Papers on Philosophy, Psychology, Sociology and Pedagogy
Considering variety of problems that Bertrand Russell dealt with, very important place have his ethical views despite the fact that they have been dispersed within various papers. Neither Russell nor many of his reviewers would consider problems that this prolific and controversial writer dealt with philosophical. Russell himself considered ethics and social humanistic problematics to belong among philosophical problems much more so starting with the fact that cognitive and evaluative problematics are strictly devided. Russell pointed out that evaluative problematics is what actually separates philosophy from science. As a spokesman for the philosophy which would rely on science he nevertheless tried to prove that essential values cannot be proved. He maintained that there is no place for science proper in the evaluative sphere as well as in the scientifically oriented philosophy. This relationship Russell sees as follows: science establishes truths, ethics deals with values, and philosophy is a kind of science while ethics doesn’t belong there. Though Russell came to these conclusions he still left ethics within the sphere of philosophy but he regards it as essentially separate field with different status from the one that scientifically established philosophy, logic and epystemology have. For the separation of cognitive and evaluative problematic Russell finds the cause in the fact that basic attitudes of ethical philosophy cannot be proved. This is also the case with the most fundamental philosophic-scientific attitudes which Russell himself showed to be unprovable. Fundamental postulates are unprovable in its conscious and evaluative sphere, they have its ontological hypothesis and its gnoseological principles equally essential as are its evaluative principles in the sphere of human experience. Despite the fact that these two cannot be equated they both belong to human consciousness of various sorts and degree of objectivity. Russell’s theory of ethics is not unique. He has in this sphere as well as in other spheres of knowledge changed his points of view. At the beggining he was spokesman for intuitionism and like Moore he maintains that »good« cannot be defined, but it can be intuitively recognized. Afterwards he rebuked his attitude considering that all evaluative expressions were emotional that they had optative rather than indicative character, thus constituting emoti- vistic trend in meta-ethics. His emotivism soon aquired social character since he recognized that in evaluative critical attitudes next to emotions there were also our wishes to be taken into account in order to be accepted in society. Russell avoids relativism in ethics, thus he builds an objective basis for his ethics, and in it he sees the possibility of scientific foundation for ethics.
Copyright (c) 2018 Radovi. Razdio filozofije, psihologije, sociologije i pedagogije
Professor Klonimir Škalko came from a family of teachers so that he also decided upon a teaching profession. He was born in Olib in 1895. and after completing elementary and preparatory school which in those days was equivalent to the lower grades of high school, he enrolled at the Male School of Teaching in Arbanasi near Zadar, this being the title by which the school went at that period. He graduated in 1914 and bis first teaching post was in the village of Banjevci, the Benkovac district. He remained here from October 1, 1914 to September 30, 1919. Because the threat existed of being arrested when the Italians occupied Dalmatia after WWI, he left for Zagreb where he worked in the publishing-informative department of the People’s council in Zagreb. After a short while a letter arrived from Ivko Radovanović, who had become the provincial school supervisor in 1920, informing him to return to Zadar and assume the teaching duties in the School of teaching. Although to return was difficult he took over the the duties of teacher in the school and of prefect in the pupil’s dorm. After the Rapallo agreement of November 12, 1920 he departed with the other teachers of the school for Dubrovnik, enrolling afterwards at the Higher School of Pegagogy in Zagreb. For a certain period of time he worked in Vis and upon graduating from the Higher School he received a teaching post at the School of Teaching in Šibenik. He went on with his studies in Zagreb - College of Pedagogy - and after graduating became the professor for the pedagogical group of subjects at the School of Teaching in Šibenik. Before the outbreak of WWII he became the principal of this school, but when the Italian forces entered Šibenik he was arrested and sent off to a prisoner’s camp where he remained till the end of 1943. After the liberation of tire country he took up residence and worked in Zagreb where he passed away in 1961. Professor Klonimir Škalko did literary work and, as an excellent pedagogue, he wrote a number of prominent pedagogical monographs and treatise. According to his convictions he was liberal and democratic, as well as being a great patriot, while he was also active and engaged in the social realm up to the time of his death.
