanatorno (a ne klasifikatorno ili deskriptivno) objašnjenje ljudskog jezika
tražićemo eksplanatorne epistemičke uloge i ono što ih ispunjava. Kako tvrdi Kronfeldnerova, različite discipline traže različite razlike u pogledu eksplananduma, i, pokušaćemo da pokažemo, postoji potreba za integrativnim interdisciplinarnim okvirom koji se bavi kognitivnim
sistemima. Zaključak je da je biolingvistika jedna od oblasti sa potencijalom za interdisciplinarno ujedinjenje objašnjenja koja se tiču ljudskih jezičkih sposobnosti.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo / Philosophy and Society",
title = "Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics, Objašnjenja ljudskih jezičkih sposobnosti: razvojni izazov i biolingvistika",
number = "1",
volume = "35",
pages = "81-101",
doi = "10.2298/FID2401081L"
}
Lipij, A.. (2024). Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics. in Filozofija i društvo / Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 35(1), 81-101.
https://doi.org/10.2298/FID2401081L
Lipij A. Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics. in Filozofija i društvo / Philosophy and Society. 2024;35(1):81-101.
doi:10.2298/FID2401081L .
Lipij, Ana, "Explanatory Account of the Human Language Faculty: The Developmentalist Challenge and Biolinguistics" in Filozofija i društvo / Philosophy and Society, 35, no. 1 (2024):81-101,
https://doi.org/10.2298/FID2401081L . .

What is Wrong with Anti-Paternalism?

Sládeček, Michal

(Beograd : Institut za filozofiju i društvenu teoriju, 2024)

TY  - JOUR
AU  - Sládeček, Michal
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3807
AB  - The article scrutinizes anti-paternalistic arguments concerning the best judgements, the autonomy and the moral status of persons. The first two have been criticized by Quong as inadequate, and the article attempts to point out the shortcomings of this critique. The best judgement argument can be reformulated, having in mind particular situations in which person’s own judgement should be considered as decisive. The autonomy argument cannot be disregarded as too permissive regarding paternalism as it allows paternalistic interventions, which are weak and confined only to a strictly limited scope. Also, when considered as the condition for the validity of choice, autonomy cannot be treated as an ultimate value. Finally, the moral status argument proposed by Quong is plausible to some extent, when claiming that it is presumptively wrong to treat persons as not having equal moral powers. However, this argument does not cover the legitimate institutional policies in specific cases when it can be reasonably presumed that people will omit to act in favour of their well-being. Also, this argument would prohibit any interventions in order to increase availability of goods, even if the moral status of the persons is not affected.
AB  - U članku se ispituju anipaternalistički argumenti koji se odnose na najbolji sud, autonomiju
i moralni status osobe. Prva dva argumenta je Kvong (Quong) kritikovao kao neadekvatne i
ovaj članak nastoji da ukaže na nedostatke ove Kvongove kritike. Argument najboljeg suda
može se preformulisati tako što se uzima u obzir posebna situacija u kojoj bi vlastiti sud osobe trebalo da se smatra za odlučujući. Razlog za odbacivanje argumenta autonomije ne može
da bude to što isuviše dozvoljava paternalizam, pošto paternalizam koji ovaj argument dopušta jeste blag i ograničen na striktno određeno područje. Takođe, ukoliko se razmatra kao
uslov valjanosti izbora, autonomija se ne tretira kao najviša vrednost. Konačno, argument
moralnog statusa koji uvodi Kvong jeste primeren do određene granice kada se njime tvrdi
da je prema osnovnoj pretpostavci pogrešno da se osobe tretiraju kao da ne poseduju moralne moći. Ipak, ovaj argument ne obuhvata legitimne institucionalne politike u specifičnim
slučajevima u kojima se može opravdano pretpostaviti da će osobe propustiti da delaju u
korist svoje dobrobiti. Takođe, ovaj argument zabranjuje svaku intervenciju koja bi povećala
dostupnost dobara, čak i kada ova intervencija ne utiče na moralni status osoba.
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo / Philosophy and Society
T1  - What is Wrong with Anti-Paternalism?
T1  - Šta je pogrešno u antipaternalizmu?
IS  - 1
VL  - 35
SP  - 149
EP  - 164
DO  - 10.2298/FID2401149S
ER  - 
@article{
author = "Sládeček, Michal",
year = "2024",
abstract = "The article scrutinizes anti-paternalistic arguments concerning the best judgements, the autonomy and the moral status of persons. The first two have been criticized by Quong as inadequate, and the article attempts to point out the shortcomings of this critique. The best judgement argument can be reformulated, having in mind particular situations in which person’s own judgement should be considered as decisive. The autonomy argument cannot be disregarded as too permissive regarding paternalism as it allows paternalistic interventions, which are weak and confined only to a strictly limited scope. Also, when considered as the condition for the validity of choice, autonomy cannot be treated as an ultimate value. Finally, the moral status argument proposed by Quong is plausible to some extent, when claiming that it is presumptively wrong to treat persons as not having equal moral powers. However, this argument does not cover the legitimate institutional policies in specific cases when it can be reasonably presumed that people will omit to act in favour of their well-being. Also, this argument would prohibit any interventions in order to increase availability of goods, even if the moral status of the persons is not affected., U članku se ispituju anipaternalistički argumenti koji se odnose na najbolji sud, autonomiju
i moralni status osobe. Prva dva argumenta je Kvong (Quong) kritikovao kao neadekvatne i
ovaj članak nastoji da ukaže na nedostatke ove Kvongove kritike. Argument najboljeg suda
može se preformulisati tako što se uzima u obzir posebna situacija u kojoj bi vlastiti sud osobe trebalo da se smatra za odlučujući. Razlog za odbacivanje argumenta autonomije ne može
da bude to što isuviše dozvoljava paternalizam, pošto paternalizam koji ovaj argument dopušta jeste blag i ograničen na striktno određeno područje. Takođe, ukoliko se razmatra kao
uslov valjanosti izbora, autonomija se ne tretira kao najviša vrednost. Konačno, argument
moralnog statusa koji uvodi Kvong jeste primeren do određene granice kada se njime tvrdi
da je prema osnovnoj pretpostavci pogrešno da se osobe tretiraju kao da ne poseduju moralne moći. Ipak, ovaj argument ne obuhvata legitimne institucionalne politike u specifičnim
slučajevima u kojima se može opravdano pretpostaviti da će osobe propustiti da delaju u
korist svoje dobrobiti. Takođe, ovaj argument zabranjuje svaku intervenciju koja bi povećala
dostupnost dobara, čak i kada ova intervencija ne utiče na moralni status osoba.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo / Philosophy and Society",
title = "What is Wrong with Anti-Paternalism?, Šta je pogrešno u antipaternalizmu?",
number = "1",
volume = "35",
pages = "149-164",
doi = "10.2298/FID2401149S"
}
Sládeček, M.. (2024). What is Wrong with Anti-Paternalism?. in Filozofija i društvo / Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 35(1), 149-164.
https://doi.org/10.2298/FID2401149S
Sládeček M. What is Wrong with Anti-Paternalism?. in Filozofija i društvo / Philosophy and Society. 2024;35(1):149-164.
doi:10.2298/FID2401149S .
Sládeček, Michal, "What is Wrong with Anti-Paternalism?" in Filozofija i društvo / Philosophy and Society, 35, no. 1 (2024):149-164,
https://doi.org/10.2298/FID2401149S . .

Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture

Ereš, Davor

(Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop, 2024)

TY  - CONF
AU  - Ereš, Davor
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3785
AB  - The paper discuss the methodological turn that was brought by the pedagogical practice
of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative
platform of Albers’ teaching model, which generated all his later artistic and pedagogical
engagements. Although Albers’ courses were part of the training in a design-art school that changed
its curricula several times over ten years, the emphasis here is placed on the intention of the
Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation
of a new form of creativity directed toward the building “that would embrace architecture and
sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded
the craft-studies workshops and was intended to prepare students for the “conscious” treatment
of materials. The written reflections on learning methods, which Albers developed while teaching
in Vorkurs, expose the key notions of his forward-thinking pedagogical approach that is situated
between material form, design education and architecture.
PB  - Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop
C3  - Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar
T1  - Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture
SP  - 2
EP  - 3
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3785
ER  - 
@conference{
author = "Ereš, Davor",
year = "2024",
abstract = "The paper discuss the methodological turn that was brought by the pedagogical practice
of Josef Albers at the Bauhaus from 1923 to 1933. This period is observed as the formative
platform of Albers’ teaching model, which generated all his later artistic and pedagogical
engagements. Although Albers’ courses were part of the training in a design-art school that changed
its curricula several times over ten years, the emphasis here is placed on the intention of the
Bauhaus to conceive design education as an (interdisciplinary) collaboration and as an anticipation
of a new form of creativity directed toward the building “that would embrace architecture and
sculpture and painting in one unity.” Albers taught the preliminary course (Vorkurs) that preceded
the craft-studies workshops and was intended to prepare students for the “conscious” treatment
of materials. The written reflections on learning methods, which Albers developed while teaching
in Vorkurs, expose the key notions of his forward-thinking pedagogical approach that is situated
between material form, design education and architecture.",
publisher = "Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop",
journal = "Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar",
title = "Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture",
pages = "2-3",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3785"
}
Ereš, D.. (2024). Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture. in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar
Kunstgeschichtliches Institut der Ruhr-Universität Bochum, Josef Albers Museum Quadrat Bottrop., 2-3.
https://hdl.handle.net/21.15107/rcub_rifdt_3785
Ereš D. Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture. in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar. 2024;:2-3.
https://hdl.handle.net/21.15107/rcub_rifdt_3785 .
Ereš, Davor, "Josef Albers’ Methodology 'Learning through Conscious Practice' As a Teaching Form for Education in Architecture" in Situation Kunst (für Max Imdahl) Nevelstr. 29 c, 44795 Bochum-Weitmar (2024):2-3,
https://hdl.handle.net/21.15107/rcub_rifdt_3785 .

Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context

Sekulović, Milica; Ilić Rajković, Aleksandra

(Palgrave Macmillan, 2024)

TY  - CHAP
AU  - Sekulović, Milica
AU  - Ilić Rajković, Aleksandra
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3790
AB  - This chapter tackled the reception of Dewey’s work in different political eras of an other-than-Western context, namely, that of former Yugoslavia and Serbia. The chapter shows how different ideological positioning of the state politics in different eras, within a relatively short time line, informed the reading, interpretation and application of Dewey’s work. The lessons for an emancipatory classroom practice is the consideration of how ideological and political positioning of any country/state informs the reception of any ideas, whether they are deemed emancipatory or not.
PB  - Palgrave Macmillan
T2  - Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
T1  - Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context
SP  - 65
EP  - 84
DO  - 10.1007/978-3-031-47044-8
ER  - 
@inbook{
author = "Sekulović, Milica and Ilić Rajković, Aleksandra",
year = "2024",
abstract = "This chapter tackled the reception of Dewey’s work in different political eras of an other-than-Western context, namely, that of former Yugoslavia and Serbia. The chapter shows how different ideological positioning of the state politics in different eras, within a relatively short time line, informed the reading, interpretation and application of Dewey’s work. The lessons for an emancipatory classroom practice is the consideration of how ideological and political positioning of any country/state informs the reception of any ideas, whether they are deemed emancipatory or not.",
publisher = "Palgrave Macmillan",
journal = "Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges",
booktitle = "Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context",
pages = "65-84",
doi = "10.1007/978-3-031-47044-8"
}
Sekulović, M.,& Ilić Rajković, A.. (2024). Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context. in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
Palgrave Macmillan., 65-84.
https://doi.org/10.1007/978-3-031-47044-8
Sekulović M, Ilić Rajković A. Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context. in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;:65-84.
doi:10.1007/978-3-031-47044-8 .
Sekulović, Milica, Ilić Rajković, Aleksandra, "Ways and Sideways of Emancipation: Dewey’s Reception in Different Political Eras of an Other-Than-Western Context" in Nataša Lacković, Igor Cvejic, Predrag Krstić, Olga Nikolić (Ed.): Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges (2024):65-84,
https://doi.org/10.1007/978-3-031-47044-8 . .
1

Epilogue: Future Work in and for Emancipatory Education

Krstić, Predrag; Lacković, Nataša

(Palgrave Macmillan, 2024)

TY  - CHAP
AU  - Krstić, Predrag
AU  - Lacković, Nataša
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3788
AB  - The triangle of crisis-education-emancipation seems to represent a stable both conceptual and historical constant, which then appears in almost countless modes, depending on how those three always co-defining terms are understood. We have offered, a cogent and representative, albeit not all-encompassing or exhaustive, spectrum of these understandings—sometimes they seem so different that it might be more appropriate to talk about all these pivotal concepts in the plural: about educations, emancipations and crises. Nevertheless, we decided to gather them all around or within a processual figure that is marked by the insight into the crisis, the will for emancipation, and the vision of emancipatory or emancipated education. We believe monistic structure and its over-determinants will not cloud the readers’ view of the presented plurality of their manifestations.
PB  - Palgrave Macmillan
T2  - Rethinking Education and Emancipation Diverse Perspectives on Contemporary Challenges
T1  - Epilogue: Future Work in and for Emancipatory Education
SP  - 227
EP  - 231
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3788
ER  - 
@inbook{
author = "Krstić, Predrag and Lacković, Nataša",
year = "2024",
abstract = "The triangle of crisis-education-emancipation seems to represent a stable both conceptual and historical constant, which then appears in almost countless modes, depending on how those three always co-defining terms are understood. We have offered, a cogent and representative, albeit not all-encompassing or exhaustive, spectrum of these understandings—sometimes they seem so different that it might be more appropriate to talk about all these pivotal concepts in the plural: about educations, emancipations and crises. Nevertheless, we decided to gather them all around or within a processual figure that is marked by the insight into the crisis, the will for emancipation, and the vision of emancipatory or emancipated education. We believe monistic structure and its over-determinants will not cloud the readers’ view of the presented plurality of their manifestations.",
publisher = "Palgrave Macmillan",
journal = "Rethinking Education and Emancipation Diverse Perspectives on Contemporary Challenges",
booktitle = "Epilogue: Future Work in and for Emancipatory Education",
pages = "227-231",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3788"
}
Krstić, P.,& Lacković, N.. (2024). Epilogue: Future Work in and for Emancipatory Education. in Rethinking Education and Emancipation Diverse Perspectives on Contemporary Challenges
Palgrave Macmillan., 227-231.
https://hdl.handle.net/21.15107/rcub_rifdt_3788
Krstić P, Lacković N. Epilogue: Future Work in and for Emancipatory Education. in Rethinking Education and Emancipation Diverse Perspectives on Contemporary Challenges. 2024;:227-231.
https://hdl.handle.net/21.15107/rcub_rifdt_3788 .
Krstić, Predrag, Lacković, Nataša, "Epilogue: Future Work in and for Emancipatory Education" in Rethinking Education and Emancipation Diverse Perspectives on Contemporary Challenges (2024):227-231,
https://hdl.handle.net/21.15107/rcub_rifdt_3788 .

Does Education Require Emancipation? A Historical Analysis

Krstić, Predrag

(Palgrave Macmillan, 2024)

TY  - CHAP
AU  - Krstić, Predrag
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3789
AB  - The conventional framing of the relation of education and emancipation asks what kind of education is in place, possible, or desirable for some specific emancipatory goal. This question draws on a long and important tradition, advocacy for and sometimes even assumption of education as liberatory. In this view, acquisition of knowledge is ipso facto beneficial. The aim of this text is to probe the nature and viability of the emancipatory potential ascribed to knowledge. To that end, the chapter first sketches a model of the emancipatory conception of education, before calling it into question, that is, criticizing the instrumentalization of education for emancipation. The final considerations revolve around the question whether it is not better to emancipate education from the requirement of emancipation as well, rather than educate having a specific, set emancipatory aim in mind at the outset. Put bluntly—and to give the problem a “dialectic” twist—is it not better to conceive of education not through emancipation, but as emancipation itself, thus equating the terms?
PB  - Palgrave Macmillan
T2  - Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
T1  - Does Education Require Emancipation? A Historical Analysis
SP  - 25
EP  - 46
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3789
ER  - 
@inbook{
author = "Krstić, Predrag",
year = "2024",
abstract = "The conventional framing of the relation of education and emancipation asks what kind of education is in place, possible, or desirable for some specific emancipatory goal. This question draws on a long and important tradition, advocacy for and sometimes even assumption of education as liberatory. In this view, acquisition of knowledge is ipso facto beneficial. The aim of this text is to probe the nature and viability of the emancipatory potential ascribed to knowledge. To that end, the chapter first sketches a model of the emancipatory conception of education, before calling it into question, that is, criticizing the instrumentalization of education for emancipation. The final considerations revolve around the question whether it is not better to emancipate education from the requirement of emancipation as well, rather than educate having a specific, set emancipatory aim in mind at the outset. Put bluntly—and to give the problem a “dialectic” twist—is it not better to conceive of education not through emancipation, but as emancipation itself, thus equating the terms?",
publisher = "Palgrave Macmillan",
journal = "Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges",
booktitle = "Does Education Require Emancipation? A Historical Analysis",
pages = "25-46",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3789"
}
Krstić, P.. (2024). Does Education Require Emancipation? A Historical Analysis. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
Palgrave Macmillan., 25-46.
https://hdl.handle.net/21.15107/rcub_rifdt_3789
Krstić P. Does Education Require Emancipation? A Historical Analysis. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;:25-46.
https://hdl.handle.net/21.15107/rcub_rifdt_3789 .
Krstić, Predrag, "Does Education Require Emancipation? A Historical Analysis" in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges (2024):25-46,
https://hdl.handle.net/21.15107/rcub_rifdt_3789 .

