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Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?

Politics And/Of Education: What Kind of Emancipation, From What And For What?

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Krstić, Predrag
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Abstract
Rad nastoji da tematizuje odnos emancipacije i obrazovanja u četiri koraka. U prvom delu izlaže se kratki istorijski presek upotrebe termina „emancipacija“ i signalizira njena struktura, elementi i/ili figura. Drugi deo rada zajmi dva modela emancipacije koja nudi tradicija političke misli koja obeležava doba emancipacije: reč je o predlozima za revolucionarnu i cionističku emancipaciju Jevreja u devetnaestom veku. Tim modelima u trećem delu jukstaponiraju se karakteristična zagovaranja obrazovne emancipacije dvadesetog veka: jedno prosvetiteljsko i jedno prevratničko nasleđe sa odgovarajućim političkim vizijama i strategijama. Zaključni deo rezimira sličnosti i razlike (mišljenja) emancipacije u politici i emancipacije u obrazovanju i sugeriše perspektivu iz koje bi se nagovestila mogućnost emancipovanja obrazovanja od politikama dirigovanih zahteva za emancipacijom.
The article seeks to thematize the relationship between emancipation and education in three and a half steps. The first part presents a brief historical overview of the use of the term “emancipation” and signals its structure, elements and/or figure. The sec ond part of the paper borrows two models of emancipation that offer a tradition of political thought which marked the era of emancipation: these are the proposals for the revolutionary and Zionist emancipation of Jews in the nineteenth century. These models are juxtaposed in the third part with the characteristic advocacies of the ed ucational emancipation of the twentieth century: an Enlightenment and a subversive legacy with appropriate political visions and strategies. The concluding part summa rizes the similarities and differences of (thinking about) emancipation in politics and emancipation in education, and suggests a perspective which is a harbinger of the possibility of emancipating education from political...ly directed demands for emancipation.

Keywords:
emancipacija / obrazovanje / politika / Marks / Pinsker / Freire / Poper
Source:
Kritika: časopis za filozofiju i teoriju društva, 2021, 2, 2, 209-224
Publisher:
  • Beograd: Institut za filozofiju i društvenu teoriju
Funding / projects:
  • Ministry of Education, Science and Technological Development, Republic of Serbia, Grant no. 200025 (University of Belgrade, Institute for Phylosophy and Social Theory) (RS-200025)