The term, content and the range, of use of the term »Pedagogy« : a diachronic approach
The paper considers the use of the term »pedagogy« in Croatian-Serbian pedagogical writing from the appearance of the first pedagogical textbooks (1867) to the present day. In the course of time a number of words have been used for the science of education: gojitba (rearing), uzgojoslovlje (Upbringing), pedagogics, pedagogy, the last term being dominant. The synonymous relationship between the terms »pedagogy« - »pedagogics« is controversial in older texts. In contemporary writing, the term »pedagogy« is in use. However there is a tendency to supplement this term with an attributive designation, with terms signifying social systems, is the ideo-philosophic and methodological foundations upon which pedagogy is based. The paper poses as a problem the need for attributing »pedagogy«. There are numerous phrases in which »pedagogy« appears as one of the elements and they represent evident examples of the inconsistency and fortuity in the formation of pedagogical terms. Evident differences in respect to the determination of the content of the term »pedagogy« exist not only amongst authors belonging to various time periods and pedagogical movements (this being a lawful phenomenon), but there are differences which are synchronic in nature and that occur within the framework of the same pedagogical orientation, movement and such. This demands a clarification and a discussion on a wider basic, while the history of the term »pedagogy« which nobody has attempted to write would here be of significant help.
Price law in socialist self-governing goods production
Price law is the theoretical expression of the relation between the value of the product and the quantity of labour. This relation is one of the basic law of goods production. In different types of production the principle is manifested in different forms. In the simple production of goods prices tend to conform to the value of the goods. In the classic form of capitalism the principle operates through the law of average profit. The transfer of capital to different branches of economy ultimately results in a price which comprises the cost of production and average profit. At the monopoly stage prices comprise the cost of production, average profit, and the extra profit As regards the socialist self-governing goods production such as exists in Yugoslavia, different opinions are current concerning the forms of operation of this principle. Two principal variants are prevalent: the principle of average income and the principle of specific cost of production.
American middle class as the bearer of neoconservative ideas in the United states
Conservatism is the dominant political theory in many capitalist countries of the West. In the U. S. A. the conservative wing of the Republican party was victorious in the presidental elections of 1980. Since then the neo-conservatives have held political power, supported by the widest section of the American society. In recent history there is no other example of such a wide coalition within the otherwise heterogeneous social stratum that the American middle class is. Neo-conservatism has brought together, on the economic and political levels, their different sets of values but very similar economic interests. The coalition comprisses three segments of the American society the old middle class, the rich middle class, and the new middle class. The old middle class is recruited from the ranks of owners of small production firms, shops, or farms; the rich middle class is composed of industrialists who became rich trading in real estate or investing in oil industry and agriculture; and the new middle class is composed of industrial workers whose class status is dependent on education, occupation, and income. Structural changes in the American society have caused uncertainty to all the three segments of the middle class. In order to preserve their interests, all the three segments have resorted to neo-conservatism as the political expression of their vision of the American society- economically, morally, and politically. Their primary purpose is to provide opportunities of free enterprise on the basis of neo-liberalism, to establish the traditional moral order, and to restore the economic and military prestige both internally and internationally.
Objectification as alienation and praxis
In the most general terms, objectification is the activity of man by which he creates objects as exteriorized segments of himself, i. e. humanizes nature and so transforms it into his own object world. The concept itself appeared and took shape in German classical philosophy from whence Marx borrowed it. Although the philosophers of German classical idealism, Fichte, Schelling and especially Hegel put objectification forward in their thought as a philosophic problem, they did not crystalize it as a specific concept with a separate meaning, but considered it as a process identical with exteriorization, or with alienation. On the other hand, Marx distinguishes objectification as praxis, production, the fundamental mode of man’s self-affirmation in the world, the quintessence of the human entity, from alienation as enforced, unfree wage labour in capitalistic socialproductive conditions. Through the »positive abolition of private property«, the revolutionary overcoming of class society and the establishment of an authentic human community, Marx belivies that man’s alienation will be overcome and only then will objectification be wholly affirmed as the free and universal production of diverse forms of human life.