On the Relationship Between Education and Emancipation

Krstić, Predrag; Nikolić, Olga; Lacković, Nataša; Cvejić, Igor

(Palgrave Macmillan, 2024)

TY  - CHAP
AU  - Krstić, Predrag
AU  - Nikolić, Olga
AU  - Lacković, Nataša
AU  - Cvejić, Igor
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3787
AB  - Emancipation implies that there exists some kind of docu mented or experienced lack of freedom/equality or some state of slavery or oppression, and represents the act or process of liberation, throwing off the yoke and empowering the subjugated, although the yokes can be very different. It is a voluntary act or process that is often seen as a return to a state of natural freedom from a state of unfreedom. It is an act or process that frees one from the power of another, whether it is slavery, subjugation, dependence or control. The concept gradually evolved to encompass freedom from all forms of oppression. What were once seen as partial “emancipations” have been elevated to a universal call for the “social emancipation” of humanity, championed by reformers and revolutionaries worldwide.
PB  - Palgrave Macmillan
T2  - Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
T1  - On the Relationship Between Education and Emancipation
SP  - 1
EP  - 22
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3787
ER  - 
@inbook{
author = "Krstić, Predrag and Nikolić, Olga and Lacković, Nataša and Cvejić, Igor",
year = "2024",
abstract = "Emancipation implies that there exists some kind of docu mented or experienced lack of freedom/equality or some state of slavery or oppression, and represents the act or process of liberation, throwing off the yoke and empowering the subjugated, although the yokes can be very different. It is a voluntary act or process that is often seen as a return to a state of natural freedom from a state of unfreedom. It is an act or process that frees one from the power of another, whether it is slavery, subjugation, dependence or control. The concept gradually evolved to encompass freedom from all forms of oppression. What were once seen as partial “emancipations” have been elevated to a universal call for the “social emancipation” of humanity, championed by reformers and revolutionaries worldwide.",
publisher = "Palgrave Macmillan",
journal = "Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges",
booktitle = "On the Relationship Between Education and Emancipation",
pages = "1-22",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3787"
}
Krstić, P., Nikolić, O., Lacković, N.,& Cvejić, I.. (2024). On the Relationship Between Education and Emancipation. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges
Palgrave Macmillan., 1-22.
https://hdl.handle.net/21.15107/rcub_rifdt_3787
Krstić P, Nikolić O, Lacković N, Cvejić I. On the Relationship Between Education and Emancipation. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;:1-22.
https://hdl.handle.net/21.15107/rcub_rifdt_3787 .
Krstić, Predrag, Nikolić, Olga, Lacković, Nataša, Cvejić, Igor, "On the Relationship Between Education and Emancipation" in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges (2024):1-22,
https://hdl.handle.net/21.15107/rcub_rifdt_3787 .

Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges

Lacković, Nataša; Cvejić, Igor; Krstić, Predrag; Nikolić, Olga

(Palgrave Macmillan, 2024)


                                            

                                            
Lacković, N., Cvejić, I., Krstić, P.,& Nikolić, O.. (2024). Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 
Palgrave Macmillan..
https://hdl.handle.net/21.15107/rcub_rifdt_3786
Lacković N, Cvejić I, Krstić P, Nikolić O. Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;.
https://hdl.handle.net/21.15107/rcub_rifdt_3786 .
Lacković, Nataša, Cvejić, Igor, Krstić, Predrag, Nikolić, Olga, "Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges" (2024),
https://hdl.handle.net/21.15107/rcub_rifdt_3786 .

Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?

Knežević, Aleksandra

(Beograd : Institut za filozofiju i društvenu teoriju; Sarajevo : TPO fondacija, 2024)

TY  - CONF
AU  - Knežević, Aleksandra
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3780
AB  - Tokom ovog predavanja, filozofski pristupamo kompleksnom odnosu nauke i društva i to na specifičan način. Pitamo se da li je (i ako da, kako) nauka kroz istoriju doprinosila uspostavljanju i održavanju rodne neravnopravnosti? Pored toga, pitamo se da li nauka danas održava rodnu neravnopravnost i ako da, kojim mehanizmima to postiže? 
Predavanje će biti podeljeno na dva dela. U prvom delu, predstaviću istoriju filozofskih ideja o ljudskoj prirodi, koja je uvek bila koncipirana kao muška, i ženskoj prirodi, koja je podređena ljudskoj – muškoj – prirodi. Time ću pokazati da filozofske ideje, kao i naučne, nisu bez odgovornosti za rodnu nejednakost, koju posmatramo kroz istoriju i koju zatičemo i u današnjim društvima. Zatim ću predstaviti primere iz istorije nauke, koje su zabeležile feminističke istoričarke nauke, a koji svedoče o sistemskoj marginalizaciji žena iz svih aspekata nauke: iz naučnih institucija, procesa proizvodnje naučnog znanja, naučnih teorija i modela. Svoje predavanje završiću zagonetnim i kontroverznim argumentom filozofkinje Dženet Kurani (Janet Kourany) u kome tvrdi da istraživanja kognitivnih uzroka rodnih razlika treba da budu zabranjena budući da doprinose održavanju rodne neravnopravnosti. 
Drugi deo predavanja biće posvećen filozofskoj debati o dometima naučnih sloboda (u feminističkom društvu). Studenti_kinje biće nasumično podeljeni/e u dve grupe. Jedna grupa će imati zadatak da brani argument da su neograničene naučne slobode neophodne za razvoj nauke, a samim tim i razvoj društva. Druga grupa će braniti stanovište da naučnici_e imaju odgovornost prema društvu i da ta odgovornost može da narušava neograničene naučne slobode. Dvoje ili troje studenata_kinja imaće ulogu sudija i sutkinja, koji će odlučivati o tome koja je grupa jasnije i ubedljivije odgovorila na upućene prigovore i odbranila svoje argumente.
PB  - Beograd : Institut za filozofiju i društvenu teoriju; Sarajevo : TPO fondacija
C3  - Zimska škola "Rod i nasilje"
T1  - Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3780
ER  - 
@conference{
author = "Knežević, Aleksandra",
year = "2024",
abstract = "Tokom ovog predavanja, filozofski pristupamo kompleksnom odnosu nauke i društva i to na specifičan način. Pitamo se da li je (i ako da, kako) nauka kroz istoriju doprinosila uspostavljanju i održavanju rodne neravnopravnosti? Pored toga, pitamo se da li nauka danas održava rodnu neravnopravnost i ako da, kojim mehanizmima to postiže? 
Predavanje će biti podeljeno na dva dela. U prvom delu, predstaviću istoriju filozofskih ideja o ljudskoj prirodi, koja je uvek bila koncipirana kao muška, i ženskoj prirodi, koja je podređena ljudskoj – muškoj – prirodi. Time ću pokazati da filozofske ideje, kao i naučne, nisu bez odgovornosti za rodnu nejednakost, koju posmatramo kroz istoriju i koju zatičemo i u današnjim društvima. Zatim ću predstaviti primere iz istorije nauke, koje su zabeležile feminističke istoričarke nauke, a koji svedoče o sistemskoj marginalizaciji žena iz svih aspekata nauke: iz naučnih institucija, procesa proizvodnje naučnog znanja, naučnih teorija i modela. Svoje predavanje završiću zagonetnim i kontroverznim argumentom filozofkinje Dženet Kurani (Janet Kourany) u kome tvrdi da istraživanja kognitivnih uzroka rodnih razlika treba da budu zabranjena budući da doprinose održavanju rodne neravnopravnosti. 
Drugi deo predavanja biće posvećen filozofskoj debati o dometima naučnih sloboda (u feminističkom društvu). Studenti_kinje biće nasumično podeljeni/e u dve grupe. Jedna grupa će imati zadatak da brani argument da su neograničene naučne slobode neophodne za razvoj nauke, a samim tim i razvoj društva. Druga grupa će braniti stanovište da naučnici_e imaju odgovornost prema društvu i da ta odgovornost može da narušava neograničene naučne slobode. Dvoje ili troje studenata_kinja imaće ulogu sudija i sutkinja, koji će odlučivati o tome koja je grupa jasnije i ubedljivije odgovorila na upućene prigovore i odbranila svoje argumente.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju; Sarajevo : TPO fondacija",
journal = "Zimska škola "Rod i nasilje"",
title = "Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3780"
}
Knežević, A.. (2024). Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?. in Zimska škola "Rod i nasilje"
Beograd : Institut za filozofiju i društvenu teoriju; Sarajevo : TPO fondacija..
https://hdl.handle.net/21.15107/rcub_rifdt_3780
Knežević A. Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?. in Zimska škola "Rod i nasilje". 2024;.
https://hdl.handle.net/21.15107/rcub_rifdt_3780 .
Knežević, Aleksandra, "Kako nauka doprinosi rodnoj neravnopravnosti i kako je održava?" in Zimska škola "Rod i nasilje" (2024),
https://hdl.handle.net/21.15107/rcub_rifdt_3780 .

Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2

Samala, Agariadne Dwinggo; Bojić, Ljubiša; Vergara-Rodríguez, Diego; Klimova, Blanka; Ranuharja, Fadhli

(International Association of Online Engineering, 2024)

TY  - JOUR
AU  - Samala, Agariadne Dwinggo
AU  - Bojić, Ljubiša
AU  - Vergara-Rodríguez, Diego
AU  - Klimova, Blanka
AU  - Ranuharja, Fadhli
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3779
AB  - This study explores how gamification in DOTA 2 cultivates 21st-century skills (problem-solving, teamwork, communication, and critical thinking). It supports DOTA 2 as an immersive platform for skill development. The study investigated various sources, including player surveys, meticulous gameplay analysis, academic research reviews, and expert opinions. By synthesizing this evidence, the study sheds light on DOTA 2’s potential to hone and refine abilities. Player surveys revealed individuals’ acquisition of adaptability in dynamic situations, cultivation of strategic thinking abilities, and enhancement of effective team collaboration skills. An in-depth examination of gameplay unveiled discernible patterns of collaborative effort and cognitive processes aimed at resolving challenges resembling real-world situations. Existing scholarly literature substantiates these findings and highlights gaming’s role in developing 21st-century competencies. The study emphasizes the potential implications of its results for stakeholders, such as educators, policymakers, and game developers, offering valuable opportunities for the practical application of gamification strategies. It sparks further investigation and exploration of unexplored research avenues. This study contributes to the growing body of literature recognizing gaming’s substantial advantages in fostering crucial 21st-century skills.
PB  - International Association of Online Engineering
T2  - International Journal of Interactive Mobile Technologies
T1  - Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2
IS  - 18
VL  - 17
SP  - 33
EP  - 54
DO  - 10.3991/ijim.v17i18.42161
ER  - 
@article{
author = "Samala, Agariadne Dwinggo and Bojić, Ljubiša and Vergara-Rodríguez, Diego and Klimova, Blanka and Ranuharja, Fadhli",
year = "2024",
abstract = "This study explores how gamification in DOTA 2 cultivates 21st-century skills (problem-solving, teamwork, communication, and critical thinking). It supports DOTA 2 as an immersive platform for skill development. The study investigated various sources, including player surveys, meticulous gameplay analysis, academic research reviews, and expert opinions. By synthesizing this evidence, the study sheds light on DOTA 2’s potential to hone and refine abilities. Player surveys revealed individuals’ acquisition of adaptability in dynamic situations, cultivation of strategic thinking abilities, and enhancement of effective team collaboration skills. An in-depth examination of gameplay unveiled discernible patterns of collaborative effort and cognitive processes aimed at resolving challenges resembling real-world situations. Existing scholarly literature substantiates these findings and highlights gaming’s role in developing 21st-century competencies. The study emphasizes the potential implications of its results for stakeholders, such as educators, policymakers, and game developers, offering valuable opportunities for the practical application of gamification strategies. It sparks further investigation and exploration of unexplored research avenues. This study contributes to the growing body of literature recognizing gaming’s substantial advantages in fostering crucial 21st-century skills.",
publisher = "International Association of Online Engineering",
journal = "International Journal of Interactive Mobile Technologies",
title = "Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2",
number = "18",
volume = "17",
pages = "33-54",
doi = "10.3991/ijim.v17i18.42161"
}
Samala, A. D., Bojić, L., Vergara-Rodríguez, D., Klimova, B.,& Ranuharja, F.. (2024). Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2. in International Journal of Interactive Mobile Technologies
International Association of Online Engineering., 17(18), 33-54.
https://doi.org/10.3991/ijim.v17i18.42161
Samala AD, Bojić L, Vergara-Rodríguez D, Klimova B, Ranuharja F. Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2. in International Journal of Interactive Mobile Technologies. 2024;17(18):33-54.
doi:10.3991/ijim.v17i18.42161 .
Samala, Agariadne Dwinggo, Bojić, Ljubiša, Vergara-Rodríguez, Diego, Klimova, Blanka, Ranuharja, Fadhli, "Exploring the Impact of Gamification on 21st-Century Skills: Insights from DOTA 2" in International Journal of Interactive Mobile Technologies, 17, no. 18 (2024):33-54,
https://doi.org/10.3991/ijim.v17i18.42161 . .
3

Blockchain Technology in Education: Opportunities, Challenges, and Beyond

Samala, Agariadne Dwinggo; Mhlanga, David; Bojić, Ljubiša; Howard, Natalie-Jane; Pereira Coelho, Diogo

(International Association of Online Engineering, 2024)

TY  - JOUR
AU  - Samala, Agariadne Dwinggo
AU  - Mhlanga, David
AU  - Bojić, Ljubiša
AU  - Howard, Natalie-Jane
AU  - Pereira Coelho, Diogo
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3778
AB  - Blockchain technology has gained significant attention for its decentralized, secure, transparent, and immutable characteristics. It has been adopted in various domains, including the financial and education sectors. This systematic review provides a comprehensive analysis of the opportunities, challenges, and future educational prospects of blockchain technology by examining published research from various disciplines. A bibliometric approach was adopted using R Studio. Datasets were sourced from the Scopus database, which included Scopusindexed articles from 2018 to 2022. The keywords “blockchain” and “education” were used to retrieve relevant articles. Specific criteria were applied to filter the literature sources, ensuring that our discussions focused on the applications and challenges of blockchain technology in education. We only considered articles written in English, specifically those published in proceedings and journals. The review identified that blockchain technology has the potential to transform education by enhancing data security, facilitating efficient verification and credentialing processes, and enabling peer-to-peer transactions. However, addressing challenges such as adoption, technical expertise, data privacy, security, and standardization is crucial. Therefore, the study concludes that implementing blockchain technology in education can yield significant benefits for future generations. These benefits include reducing the gap in global education and increasing transparency and accountability in the education sector.
PB  - International Association of Online Engineering
T2  - International Journal of Interactive Mobile Technologies
T1  - Blockchain Technology in Education: Opportunities, Challenges, and Beyond
IS  - 1
VL  - 18
SP  - 20
EP  - 42
DO  - 10.3991/ijim.v18i01.46307
ER  - 
@article{
author = "Samala, Agariadne Dwinggo and Mhlanga, David and Bojić, Ljubiša and Howard, Natalie-Jane and Pereira Coelho, Diogo",
year = "2024",
abstract = "Blockchain technology has gained significant attention for its decentralized, secure, transparent, and immutable characteristics. It has been adopted in various domains, including the financial and education sectors. This systematic review provides a comprehensive analysis of the opportunities, challenges, and future educational prospects of blockchain technology by examining published research from various disciplines. A bibliometric approach was adopted using R Studio. Datasets were sourced from the Scopus database, which included Scopusindexed articles from 2018 to 2022. The keywords “blockchain” and “education” were used to retrieve relevant articles. Specific criteria were applied to filter the literature sources, ensuring that our discussions focused on the applications and challenges of blockchain technology in education. We only considered articles written in English, specifically those published in proceedings and journals. The review identified that blockchain technology has the potential to transform education by enhancing data security, facilitating efficient verification and credentialing processes, and enabling peer-to-peer transactions. However, addressing challenges such as adoption, technical expertise, data privacy, security, and standardization is crucial. Therefore, the study concludes that implementing blockchain technology in education can yield significant benefits for future generations. These benefits include reducing the gap in global education and increasing transparency and accountability in the education sector.",
publisher = "International Association of Online Engineering",
journal = "International Journal of Interactive Mobile Technologies",
title = "Blockchain Technology in Education: Opportunities, Challenges, and Beyond",
number = "1",
volume = "18",
pages = "20-42",
doi = "10.3991/ijim.v18i01.46307"
}
Samala, A. D., Mhlanga, D., Bojić, L., Howard, N.,& Pereira Coelho, D.. (2024). Blockchain Technology in Education: Opportunities, Challenges, and Beyond. in International Journal of Interactive Mobile Technologies
International Association of Online Engineering., 18(1), 20-42.
https://doi.org/10.3991/ijim.v18i01.46307
Samala AD, Mhlanga D, Bojić L, Howard N, Pereira Coelho D. Blockchain Technology in Education: Opportunities, Challenges, and Beyond. in International Journal of Interactive Mobile Technologies. 2024;18(1):20-42.
doi:10.3991/ijim.v18i01.46307 .
Samala, Agariadne Dwinggo, Mhlanga, David, Bojić, Ljubiša, Howard, Natalie-Jane, Pereira Coelho, Diogo, "Blockchain Technology in Education: Opportunities, Challenges, and Beyond" in International Journal of Interactive Mobile Technologies, 18, no. 1 (2024):20-42,
https://doi.org/10.3991/ijim.v18i01.46307 . .

An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education

Samala, Agariadne Dwinggo; Zhai, Xiaoming; Aoki, Kumiko; Bojić, Ljubiša; Zikic, Simona

(International Association of Online Engineering, 2024)