DOI: 10.5281/zenodo.5732498

ISSN: 2683-5959

[ Google Scholar ]
URI
https://kritika.instifdt.bg.ac.rs/index.php/kc/article/view/63
http://rifdt.instifdt.bg.ac.rs/123456789/2467
Collections
  • Kritika: časopis za filozofiju i teoriju društva
  • Radovi istraživača
Institution/Community
IFDT
TY  - JOUR
AU  - Krstić, Predrag
PY  - 2021
UR  - https://kritika.instifdt.bg.ac.rs/index.php/kc/article/view/63
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2467
AB  - Rad nastoji da tematizuje odnos emancipacije i obrazovanja u četiri koraka. U prvom delu izlaže se kratki istorijski presek upotrebe termina „emancipacija“ i signalizira njena struktura, elementi i/ili figura. Drugi deo rada zajmi dva modela emancipacije koja nudi tradicija političke misli koja obeležava doba emancipacije: reč je o predlozima za revolucionarnu i cionističku emancipaciju Jevreja u devetnaestom veku. Tim modelima u trećem delu jukstaponiraju se karakteristična zagovaranja obrazovne emancipacije dvadesetog veka: jedno prosvetiteljsko i jedno prevratničko nasleđe sa odgovarajućim političkim vizijama i strategijama. Zaključni deo rezimira sličnosti i razlike (mišljenja) emancipacije u politici i emancipacije u obrazovanju i sugeriše perspektivu iz koje bi se nagovestila mogućnost emancipovanja obrazovanja od politikama dirigovanih zahteva za emancipacijom.
AB  - The article seeks to thematize the relationship between emancipation and education 
in three and a half steps. The first part presents a brief historical overview of the use 
of the term “emancipation” and signals its structure, elements and/or figure. The sec ond part of the paper borrows two models of emancipation that offer a tradition of 
political thought which marked the era of emancipation: these are the proposals for 
the revolutionary and Zionist emancipation of Jews in the nineteenth century. These 
models are juxtaposed in the third part with the characteristic advocacies of the ed ucational emancipation of the twentieth century: an Enlightenment and a subversive 
legacy with appropriate political visions and strategies. The concluding part summa rizes the similarities and differences of (thinking about) emancipation in politics and 
emancipation in education, and suggests a perspective which is a harbinger of the 
possibility of emancipating education from politically directed demands for 
emancipation.
PB  - Beograd: Institut za filozofiju i društvenu teoriju
T2  - Kritika: časopis za filozofiju i teoriju društva
T1  - Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?
T1  - Politics And/Of Education: What Kind of Emancipation, From What And For What?
IS  - 2
VL  - 2
SP  - 209
EP  - 224
DO  - 10.5281/zenodo.5732498
ER  - 
@article{
author = "Krstić, Predrag",
year = "2021",
abstract = "Rad nastoji da tematizuje odnos emancipacije i obrazovanja u četiri koraka. U prvom delu izlaže se kratki istorijski presek upotrebe termina „emancipacija“ i signalizira njena struktura, elementi i/ili figura. Drugi deo rada zajmi dva modela emancipacije koja nudi tradicija političke misli koja obeležava doba emancipacije: reč je o predlozima za revolucionarnu i cionističku emancipaciju Jevreja u devetnaestom veku. Tim modelima u trećem delu jukstaponiraju se karakteristična zagovaranja obrazovne emancipacije dvadesetog veka: jedno prosvetiteljsko i jedno prevratničko nasleđe sa odgovarajućim političkim vizijama i strategijama. Zaključni deo rezimira sličnosti i razlike (mišljenja) emancipacije u politici i emancipacije u obrazovanju i sugeriše perspektivu iz koje bi se nagovestila mogućnost emancipovanja obrazovanja od politikama dirigovanih zahteva za emancipacijom., The article seeks to thematize the relationship between emancipation and education 
in three and a half steps. The first part presents a brief historical overview of the use 
of the term “emancipation” and signals its structure, elements and/or figure. The sec ond part of the paper borrows two models of emancipation that offer a tradition of 
political thought which marked the era of emancipation: these are the proposals for 
the revolutionary and Zionist emancipation of Jews in the nineteenth century. These 
models are juxtaposed in the third part with the characteristic advocacies of the ed ucational emancipation of the twentieth century: an Enlightenment and a subversive 
legacy with appropriate political visions and strategies. The concluding part summa rizes the similarities and differences of (thinking about) emancipation in politics and 
emancipation in education, and suggests a perspective which is a harbinger of the 
possibility of emancipating education from politically directed demands for 
emancipation.",
publisher = "Beograd: Institut za filozofiju i društvenu teoriju",
journal = "Kritika: časopis za filozofiju i teoriju društva",
title = "Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?, Politics And/Of Education: What Kind of Emancipation, From What And For What?",
number = "2",
volume = "2",
pages = "209-224",
doi = "10.5281/zenodo.5732498"
}
Krstić, P.. (2021). Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?. in Kritika: časopis za filozofiju i teoriju društva
Beograd: Institut za filozofiju i društvenu teoriju., 2(2), 209-224.
https://doi.org/10.5281/zenodo.5732498
Krstić P. Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?. in Kritika: časopis za filozofiju i teoriju društva. 2021;2(2):209-224.
doi:10.5281/zenodo.5732498 .
Krstić, Predrag, "Politike (i) obrazovanja: kakva emancipacija, od čega i za šta?" in Kritika: časopis za filozofiju i teoriju društva, 2, no. 2 (2021):209-224,
https://doi.org/10.5281/zenodo.5732498 . .

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