The meaning of culturalism in Max Weber’s approach to religion
Weber deals with the topic of religion in methodologically most original and most relevant way in his essay »Protestant Ethics and the Spirit of Capitalism«. In this work Weber is preoccupied with the explanation of the religious-ethical factors role in the genesis of some specific features of modern capitalism. Generally speaking he investigates some elements of the spiritual culture that influence the economic development as well as the mode of that influence. Weber’s intention was to show that the western form of economic organization, as well as the western cultural circle in general, western rationalism, couldn’t be explained without taking into consideration certain ideational moments. Emphasizing the importance of idetional factors in life and development of society he’s become the originator of a trend in contemporary sociology and philosophy which tends to stress relativelly autonomous but decisive influence of culture and cultural values on social development, called culturalism. In this review of Weber’s significant work it is to be pointed out that he used an abstract-analytical method, i. e. he extracted from a concrete sociological-historical totality two essential factors and investigated their mutual relation. In doing so he pointed out that no single factor of social life determined causaly (monocausaly) all the others, but that they were to be found in a complex determinist concatination, in complex relations of mutual influences.
Faith- between hope and irrational subjectivity
There is no difference between the terms religion and faith in our encyclopaedias, glossaries and sociological literature. The headword faith, is usually accompanied by reference to the entry religion, and vice versa. The identification of the words »faith« and »religion« is a phenomenon present both in sociological treatises and in everyday use. Since the term, is used in religious systems the attitude of some institutional religions towards the understanding of the difference between »faith« and »religion« must not be neglected. The term »faith« is used primarily in its religious meaning, but it has also been accepted in secular use, because also for secular structures a religious - faithful structure consciusness can be characteristic as an irrational way of thought towards authority based on faith, not on facts. Faith is based on attitude, not on observation or evidence. It belongs to the sphere of the human choice. Neither objective criteria nor scientific foundations are essential to faith. Religious faith can only be irrational subjectivity. Institutionalized religion stands forth as a defender of faith, gives definitions and explanations, decides on the membership of the religious community. The foundations of the Christian understanding of faith were strongly shattered by empiricism, enlightenment and German idealism. The greatest blow both theoretical and practical, to faith was exercised by the thoughts of Marx and Engels and their dynamic understanding of nature and society. Instead of uncritically accepting suppositions of the world and persons as supernatural phenomena, marxism promotes a positive afirmation of man, society and work, i. e. instead of a religious faith practical humanism is at work.
The influence of the levels of the diastolic blood pressure and the age on the efficiency of the tasks of psychomotoric nature of different complexity
This investigation was set to test the connection between the diastolic blood pressure and the age of the informants to the time which was needed to register situations of different complexity. The sample of 110 males was divided into two age groups and it was further divided into four groups according to the intensity of diabolic blood pressure. Three tests were used from CDR series which check the reaction time of the informants; 1. reaction to the light stimulation (CRD4C), 2. on 1, 2, 3, simultaneous signals (CRD4A) and 3. in the situations where simple mathematical tasks had to be performed (CRD1). Two way analysis of the variancy (diastolic blood pressure plus age) showed only the main influence of the levels of the diastolic blood pressure on the CRD1 test where the informants with higher blood pressure had lower effect, that is a longer latency period. This finding is congruent to the findings of most other investigation in this direction. The finding is compatible with a part of Szafran’s (1963, 1966) two factor model which shows that the influence of the cardiovascular illness is evident only in some complicated tasks. The age of the informants is not significant in none of the applied tests.
Semantic and syntactic processes in broca-tphasics
Yugoslav agrammatic aphasics and normal control subjects were tested for comprehension of agent-object relations in a series of simple Serbo-Croatian sentences consisting of two nouns and a transactive action verb. The availability of nominative and accusative case inflections and a semantic contrast was systematically varied across sentences. Sentences were also varied with respect to the two sequences NVN and VNN. An analysis of subjects’ agent-object assignments yielded the following results: while Broca’s aphasics showed some sensitivity to case inflections, their ability to process such cues was greatly impaired relative to normal subjects, for whom morphological cues were almost completely deterministic. Broca’s aphasics were impaired to a lesser degree in their ability to employ a strategy of »choose the first noun as agent« when case inflections and semantic contrasts were not available. While Broca’s aphasics showed no impairment in their ability to exploit semantic contrasts for agent-object assignment, there was no absolute compensatory increase in the degree to which they relied on semantic cues. Differences in word sequence had no effect on agent-object assignment in Broca’s aphasics. Finally, Broca’s aphasics frequently responded unsystematically when cues to agent-object relations occurred in isolation or in competition with one another, but when there was a convergence of cues, their performance approached that of normal subjects. This result was interpreted in terms of the accessing hypothesis.