TY  - JOUR
AU  - Samala, Agariadne Dwinggo
AU  - Zhai, Xiaoming
AU  - Aoki, Kumiko
AU  - Bojić, Ljubiša
AU  - Zikic, Simona
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3777
AB  - As technology progresses, there has been an increasing interest in using Chatbot GPT (Generative Pre-trained Transformer) in education. Chatbot GPT, or ChatGPT, gained one million users within the first week of launching in November 2022 and had amassed over 100 million active users by February 2023. This type of artificial intelligence uses natural language processing to convert it into a user. This paper presents a comprehensive analysis and review of 34 articles published on ChatGPT and its potential impact on education by utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. This review analyzed various studies and articles to examine the strengths and limitations of GPT language models in education from 2018 to the present. The advantages of ChatGPT include its capacity to provide personalized and adaptive learning, instant feedback, and improved accessibility. However, there are potential drawbacks, such as the lack of emotional intelligence, the risk of overreliance on technology, and privacy concerns. This review suggests that ChatGPT has significant promise for education yet reinforces the necessity for further research and careful consideration of possible risks and limitations. Specifically, it pointed out potential invisible manipulations by instructing ChatGPT to answer educationrelated topics. The paper concludes by discussing the implications of ChatGPT for the future of education and emphasizing the need for further research in this field.
PB  - International Association of Online Engineering
T2  - International Journal of Interactive Mobile Technologies
T1  - An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education
IS  - 2
VL  - 18
SP  - 96
EP  - 117
DO  - 10.3991/ijim.v18i02.46509
ER  - 
@article{
author = "Samala, Agariadne Dwinggo and Zhai, Xiaoming and Aoki, Kumiko and Bojić, Ljubiša and Zikic, Simona",
year = "2024",
abstract = "As technology progresses, there has been an increasing interest in using Chatbot GPT (Generative Pre-trained Transformer) in education. Chatbot GPT, or ChatGPT, gained one million users within the first week of launching in November 2022 and had amassed over 100 million active users by February 2023. This type of artificial intelligence uses natural language processing to convert it into a user. This paper presents a comprehensive analysis and review of 34 articles published on ChatGPT and its potential impact on education by utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. This review analyzed various studies and articles to examine the strengths and limitations of GPT language models in education from 2018 to the present. The advantages of ChatGPT include its capacity to provide personalized and adaptive learning, instant feedback, and improved accessibility. However, there are potential drawbacks, such as the lack of emotional intelligence, the risk of overreliance on technology, and privacy concerns. This review suggests that ChatGPT has significant promise for education yet reinforces the necessity for further research and careful consideration of possible risks and limitations. Specifically, it pointed out potential invisible manipulations by instructing ChatGPT to answer educationrelated topics. The paper concludes by discussing the implications of ChatGPT for the future of education and emphasizing the need for further research in this field.",
publisher = "International Association of Online Engineering",
journal = "International Journal of Interactive Mobile Technologies",
title = "An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education",
number = "2",
volume = "18",
pages = "96-117",
doi = "10.3991/ijim.v18i02.46509"
}
Samala, A. D., Zhai, X., Aoki, K., Bojić, L.,& Zikic, S.. (2024). An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education. in International Journal of Interactive Mobile Technologies
International Association of Online Engineering., 18(2), 96-117.
https://doi.org/10.3991/ijim.v18i02.46509
Samala AD, Zhai X, Aoki K, Bojić L, Zikic S. An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education. in International Journal of Interactive Mobile Technologies. 2024;18(2):96-117.
doi:10.3991/ijim.v18i02.46509 .
Samala, Agariadne Dwinggo, Zhai, Xiaoming, Aoki, Kumiko, Bojić, Ljubiša, Zikic, Simona, "An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education" in International Journal of Interactive Mobile Technologies, 18, no. 2 (2024):96-117,
https://doi.org/10.3991/ijim.v18i02.46509 . .
1

Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience

Samala, Agariadne Dwinggo; Ricci, Marina; Angel Rueda, Christian Jonathan; Bojić, Ljubiša; Ranuharja, Fadhli; Agustiarmi, Winda

(International Association of Online Engineering, 2024)

TY  - JOUR
AU  - Samala, Agariadne Dwinggo
AU  - Ricci, Marina
AU  - Angel Rueda, Christian Jonathan
AU  - Bojić, Ljubiša
AU  - Ranuharja, Fadhli
AU  - Agustiarmi, Winda
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3776
AB  - This study aims to assess the incorporation of virtual reality (VR) photography into the web-based immersive application “virtual interactive campus tour (VICT).” This application offers users an immersive experience, allowing them to virtually explore university campuses and access information about the facilities and services available. The VICT application offers a cost-effective, attractive, and sustainable alternative for universities to display their resources and interact with potential students. Through black box testing, we conducted user acceptance testing (UAT) and functionality testing, confirming the application’s readiness for deployment and its capability to meet institutional and end-user requirements. This study also examined the potential for universities to use VR to meet the expectations of prospective students. The application is compatible with both desktop and mobile devices. The results indicated that the overall average validity score was 0.88, suggesting that the measure is valid. The validation results were thoroughly tested and reliable. This study emphasizes the potential of immersive web-based tours in higher education and aims to bridge the divide between virtual exploration and physical visits. By offering an immersive virtual campus experience, this innovative tool has the potential to revolutionize university marketing strategies, increase student engagement, and transform campus visit approaches.
PB  - International Association of Online Engineering
T2  - International Journal of Online and Biomedical Engineering
T1  - Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience
IS  - 1
VL  - 20
DO  - 10.3991/ijoe.v20i01.44339
ER  - 
@article{
author = "Samala, Agariadne Dwinggo and Ricci, Marina and Angel Rueda, Christian Jonathan and Bojić, Ljubiša and Ranuharja, Fadhli and Agustiarmi, Winda",
year = "2024",
abstract = "This study aims to assess the incorporation of virtual reality (VR) photography into the web-based immersive application “virtual interactive campus tour (VICT).” This application offers users an immersive experience, allowing them to virtually explore university campuses and access information about the facilities and services available. The VICT application offers a cost-effective, attractive, and sustainable alternative for universities to display their resources and interact with potential students. Through black box testing, we conducted user acceptance testing (UAT) and functionality testing, confirming the application’s readiness for deployment and its capability to meet institutional and end-user requirements. This study also examined the potential for universities to use VR to meet the expectations of prospective students. The application is compatible with both desktop and mobile devices. The results indicated that the overall average validity score was 0.88, suggesting that the measure is valid. The validation results were thoroughly tested and reliable. This study emphasizes the potential of immersive web-based tours in higher education and aims to bridge the divide between virtual exploration and physical visits. By offering an immersive virtual campus experience, this innovative tool has the potential to revolutionize university marketing strategies, increase student engagement, and transform campus visit approaches.",
publisher = "International Association of Online Engineering",
journal = "International Journal of Online and Biomedical Engineering",
title = "Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience",
number = "1",
volume = "20",
doi = "10.3991/ijoe.v20i01.44339"
}
Samala, A. D., Ricci, M., Angel Rueda, C. J., Bojić, L., Ranuharja, F.,& Agustiarmi, W.. (2024). Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience. in International Journal of Online and Biomedical Engineering
International Association of Online Engineering., 20(1).
https://doi.org/10.3991/ijoe.v20i01.44339
Samala AD, Ricci M, Angel Rueda CJ, Bojić L, Ranuharja F, Agustiarmi W. Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience. in International Journal of Online and Biomedical Engineering. 2024;20(1).
doi:10.3991/ijoe.v20i01.44339 .
Samala, Agariadne Dwinggo, Ricci, Marina, Angel Rueda, Christian Jonathan, Bojić, Ljubiša, Ranuharja, Fadhli, Agustiarmi, Winda, "Exploring Campus through Web-Based Immersive Adventures Using Virtual Reality Photography: A Low-Cost Virtual Tour Experience" in International Journal of Online and Biomedical Engineering, 20, no. 1 (2024),
https://doi.org/10.3991/ijoe.v20i01.44339 . .

Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations

Alipour, Shayan; Galeazzi, Alessandro; Sangiorgio, Emanuele; Avalle, Michele; Bojić, Ljubiša; Cinelli, Matteo; Quattrociocchi, Walter

(Nature Portfolio, 2024)

TY  - JOUR
AU  - Alipour, Shayan
AU  - Galeazzi, Alessandro
AU  - Sangiorgio, Emanuele
AU  - Avalle, Michele
AU  - Bojić, Ljubiša
AU  - Cinelli, Matteo
AU  - Quattrociocchi, Walter
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3775
AB  - The role of social media in information dissemination and agenda-setting has significantly expanded in recent years. By offering real-time interactions, online platforms have become invaluable tools for studying societal responses to significant events as they unfold. However, online reactions to external developments are influenced by various factors, including the nature of the event and the online environment. This study examines the dynamics of public discourse on digital platforms to shed light on this issue. We analyzed over 12 million posts and news articles related to two significant events: the release of ChatGPT in 2022 and the global discussions about COVID-19 vaccines in 2021. Data was collected from multiple platforms, including Twitter, Facebook, Instagram, Reddit, YouTube, and GDELT. We employed topic modeling techniques to uncover the distinct thematic emphases on each platform, which reflect their specific features and target audiences. Additionally, sentiment analysis revealed various public perceptions regarding the topics studied. Lastly, we compared the evolution of engagement across platforms, unveiling unique patterns for the same topic. Notably, discussions about COVID-19 vaccines spread more rapidly due to the immediacy of the subject, while discussions about ChatGPT, despite its technological importance, propagated more gradually.
PB  - Nature Portfolio
T2  - Scientific Reports
T1  - Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations
IS  - 2789
VL  - 14
DO  - 10.1038/s41598-024-53124-x
ER  - 
@article{
author = "Alipour, Shayan and Galeazzi, Alessandro and Sangiorgio, Emanuele and Avalle, Michele and Bojić, Ljubiša and Cinelli, Matteo and Quattrociocchi, Walter",
year = "2024",
abstract = "The role of social media in information dissemination and agenda-setting has significantly expanded in recent years. By offering real-time interactions, online platforms have become invaluable tools for studying societal responses to significant events as they unfold. However, online reactions to external developments are influenced by various factors, including the nature of the event and the online environment. This study examines the dynamics of public discourse on digital platforms to shed light on this issue. We analyzed over 12 million posts and news articles related to two significant events: the release of ChatGPT in 2022 and the global discussions about COVID-19 vaccines in 2021. Data was collected from multiple platforms, including Twitter, Facebook, Instagram, Reddit, YouTube, and GDELT. We employed topic modeling techniques to uncover the distinct thematic emphases on each platform, which reflect their specific features and target audiences. Additionally, sentiment analysis revealed various public perceptions regarding the topics studied. Lastly, we compared the evolution of engagement across platforms, unveiling unique patterns for the same topic. Notably, discussions about COVID-19 vaccines spread more rapidly due to the immediacy of the subject, while discussions about ChatGPT, despite its technological importance, propagated more gradually.",
publisher = "Nature Portfolio",
journal = "Scientific Reports",
title = "Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations",
number = "2789",
volume = "14",
doi = "10.1038/s41598-024-53124-x"
}
Alipour, S., Galeazzi, A., Sangiorgio, E., Avalle, M., Bojić, L., Cinelli, M.,& Quattrociocchi, W.. (2024). Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations. in Scientific Reports
Nature Portfolio., 14(2789).
https://doi.org/10.1038/s41598-024-53124-x
Alipour S, Galeazzi A, Sangiorgio E, Avalle M, Bojić L, Cinelli M, Quattrociocchi W. Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations. in Scientific Reports. 2024;14(2789).
doi:10.1038/s41598-024-53124-x .
Alipour, Shayan, Galeazzi, Alessandro, Sangiorgio, Emanuele, Avalle, Michele, Bojić, Ljubiša, Cinelli, Matteo, Quattrociocchi, Walter, "Cross-platform social dynamics: an analysis of ChatGPT and COVID-19 vaccine conversations" in Scientific Reports, 14, no. 2789 (2024),
https://doi.org/10.1038/s41598-024-53124-x . .
7

Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia

Cvetković, Vladimir

(Göttingen: Vandenhoeck & Ruprecht, 2024)

TY  - CHAP
AU  - Cvetković, Vladimir
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3771
AB  - Nikolaj Velimirović’s definition of Svetosavlje or Saint-Savahood from 1953 as Or- thodox Christianity of Serbian style and experience is one of the most famous definitions of this term1. The term Svetosavlje was coined in early 1930s by students of the Faculty of Theology at University of Belgrade who launched a journal of that name2. Svetosavlje or Saint-Savahood refers to a medieval Serbian nobleman and the first archbishop of the Serbian Orthodox Church, Saint Sava Nemanjić (1175–1236). By linking Svetosavlje to Orthodox Christianity, Velimirović’s defini- tion implies its universal character while also, by restricting it to national history, particularising the universal Christian experience.
PB  - Göttingen: Vandenhoeck & Ruprecht
T2  - Orthodoxy in the Agora:  Orthodox Christian Political Theologies Across History
T1  - Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia
SP  - 203
EP  - 219
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3771
ER  - 
@inbook{
author = "Cvetković, Vladimir",
year = "2024",
abstract = "Nikolaj Velimirović’s definition of Svetosavlje or Saint-Savahood from 1953 as Or- thodox Christianity of Serbian style and experience is one of the most famous definitions of this term1. The term Svetosavlje was coined in early 1930s by students of the Faculty of Theology at University of Belgrade who launched a journal of that name2. Svetosavlje or Saint-Savahood refers to a medieval Serbian nobleman and the first archbishop of the Serbian Orthodox Church, Saint Sava Nemanjić (1175–1236). By linking Svetosavlje to Orthodox Christianity, Velimirović’s defini- tion implies its universal character while also, by restricting it to national history, particularising the universal Christian experience.",
publisher = "Göttingen: Vandenhoeck & Ruprecht",
journal = "Orthodoxy in the Agora:  Orthodox Christian Political Theologies Across History",
booktitle = "Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia",
pages = "203-219",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3771"
}
Cvetković, V.. (2024). Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia. in Orthodoxy in the Agora:  Orthodox Christian Political Theologies Across History
Göttingen: Vandenhoeck & Ruprecht., 203-219.
https://hdl.handle.net/21.15107/rcub_rifdt_3771
Cvetković V. Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia. in Orthodoxy in the Agora:  Orthodox Christian Political Theologies Across History. 2024;:203-219.
https://hdl.handle.net/21.15107/rcub_rifdt_3771 .
Cvetković, Vladimir, "Saint-Savahood (Svetosavlje) between Political Theology and Ideology of Nationalism in Serbia" in Orthodoxy in the Agora:  Orthodox Christian Political Theologies Across History (2024):203-219,
https://hdl.handle.net/21.15107/rcub_rifdt_3771 .

“Normalcy” in Behavioral Philosophy and in Spiritual Practice

Fatić, Aleksandar

(Basel : MDPI, 2024)

TY  - JOUR
AU  - Fatić, Aleksandar
PY  - 2024
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3769
AB  - This paper introduces the concept of behavioral philosophy, discusses its relationship to philosophical counseling and psychotherapy, and focuses on the concept of normalcy as the normative foundation for a broader discussion on pathology versus philosophical dysfunctionality in life. Following the starting definitions, the argument proceeds to considering how normalcy as a normative foundation of both behavioral philosophy and philosophical counseling and of psychotherapy (along with pathology and pathologization) plays a role in the perspective of behavioral self-improvement sought by behavioral philosophy and by psychotherapy (for various reasons, depending on the psychotherapeutic school and methodology). The author concludes that normalcy, rather than pathology or mental disorder, is the focal concept to discuss in order to understand the role of spirituality and spiritual conviction and belief within the context of therapeutic change, whether it is interpreted philosophically or strictly psychotherapeutically.
PB  - Basel : MDPI
T2  - Religions
T1  - “Normalcy” in Behavioral Philosophy and in Spiritual Practice
IS  - 2
VL  - 15
DO  - 10.3390/rel15020205
ER  - 
@article{
author = "Fatić, Aleksandar",
year = "2024",
abstract = "This paper introduces the concept of behavioral philosophy, discusses its relationship to philosophical counseling and psychotherapy, and focuses on the concept of normalcy as the normative foundation for a broader discussion on pathology versus philosophical dysfunctionality in life. Following the starting definitions, the argument proceeds to considering how normalcy as a normative foundation of both behavioral philosophy and philosophical counseling and of psychotherapy (along with pathology and pathologization) plays a role in the perspective of behavioral self-improvement sought by behavioral philosophy and by psychotherapy (for various reasons, depending on the psychotherapeutic school and methodology). The author concludes that normalcy, rather than pathology or mental disorder, is the focal concept to discuss in order to understand the role of spirituality and spiritual conviction and belief within the context of therapeutic change, whether it is interpreted philosophically or strictly psychotherapeutically.",
publisher = "Basel : MDPI",
journal = "Religions",
title = "“Normalcy” in Behavioral Philosophy and in Spiritual Practice",
number = "2",
volume = "15",
doi = "10.3390/rel15020205"
}
Fatić, A.. (2024). “Normalcy” in Behavioral Philosophy and in Spiritual Practice. in Religions
Basel : MDPI., 15(2).
https://doi.org/10.3390/rel15020205
Fatić A. “Normalcy” in Behavioral Philosophy and in Spiritual Practice. in Religions. 2024;15(2).
doi:10.3390/rel15020205 .
Fatić, Aleksandar, "“Normalcy” in Behavioral Philosophy and in Spiritual Practice" in Religions, 15, no. 2 (2024),
https://doi.org/10.3390/rel15020205 . .
1

Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji

Bešlin, Milivoj; Žarković, Petar

(Beograd : Udruženje za društvenu istoriju, 2023)

TY  - JOUR
AU  - Bešlin, Milivoj
AU  - Žarković, Petar
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3809
AB  - У чланку се анализира појава „жуте штампе“ у Београду
између два светска рата, на примеру рада новинара Крсте Цицварића.
Кроз критичко разматрање најважнијих Цицварићевих текстова и
новина, а пре свега Београдског дневника и Балкана, изводи се закључак
о главним карактеристикама таблоидне штампе, њеном специфичном
стилу обраћања публици, те намери да се кроз протежирање јефтиног
сензационализма утиче на креирање јавног мњења у многим осетљивим
политичким питањима.
PB  - Beograd : Udruženje za društvenu istoriju
T2  - Godišnjak za društvenu istoriju
T1  - Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji
IS  - 3
VL  - 30
SP  - 55
EP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3809
ER  - 
@article{
author = "Bešlin, Milivoj and Žarković, Petar",
year = "2023",
abstract = "У чланку се анализира појава „жуте штампе“ у Београду
између два светска рата, на примеру рада новинара Крсте Цицварића.
Кроз критичко разматрање најважнијих Цицварићевих текстова и
новина, а пре свега Београдског дневника и Балкана, изводи се закључак
о главним карактеристикама таблоидне штампе, њеном специфичном
стилу обраћања публици, те намери да се кроз протежирање јефтиног
сензационализма утиче на креирање јавног мњења у многим осетљивим
политичким питањима.",
publisher = "Beograd : Udruženje za društvenu istoriju",
journal = "Godišnjak za društvenu istoriju",
title = "Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji",
number = "3",
volume = "30",
pages = "55-71",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3809"
}
Bešlin, M.,& Žarković, P.. (2023). Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji. in Godišnjak za društvenu istoriju
Beograd : Udruženje za društvenu istoriju., 30(3), 55-71.
https://hdl.handle.net/21.15107/rcub_rifdt_3809
Bešlin M, Žarković P. Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji. in Godišnjak za društvenu istoriju. 2023;30(3):55-71.
https://hdl.handle.net/21.15107/rcub_rifdt_3809 .
Bešlin, Milivoj, Žarković, Petar, "Krsta Cicvarić i beogradska "žuta štampa" u Kraljevini Jugoslaviji" in Godišnjak za društvenu istoriju, 30, no. 3 (2023):55-71,
https://hdl.handle.net/21.15107/rcub_rifdt_3809 .

Protiv obrazovne hijerarhije: putuj, pouči, pokori

Ostojić, Aleksandar; Krstić, Predrag; Iguman, Sanja

(Pedagoško društvo Srbije, Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu, 2023)

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 . .

Humanitarizam vs. humanizam

Krstić, Predrag; Radovanović, Bojana

(Zagreb : Udruga za promicanje filozofije, 2023)

TY  - JOUR
AU  - Krstić, Predrag
AU  - Radovanović, Bojana
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3656
AB  - Rad predstavlja svojevrsnu apologiju humanitarizma. U njemu se navode motivi i argumenti koji ga suprotstavljaju humanizmu. Prvi dio rada posvećen je, međutim, njihovom zajedničkom povijesnom nastupu – ne bi li se uočilo da se ne mogu neproturječno smatrati istovjetnim ili nadopunjavajućim. Drugi dio rada izlaže glavne tipove suvremene kritike humanizma i proishodećih “ideologija”, dok se u trećem dijelu rada, nadovezujući se na njih, ilustrativno zagovara humanitaristička alternativa kao protuotrov humanističkoj “aroganciji”. U završnom dijelu rada iskušavaju se dileme i granice važenja humanitarizma, ne bi li se, u protustavu prema humanizmu, odredila domena njegovog prava i predložio jedan njegov odmjeren – korektivni i regulatorni – diskurzivni i djelatni status.
AB  - The work represents a kind of apology for humanitarianism. It states the motives and arguments that oppose it to humanism. However, the first part of the work is dedicated to their joint historical appearance––to notice that they cannot be considered identical or complementary without contradiction. The second part of the paper presents the main types of contemporary criticism of humanism and the resulting “ideologies” while the third part of the paper, building on them, illustratively advocates a humanitarian alternative as an antidote to humanistic “arrogance.” In the final part of the work, the dilemmas and limits of the validity of humanitarianism are tested to determine the domain of its right in opposition to humanism and propose its well-measured––corrective and regulatory––discursive and effective status.
PB  - Zagreb : Udruga za promicanje filozofije
T2  - Prolegomena: časopis za filozofiju
T1  - Humanitarizam vs. humanizam
IS  - 2
VL  - 22
SP  - 207
EP  - 229
DO  - 10.26362/20230203
ER  - 
@article{
author = "Krstić, Predrag and Radovanović, Bojana",
year = "2023",
abstract = "Rad predstavlja svojevrsnu apologiju humanitarizma. U njemu se navode motivi i argumenti koji ga suprotstavljaju humanizmu. Prvi dio rada posvećen je, međutim, njihovom zajedničkom povijesnom nastupu – ne bi li se uočilo da se ne mogu neproturječno smatrati istovjetnim ili nadopunjavajućim. Drugi dio rada izlaže glavne tipove suvremene kritike humanizma i proishodećih “ideologija”, dok se u trećem dijelu rada, nadovezujući se na njih, ilustrativno zagovara humanitaristička alternativa kao protuotrov humanističkoj “aroganciji”. U završnom dijelu rada iskušavaju se dileme i granice važenja humanitarizma, ne bi li se, u protustavu prema humanizmu, odredila domena njegovog prava i predložio jedan njegov odmjeren – korektivni i regulatorni – diskurzivni i djelatni status., The work represents a kind of apology for humanitarianism. It states the motives and arguments that oppose it to humanism. However, the first part of the work is dedicated to their joint historical appearance––to notice that they cannot be considered identical or complementary without contradiction. The second part of the paper presents the main types of contemporary criticism of humanism and the resulting “ideologies” while the third part of the paper, building on them, illustratively advocates a humanitarian alternative as an antidote to humanistic “arrogance.” In the final part of the work, the dilemmas and limits of the validity of humanitarianism are tested to determine the domain of its right in opposition to humanism and propose its well-measured––corrective and regulatory––discursive and effective status.",
publisher = "Zagreb : Udruga za promicanje filozofije",
journal = "Prolegomena: časopis za filozofiju",
title = "Humanitarizam vs. humanizam",
number = "2",
volume = "22",
pages = "207-229",
doi = "10.26362/20230203"
}
Krstić, P.,& Radovanović, B.. (2023). Humanitarizam vs. humanizam. in Prolegomena: časopis za filozofiju
Zagreb : Udruga za promicanje filozofije., 22(2), 207-229.
https://doi.org/10.26362/20230203
Krstić P, Radovanović B. Humanitarizam vs. humanizam. in Prolegomena: časopis za filozofiju. 2023;22(2):207-229.
doi:10.26362/20230203 .
Krstić, Predrag, Radovanović, Bojana, "Humanitarizam vs. humanizam" in Prolegomena: časopis za filozofiju, 22, no. 2 (2023):207-229,
https://doi.org/10.26362/20230203 . .

Education for Man and Citizen in Rousseau

Nikolić, Olga

(University of Novi Sad, Faculty of Philosophy, 2023)

TY  - CONF
AU  - Nikolić, Olga
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3761
AB  - This talk will begin by exploring Rousseau's distinction between education 
for man and citizen, based on Emile and The Social Contract. Crucial in 
this respect are the distinctions between self-sufficiency and dependence, 
existing for oneself and others, as well as between two forms of self-love: 
amour de soi-même and amour propre. The question will be can these two 
educational models be reconciled in Rousseau's philosophy, and how, as 
well as what can that tell us about the relation between individual and 
society. The key issue to be explored concerning this is what it means to 
educate for freedom and whether such an education breeds a lack of societal 
responsibility. Next, implications will be drawn for the idea of republican 
education. Rousseau's preference for domestic education over public 
education will be critically compared with the argument in favor of public 
education as providing a necessary common ground in a pluralist society. 
Finally, the talk will analyze challenges faced by contemporary republics 
related to the role of the state in education and the ensuing conflicts over 
the educational content imparted in schools. Rousseau's rich insights can 
serve as a springboard for exploring the republican educational ideal, 
offering valuable reflections on the intricate interplay between individual 
freedom and societal obligations in contemporary republics.
PB  - University of Novi Sad, Faculty of Philosophy
C3  - Idea of Republic, Book of Abstracts
T1  - Education for Man and Citizen in Rousseau
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3761
ER  - 
@conference{
author = "Nikolić, Olga",
year = "2023",
abstract = "This talk will begin by exploring Rousseau's distinction between education 
for man and citizen, based on Emile and The Social Contract. Crucial in 
this respect are the distinctions between self-sufficiency and dependence, 
existing for oneself and others, as well as between two forms of self-love: 
amour de soi-même and amour propre. The question will be can these two 
educational models be reconciled in Rousseau's philosophy, and how, as 
well as what can that tell us about the relation between individual and 
society. The key issue to be explored concerning this is what it means to 
educate for freedom and whether such an education breeds a lack of societal 
responsibility. Next, implications will be drawn for the idea of republican 
education. Rousseau's preference for domestic education over public 
education will be critically compared with the argument in favor of public 
education as providing a necessary common ground in a pluralist society. 
Finally, the talk will analyze challenges faced by contemporary republics 
related to the role of the state in education and the ensuing conflicts over 
the educational content imparted in schools. Rousseau's rich insights can 
serve as a springboard for exploring the republican educational ideal, 
offering valuable reflections on the intricate interplay between individual 
freedom and societal obligations in contemporary republics.",
publisher = "University of Novi Sad, Faculty of Philosophy",
journal = "Idea of Republic, Book of Abstracts",
title = "Education for Man and Citizen in Rousseau",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3761"
}
Nikolić, O.. (2023). Education for Man and Citizen in Rousseau. in Idea of Republic, Book of Abstracts
University of Novi Sad, Faculty of Philosophy..
https://hdl.handle.net/21.15107/rcub_rifdt_3761
Nikolić O. Education for Man and Citizen in Rousseau. in Idea of Republic, Book of Abstracts. 2023;.
https://hdl.handle.net/21.15107/rcub_rifdt_3761 .
Nikolić, Olga, "Education for Man and Citizen in Rousseau" in Idea of Republic, Book of Abstracts (2023),
https://hdl.handle.net/21.15107/rcub_rifdt_3761 .

Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć

Urošević, Milan

(Beograd : Institut za filozofiju i društvenu teoriju; Novi Sad : Akademska knjiga, 2023)

TY  - BOOK
AU  - Urošević, Milan
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3767
PB  - Beograd : Institut za filozofiju i društvenu teoriju; Novi Sad : Akademska knjiga
T1  - Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć
SP  - 
EP  - 267
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3767
ER  - 
@book{
author = "Urošević, Milan",
year = "2023",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju; Novi Sad : Akademska knjiga",
title = "Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć",
pages = "-267",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3767"
}
Urošević, M.. (2023). Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć. 
Beograd : Institut za filozofiju i društvenu teoriju; Novi Sad : Akademska knjiga., -267.
https://hdl.handle.net/21.15107/rcub_rifdt_3767
Urošević M. Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć. 2023;:-267.
https://hdl.handle.net/21.15107/rcub_rifdt_3767 .
Urošević, Milan, "Neoliberalna kultura sopstva: konstrukcija subjektivnosti u savremenim priručnicima za samopomoć" (2023):-267,
https://hdl.handle.net/21.15107/rcub_rifdt_3767 .