A drawing of a tree made by elementary school pupils and mentally underdeveloped pupils of the school for mentally retarded children
Two groups of pupils were assigned to draw a tree: pupils in the first class of the elementary school, N=37 (21 boys, 16 girls), ranging in age from 6 to 7 and a comparative group of metally underdeveloped pupils (light cases) from the school for mentally retarded children, N=37 (20 boys, 17 girls) whose average age was C = 11 years and 10 months. After analysis it was discovered that the drawings of both groups had several mutal characteristics (elements) so that statistics do not show such a significant difference between them. But it was also established that numerous characteristics exist in the same drawing according to which the groups differ statistically a great amount and which favour the pupils of the first class of the elementary school.
The age of the teachers and their personal equation in the evaluation of pupils’ knowledge
Statistical analysis of the grades at the end of the semester in the following subjects: native tongue, history, mathematics and chemistry in Zadar primary school (7th graders) given to the pupils by 29 teachers (age up to 40) and 29 teachers older than 40, showed that younger teachers are somewhat less strict in grading than the older teachers but there is no significant difference. The value of hi-square was 1,32 which does not have any statistical significance. The conclusion is that the age of the teachers does not have any influence on their personal equation in the evaluations of pupils’ knowledge in the schools.
Some personality traits of adolescent attendants of various highschool vocational courses
We examined 140 attendants (79 schoolgirls, 61 boys) of third year highschool classes. The examination was conducted in schools of which one prepares its pupils for »productive«, the other for »nonproductive« occupations. The Eysenck EPQ questionaire and the ANS-IE scale for locus controle were employed in examining the personality traits. Age, sex and a number of facts pertaining to the family, its interactions and its socio-economic status were collected about the pupils under investigation. A comparison of the achievement of the pupils was made in relation to the school they attended and to their sex. Results show that a difference exists in some examined personality traits if related ito the attended school and the sex of the examined pupil.
SOPUS (DFGUC) index as indicator of family influence in the process of socialization of adolescents
The SOPUS (DFGUC) index (daily family gathering in urban community) considers gatherings of narrow and wider family circles aind friends on various social occasions where adolescents are also present. The hypothesis was that the SOPUS (DFGUC) index could serve as an indicator of the family influence in the process of socialization of adolescents. 228 adolescents were screened (85 male and 143 female). They were all born in town, live with their parents and attend the third grade of the secondary specialized training school. The results of the research have shown that the SOPUS (DFGUC) index can be taken as an indicator of the family influence on some aspects of the elements of socialization of adolescents.
Evaluation of paternal features by adolescents
A group of adolescents of various age and sex was asked to rank, in order of importance, eighteen relevant paternal features. The results have shown that girls of younger age are more homogenous than boys in their evaluation, but also that the rale of homogeneousness risnes with age in both sexes. Both, similarities and differences between the two sexes are noticeable in the evaluation of a number of features. The girls of all ages prefer the expressive role of the father, whereas boys combine expressive and Instrumental roles. The article shows a critical attitude towards Parsons conception of the expressive role of the mother and the instrumental role of the father. At the same time it gives a comparison between the results of the research and those obtained by the adolescents in France.
Esthetic and non-esthetic experience - what is the difference between them?
On the basis of the operational by defined basic variables in the interactional model for the structure of esthetic experience (Bezinović, 1984), this model was empirically tested with the process of factor analysis. The comparison of factor structure obtained by the extraction of the factors in the situations of »ideal esthetic experience«, »real esthetic experience« and »non-esthetic experience« was performed. Six interpretable factors were extracted in the first situation mentioned, while second and third situations had five and six such factors respectively. The following factors were identified: evaluation [hedonistic values), activity (dynamism) of the objects, positive mood, negative mood, tensions (high activity), general emotionality and uncertainty. The results show a prominent congruence of the factor solution in three situations which supports the hypothesis of the unique structure of experience on the bipolar continuum of esthetic-non-esthetic dimension The bipolarity of the continuum is confirmed by the results of the analysis of the variance of factor results in three experimental situations which shows that the esthetic experience differs from the non-esthetic primarily in the direction and the intensity of the experience in the system of the same basic structure.