The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems

Bojić, Ljubiša; Đapić, Vladimir

(Niš : Metropolitan University and Udruženje eSigurnost, 2023)

TY  - CONF
AU  - Bojić, Ljubiša
AU  - Đapić, Vladimir
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3781
AB  - This study delves into the task of aligning Artificial General Intelligence (AGI) and Large Language Models (LLMs) to societal and ethical norms by using theoretical frameworks derived from social science and robotics. The expansive adoption of AGI technologies magnifies the importance of aligning AGI with human values and ethical boundaries. This paper presents an innovative simulation-based approach, engaging autonomous ’digital citizens’ within a multi-agent system simulation in a virtual city environment. The virtual city serves as a platform to examine systematic interactions and decision-making, leveraging various theories, notably, Social Simulation Theory, Theory of Reasoned Action, Multi-Agent System Theory, and Situated Action Theory. The aim of establishing this digital landscape is to create a fluid platform that enables our AI agents to engage in interactions and enact independent decisions, thereby recreating life-like situations. The LLMs, embodying the personas in this digital city, operate as the leading agents demonstrating substantial levels of autonomy. Despite the promising advantages of this approach, limitations primarily lie in the unpredictability of real-world social structures. This work aims to promote a deeper understanding of AGI dynamics and contribute to its future development, prioritizing the
integration of diverse societal perspectives in the process.
PB  - Niš : Metropolitan University and Udruženje eSigurnost
C3  - Proceedings The Fourteenth International Conference on Business Information Security BISEC 2023
T1  - The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems
SP  - 71
EP  - 76
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3781
ER  - 
@conference{
author = "Bojić, Ljubiša and Đapić, Vladimir",
year = "2023",
abstract = "This study delves into the task of aligning Artificial General Intelligence (AGI) and Large Language Models (LLMs) to societal and ethical norms by using theoretical frameworks derived from social science and robotics. The expansive adoption of AGI technologies magnifies the importance of aligning AGI with human values and ethical boundaries. This paper presents an innovative simulation-based approach, engaging autonomous ’digital citizens’ within a multi-agent system simulation in a virtual city environment. The virtual city serves as a platform to examine systematic interactions and decision-making, leveraging various theories, notably, Social Simulation Theory, Theory of Reasoned Action, Multi-Agent System Theory, and Situated Action Theory. The aim of establishing this digital landscape is to create a fluid platform that enables our AI agents to engage in interactions and enact independent decisions, thereby recreating life-like situations. The LLMs, embodying the personas in this digital city, operate as the leading agents demonstrating substantial levels of autonomy. Despite the promising advantages of this approach, limitations primarily lie in the unpredictability of real-world social structures. This work aims to promote a deeper understanding of AGI dynamics and contribute to its future development, prioritizing the
integration of diverse societal perspectives in the process.",
publisher = "Niš : Metropolitan University and Udruženje eSigurnost",
journal = "Proceedings The Fourteenth International Conference on Business Information Security BISEC 2023",
title = "The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems",
pages = "71-76",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3781"
}
Bojić, L.,& Đapić, V.. (2023). The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems. in Proceedings The Fourteenth International Conference on Business Information Security BISEC 2023
Niš : Metropolitan University and Udruženje eSigurnost., 71-76.
https://hdl.handle.net/21.15107/rcub_rifdt_3781
Bojić L, Đapić V. The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems. in Proceedings The Fourteenth International Conference on Business Information Security BISEC 2023. 2023;:71-76.
https://hdl.handle.net/21.15107/rcub_rifdt_3781 .
Bojić, Ljubiša, Đapić, Vladimir, "The Interplay of Social and Robotics Theories in AGI Alignment: Navigating the Digital city through Simulation-based Multi-Agent Systems" in Proceedings The Fourteenth International Conference on Business Information Security BISEC 2023 (2023):71-76,
https://hdl.handle.net/21.15107/rcub_rifdt_3781 .

Modal Logic in Integrative Philosophical Practice

Fatić, Aleksandar

(Beograd : Institut za filozofiju i društvenu teoriju, 2023)

TY  - JOUR
AU  - Fatić, Aleksandar
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3035
AB  - The paper discusses the differences between a practical emphasis on binary logic on the one hand, and modal logic, on the other, specifically in the fields of philosophical practice and psychotherapy. Although studies of practical applications of modal logic in the helping professions are recent, the discussion largely revolves around the controversial application of modality in psychotherapy by C.G. Jung and Lacan’s psychoanalysis. The present argument touches on some of the conceptual dilemmas associated with the relationship between logical modality, intuition and scientificity in psychotherapy, all of which are a part of the philosophical foundation of psychotherapy.
AB  - U tekstu se raspravlja o razlikama izmedju praktičnog naglaska na binarnoj logici, s jedne
strane, i na modalnoj logici, s druge strane, u oblastima filozofske prakse i psihoterapije. Studije praktične primene modalne logike u pomagačkim profesijama su skorašnjeg datuma i
njihov sadržaj se u velikoj meri zasniva na kontroverzama u primeni modalnog mišljenja u
psihoanalizi C.G. Junga i u lakanovskoj psihoanalizi. Argumentacija teksta dodiruje neke od
pojmovnih dilema koje se tiču veze između logičke modalnosti, intuicije i naučnosti u psihoterapiji i filozofskoj praksi. Svi ovi aspekti savetodavnog procesa spadaju u same filozofske
osnove psihoterapije.
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Filozofija i društvo / Philosophy and Society
T1  - Modal Logic in Integrative Philosophical Practice
T1  - Modalna logika u integrativnoj filozofskoj praksi
IS  - 3
VL  - 34
SP  - 424
EP  - 437
DO  - 10.2298/FID2303424F
ER  - 
@article{
author = "Fatić, Aleksandar",
year = "2023",
abstract = "The paper discusses the differences between a practical emphasis on binary logic on the one hand, and modal logic, on the other, specifically in the fields of philosophical practice and psychotherapy. Although studies of practical applications of modal logic in the helping professions are recent, the discussion largely revolves around the controversial application of modality in psychotherapy by C.G. Jung and Lacan’s psychoanalysis. The present argument touches on some of the conceptual dilemmas associated with the relationship between logical modality, intuition and scientificity in psychotherapy, all of which are a part of the philosophical foundation of psychotherapy., U tekstu se raspravlja o razlikama izmedju praktičnog naglaska na binarnoj logici, s jedne
strane, i na modalnoj logici, s druge strane, u oblastima filozofske prakse i psihoterapije. Studije praktične primene modalne logike u pomagačkim profesijama su skorašnjeg datuma i
njihov sadržaj se u velikoj meri zasniva na kontroverzama u primeni modalnog mišljenja u
psihoanalizi C.G. Junga i u lakanovskoj psihoanalizi. Argumentacija teksta dodiruje neke od
pojmovnih dilema koje se tiču veze između logičke modalnosti, intuicije i naučnosti u psihoterapiji i filozofskoj praksi. Svi ovi aspekti savetodavnog procesa spadaju u same filozofske
osnove psihoterapije.",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Filozofija i društvo / Philosophy and Society",
title = "Modal Logic in Integrative Philosophical Practice, Modalna logika u integrativnoj filozofskoj praksi",
number = "3",
volume = "34",
pages = "424-437",
doi = "10.2298/FID2303424F"
}
Fatić, A.. (2023). Modal Logic in Integrative Philosophical Practice. in Filozofija i društvo / Philosophy and Society
Beograd : Institut za filozofiju i društvenu teoriju., 34(3), 424-437.
https://doi.org/10.2298/FID2303424F
Fatić A. Modal Logic in Integrative Philosophical Practice. in Filozofija i društvo / Philosophy and Society. 2023;34(3):424-437.
doi:10.2298/FID2303424F .
Fatić, Aleksandar, "Modal Logic in Integrative Philosophical Practice" in Filozofija i društvo / Philosophy and Society, 34, no. 3 (2023):424-437,
https://doi.org/10.2298/FID2303424F . .
1

Postkolonijalna kritika

Zejnulahović, Damir; Hristov, Đorđe

(Beograd : Institut za filozofiju i društvenu teoriju, 2023)

TY  - CHAP
AU  - Zejnulahović, Damir
AU  - Hristov, Đorđe
PY  - 2023
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/3741
PB  - Beograd : Institut za filozofiju i društvenu teoriju
T2  - Priručnik kritike
T1  - Postkolonijalna kritika
SP  - 331
EP  - 354
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_3741
ER  - 
@inbook{
author = "Zejnulahović, Damir and Hristov, Đorđe",
year = "2023",
publisher = "Beograd : Institut za filozofiju i društvenu teoriju",
journal = "Priručnik kritike",
booktitle = "Postkolonijalna kritika",
pages = "331-354",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_3741"
}
Zejnulahović, D.,& Hristov, Đ.. (2023). Postkolonijalna kritika. in Priručnik kritike
Beograd : Institut za filozofiju i društvenu teoriju., 331-354.
https://hdl.handle.net/21.15107/rcub_rifdt_3741
Zejnulahović D, Hristov Đ. Postkolonijalna kritika. in Priručnik kritike. 2023;:331-354.
https://hdl.handle.net/21.15107/rcub_rifdt_3741 .
Zejnulahović, Damir, Hristov, Đorđe, "Postkolonijalna kritika" in Priručnik kritike (2023):331-354,
https://hdl.handle.net/21.15107/rcub_rifdt_3741 .