Internal determinants of altruism: is helping others egoistic or altruistic in its essence?
Classical meaning of altruism lies in the fact that it seems to represent an exception from convincing principle which argues that behaviour is controlled by rewards and punishments and in this connection by generalization that people are essentially egoistic. Contemporary researches of the positive forms of social behaviour are only peripherally relevant for this centuries-old question. The majority of these researches investigate situational factors and external determinants of altruistic behaviour. But by turning from the investigation of altruism as a social form of behaviour to definition of altruism as an attribute of personality, a problem necessarily arises of establishing internal determinants and motivational structure of the helping act. Recent approaches point out the importance of emotional factors as fundamental mediators in helping others. These approaches are different from the above mentioned ones because they presuppose different kind of motivation, caused by emotional excitement. According to Piliavin and Piliavin model, helping others in a trouble is exclusively motivated by egoism. Batson and Coke on the other hand presuppose the experience of empathy can be a cause of unaffected altruistic motivation to help. According to this model the spectator of a troubled person can experience qualitatively different emotions: personal anxiety and empathic care for the troubled person. These different emotional reactions result in different motivation to help. There is a suggestion that the experience of empathy provokes altruistically motivated behaviour, i. e. help whose aim is a reduction of the other’s trouble and not of personal unpleasant states. The authors propose a method as well how to ascertain empirically whether motivation to help other is altruistic or egoistic in its essence. At the same time this model represents the first meritorious attempt to ascertain the motivational basis of seemingly unselfish helping others not notionally only but empirically as well.
The author wishes to contribute to the rehabilitation of the mirror aspect in the esthetic theory. Owing to its characteristics such as: the ability to create a scene, to reflect reality and turn it into picture, then having in mind the illusory character of its picture, mirror always stood for metaphorical expression of artistic creation. Special theories always tend to separate either its illusory, or its realistic component thus destroying its essential paradoxality. This further on very often invokes attacks on the mirror aspect where mirror turns into an anti-example of art. Having started with the use of the mirror and its meaning in everyday usage the author shows that mirror can serve as a multilevel analogon of art functioning with multifold meanings in the game it plays with us, and most of all having in mind the role it has in the process of self-recognition.
Katz’s semantics inside and outside the transformational grammar
Katz’s semantics (IS) is presented as obsolete attempt to form intensional semantics, and not, as Katz intended - to give dialectical synthesis between classical and causal theory. A fundamental objection refers to an unsuccessful distinction competence/performance, type/replica.
On Katz-Postal integrated theory of linguistic descriptions
In 1963 J. J. Katz and J. A. Fodor in their »The Structure of a Semantic Theory« encouraged semantic studies and proposed to consider semantics as an integral part of generative grammar. Next year J. J. Katz and P. M. Postal in »An Integrated Theory of Linguistic Description« tried to integrate generative concepts of phonology and syntax proposed by Chomsky with semantics; they also aimed to provide an adequate means of incorporating grammatical and semantic description of a language into one integrated description. Of the three components of any linguistic description syntactic component represents generative source, generates the abstract formal structures that underlie actual sentence; semantic and phonological components operate on the syntactic output, perform independent operations on the syntactic structures and provide respectively semantic interpretation and phonological representation to each of the formal structures generated by the syntactic component. The syntactic component must be a system of rules that enumerates the infinite set of abstract formal structures; the rules assign one or more structural descriptions to each sitring of formatives. The semantic component consists of a dictionary, containing meanings of each lexical item of a language, and a finite set of projection rules. String of formatives is given the meaning from the dictionary; projection rules provide semantic interpretation of each element of the string, combining the meanings according to the syntactic description of the string. This paper explains their theory and proceedings in detail.
Kant’s contribution to the formation of the concept of science in contemporary philosophy
This article deals with Emmanuel Kant’s original contribution to the formation of the concept of science in philosophy. As this philosopher appears in a period of strong disagreement between rationalistic speculative philosophy on one side and the empirical tradition on the other, this philosophy represents an important attempt to create an original philosophical system having taken over the most successful itetns (in methodological-pragmatistical as well as in systematic-theoretical sense) from both of these two philosophical trends. By effectual program, using the results and theories of influential scientific paradigms of that period, he figures as science philosopher contributing essentialy to the formation of the concept of science in philosophy. This article is a part of greater whole; in this part the formation of the fundamental concept of science as pointed out through the concepts of: a priori perception, apprehension, quantity, substance, synthesis, analysis, concept, apperception, consciousness, self-consciousness, intellect.
The failure of logical empiricism initiated a new path in epistemology. The first turn was made by Willard Quine who suggested to reject the foundational epistemology and to describe the knowing subject for the purpose of undestanding knowledge. The description is to be looked for in psychology, thus making epistemology a pant of psychology, i. e. part of natural science. The objection about circular reasoning is rejected because descriptive epistemology does not attempt to found science by means of science, but only to understand science by means of itself. Donald T. Campbell is of the opinion that in order to describe the knowing subject, the number of relevant sciences has to be increased. First of all, the fact that man has developed in the course of biological evolution shows that knowledge should be seen in the light of evolution. Campbell sees evolution as the process of acquiring knowledge, which means that survival of the individual and of a species is the result of successful knowledge, successful problem-solving. The model of blind variation and selective retention is, therefore, applicable to all forms of knowledge, scientific knowledge included. Science is not contrary to nature; there is no discontinuity between the evolution of life and science. The model which biology has discovered as the model of the evolution of life is at the same time (and first of all) the model of acquiring knowledge. Karl Popper has achieved what is essentially the same result by logical analysis of the growth of scientific knowledge. Scientific theories are conjectures (blind variations) of which some are rejected and other accepted (selective retention) in the scientific struggle for life. The trial-and-error model is applicable to the amoeba and to Einstein.
Some problems in the research of the self-concept and especially the self-concept of youth
The results of the previous researches of the self-concept were often controversial creating so some difficulties for comparison and verification. The resource of these deficiencies was in the definition of the self-concept which was imprecise and unlike and also in bad metric characteristics of the instruments involved in the research. After well-known researches like Wylie (1974 and 1979) the new researches, encouraged by those, were divided in 3 groups. In the first group authors examined the metric characteristics of the well-known and long used scales and they also constructed new scales serving for the measurement of self-concept. Those examinations showed the untenableness of some aspects concerning the uni-dimension of the self-concept. The second group examined the theoretical consistency of the self-concept and its relations to the related psychological constructs. The third group worked on the self-concept of youth which was different from the previous and it also and the cross-cultural differences. These studies supported a comprehension of the self-concept of youth which was different from the previous and it also supported an idea of a construct being examined within his own culture and also with the instruments available in that culture.
Envisioning the development of the Croatian Board for Schools
The Croatian Board for Schools has to retain and develop its basic advise-giving function for the advancement of the school system. Otherwise the board would be taking upon itself surveillance and education inspecting chores which cannot be allowed within the process of democratizing education. The necessary precondition for this is that new employees are engaged alongside the policy of decentralizing regional departments which up to now have been unjustifiably minimized. The board must not be (only) a transmission of the educational policy of the Ministry of Education and Sports. In the future it would have to be a wholly independent institution but today efforts must be made to enable it to independently elaborate programmatic aims and wholly autonomously define projects of significance for the advancement of the educational policy of Croatian society.
A survey of some new researches on aphasia
In this work a review of some new researches on aphasia during the last five or six years has been given. The first group of researches is made up of work which concerns neurologic research on the elements of aphasia, the second group concerns the comprehension of speech among aphasiacs an the third group concerns the methodological problems of research of aphasia. In his conclusion the author summarizes what is in common, i. e. different in the presented works and gives his own comment on the approach of the problems of aphasia.
Computer anxiety: Comparison Among High School Students and University Students
As computers emerged into the mainstream of society in the 1980s, it became apparent that many users experienced anxiety in using these new technological devices. Computer anxiety is a fear computer users have when using the computer, or when considering the possibility of computer use. The first aim of this investigation was to compare university and high school students in computer anxiety, and the second aim was to check out the relationships among computer anxiety and some sociodemographic and personality characteristics. The sample consisted of 140 first and second year university students from the Faculty of Science and Arts in Zadar and 297 first and second year high school students. Results of this study have shown that students exhibit higher computer anxiety than high school students do. Since computer anxiety causes computer use avoidance, educators should handle this problem before they can successfully implement instructional programmes using technology.
Pastime and artistic creativeness of children in the pre-schooling period
The encouragement and development of creativeness is one of the fundamental tasks of the artistic education of a child in the pre-schooling period. Playing as a form of activity enables the successful realisation of the task. lt gives the possibility of a more felxible and richer artistic expression of children. While playing children express themselves without restriction and freely, developing so their own creative potentials. Artistic activity accomplished while playing represents the free choice of a child. Freedom of expression as one of the main principles in work with children of the pre-schooling period, establishes itself precisely while playing. The child freely chooses the form and area of its artistic work, the artistic-technical means, the motives of its artistic expression, the place of performance and the duration of the artistic activity. While playing a child develops visual, emotional, intellectual and technical-expressive capacities that take part in the artistic expression. Modelling with different materials in its games a child expresses itself universally in art. Artistic activities in playing are accomplished in the atmosphere of initiativeness and capability and a mutual trust between the child and the educator which is an important condition for creative artistic expression of the pre-school child.
In this article the author lists and classifies the existing techniques for testing the concept of body-image. Besides classification, the most well-known or the mostly used techniques from the given class of procedure, as well as the techniques that have not been shown in the reviews up to now are nominally enumerated in every class. It has been noticed that the application of the existing techniques does not essentially contribute to the expanding of the conception in the framework of the up to now developed concepts of image body. The limitation of the researched objects wilth the instruments with which the bogy image is examined is also noticeable.
Qualitative approaches in media research
The authors treat the media as a very significant component of contemporary life demanding to be studied. They actualize different and newer methodological approaches in media research for which they find inspiration in the general social situation at the beginning of the 21st century. This is a time of enormous technologies and a controversial time of large social changes. While in existing media research public communication has been generally evaluated by way of quantitative methods, the authors seek to affirm a qualitative paradigm as a wholly new and as yet unapplied methodological strategy, contemporary social developments presuppose the investigation of media as a market phenomenon. Convergence as the basic symbol of communication in the future is affirmed within this context. Within it the broadly spread telecommunication services are joined together to form the new media world of the future. Most researchers deal with television as the most powerful media of the contemporary world but they also deal with cable services. In such manner the research results come closer to determining the needs and the interests of the consumers. In addition the authors discuss a series of characteristics of the social processes of communication. They undertake a special analysis of some newer theoretical- methodological approaches in media research, such as ethno- meihodological investigations, symbolic interactionism, the ethnography of communication and cultural studies. The critique of earlier media studies has been directed at their exclusive interest in studying the emergence, development, genres and the use of the media. The speedy expansion of media has motivated researchers to deal with its effects and the possibilities. Because of this the authors anticipate that future methodological strategies in media studies will find their place in the application of qualitative investigations. It is precisely this type of investigation which signalizes contemporary trends in the development of modern methodology within the field of the social sciences. The qualitative researcher is especially endowed with the capacity to think about the lives of others. The authors conclude that the validity of media studies will be greater if research methods are modernized and in such a fashion accommodate themselves to existing societies and to the ways media are transformed within them. In the future, man, as the creator of information and as a social being, will continue to create social processes amongst which communication is one of the basic ones. However, the fate of qualitative media research will depend on the tempo of development of media within democratic societies.
The article problematizes the process of globalization from the position of D. Helld’s theoretical postulates from the nineteen nineties. Confronting different attitudes to and conceptualizations of globalization the article gives an overview of the readiness of Western European countries for the 21st century and of their abilities to respond to the challenges of globalization. Drawing attention to negative trends as consequences of structural changes within Western Europe, the author makes conclusions about the paradoxes of globalization, namely, the political, democratic, economic, ethical and philosophical paradox.