U radu se propituje navodna komplementarnost znanosti i vjere u tumačenju stvarnosti. Temeljem relacija neodređenosti za dvije veličine koje karakteriziraju istinitost znanstvene odnosno, vjerske ...spoznaje, pokazuje se kako sve manja neodređenost znanstvenih, uzrokuje sve veću disperziju i maglovitost vjerskih spoznaja.
Climate change is genuinely global, dominantly intergenerational, and takes place in a setting where our prescriptive theories are weak. This “perfect moral storm” poses a profound challenge to ...humanity. This book explains the storm, how it makes sense of our current malaise, and why better ethics can help. This book argues that despite decades of awareness, we are currently accelerating hard into the climate problem in a way that defies standard explanations. It claims that this suggests that our current focus on the scientific and economic questions is too narrow, and that the tendency to see the political problem as a traditional tragedy of the commons facing nation states is too optimistic. Instead, the key issue is that the current generation, and especially the most affluent, are in a position to pass on most of the costs of their behavior (and especially the most serious harms) to the global poor, future generations and nonhuman nature. This tyranny of the contemporary is a deeper problem than the traditional tragedy of the commons. Moreover, the book argues that this diagnosis helps to explain both the past failures of international climate policy (e.g., the “shadow solutions” of Kyoto and Copenhagen), and the current push towards geoengineering. Part of the solution, it argues, is better public ethics. We must work harder on articulating both the ethical problem, and moral constraints on solutions. In addition, there is a role for “defensive” moral and political philosophy, aimed at preserving the quality of public discourse.
Money changes everything Goetzmann, William N
2016., 20170815, 2017, 2016, 2016-04-12, 2017-08-15
eBook
"A magnificent history of money and finance."--New York Times Book Review
"Convincingly makes the case that finance is a change-maker of change-makers."--Financial Times
In the aftermath of recent ...financial crises, it's easy to see finance as a wrecking ball: something that destroys fortunes and jobs, and undermines governments and banks. InMoney Changes Everything, leading financial historian William Goetzmann argues the exact opposite-that the development of finance has made the growth of civilizations possible. Goetzmann explains that finance is a time machine, a technology that allows us to move value forward and backward through time; and that this innovation has changed the very way we think about and plan for the future. He shows how finance was present at key moments in history: driving the invention of writing in ancient Mesopotamia, spurring the classical civilizations of Greece and Rome to become great empires, determining the rise and fall of dynasties in imperial China, and underwriting the trade expeditions that led Europeans to the New World. He also demonstrates how the apparatus we associate with a modern economy-stock markets, lines of credit, complex financial products, and international trade-were repeatedly developed, forgotten, and reinvented over the course of human history.
Exploring the critical role of finance over the millennia, and around the world, Goetzmann details how wondrous financial technologies and institutions-money, bonds, banks, corporations, and more-have helped urban centers to expand and cultures to flourish. And it's not done reshaping our lives, as Goetzmann considers the challenges we face in the future, such as how to use the power of finance to care for an aging and expanding population.
Money Changes Everythingpresents a fascinating look into the way that finance has steered the course of history.
Autorica u radu nastoji prikazati biografske podatke o Ferdinandu Belaju, njegovu plodnu i bogatu akademsku, znanstvenu i publicističku djelatnost prvo kao vjeroučitelja (1876. – 1882.), kasnije kao ...suplenta pa profesora crkvenog prava (ak. god. 1881./1882. – 1909./1910.) na Bogoslovnom fakultetu Kraljevskog sveučilišta Franje Josipa I. u Zagrebu. Njegov doprinos razvoju kanonskopravne znanosti je znatan, što se ponajviše ogleda u brojnim znanstvenim radovima, člancima i vrijednim pravnim raspravama te vjernom obnašanju povjerenih crkvenih službi u kojima pokazuje visok stupanj stručnosti i primjene kanonskog prava u životu Crkve i društva. Belaj pripada krugu istaknutih ličnosti koje su ostavile zapažen trag na crkvenom i društvenom području na kraju 19. i početku 20. stoljeća. Autorica u radu ističe da se Belaj može ubrojati među prve autore koji odvažno pišu na hrvatskom jeziku, dajući time snažan doprinos razvoju kanonskopravne znanosti i terminologije u Hrvatskoj.
The paper tries to present dr. Ferdinand Belaj, his fruitful and rich academic, scientific and journalistic activity as a religious teacher (1876 - 1882), later as a substitute and full professor of church law (1881/1882 - 1909/1910) at the Faculty of Theology of the Royal University of Francis Joseph I in Zagreb. Belaj’s contribution to the development of canon law in Croatian circumstances was significant, and this can be evaluated through his legacy - various scientific works, articles and valuable tracts. Some of them have been published more than once. Dr. Ferdinand Belaj was a member of the circle of dignitaries who, at the end of the nineteenth and the beginning of the twentieth century, left a significant mark in Croatia in various areas of canon law, education and scientific research. The author points out that dr. Belaj was one of the first authors who wrote about canon law in the Croatian language, and thus he made a significant contribution to the development of canon law terminology in the Croatian language.
Znanost u Republici Hrvatskoj nije adekvatno zastupljena u izgradnji obrambenih sposobnosti. Na državnoj razini ne postoje etablirane znanstvene institucije specijalizirane za područje obrane i ...sigurnosti, osim u segmentu koji obuhvaćaju društvene znanosti. Oružane snage RH u svom sastavu imaju tek inicijalne organizacijske i personalne preduvjete za sustavno uključivanje znanosti u izgradnju i modernizaciju vojnih te obrambenih sposobnosti. Takvo je stanje velikim dijelom rezultat negativnog povijesnog naslijeđa nepostojećeg ili limitiranog državnopravnog okvira koji nije bio u prilici razviti obranu i sigurnost kao državnu funkciju. Nedostatak je moguće nadoknaditi osloncem na najbolja međunarodna iskustva NATO-a i EU-a te uspostavom funkcionalnog nacionalnog modela trostruke spirale (triple helix) radi dostizanja potrebnih obrambenih sposobnosti suradnjom Vlade, akademske zajednice i industrije. U području modernizacije Oružanih snaga RH aktivnosti bi trebalo koncentrirati na objektivno predviđanje budućeg strateškog konteksta te na osiguravanje tome primjerenih borbenih sustava i opreme.
Science is inadequately represented in the defense capabilities development of the Republic of Croatia. There are no recognized scientific organizations at the state level that specialize in defense and security, except in the segment that includes social sciences. The Croatian Armed Forces (CAF) possess only the initial organizational and personnel prerequisites for systematic integration of science in the development and modernization of military and defense capabilities – largely due to the unfavorable historical legacy of a non-existent or limited state-law framework that failed to develop defense and security as a state function. With the cooperation of the government, academic community, and industry, this deficiency can be compensated by drawing on the best international experiences of NATO and the EU and building a viable national “triple helix” model for attaining the required defense capabilities. CAF modernization should be centered on an objective foresight of the future strategic context and the provision of appropriate combat systems and equipment.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
SLOVENIAN SPATIAL ORIENTED LITERARY STUDIES AND LITERARY INTERPRETATION
The paper examines how to interpret literature from the viewpoint of modern spatially oriented literary studies, more ...precisely, of its Slovenian academic ver-sion, which has established in the last decade. It draws on the tradition of literary geography from the beginning of the 20th century and updates it theoretically and methodologically with the concepts of postmodern spatial humanities. It is pro-ductively connected with the empirical studies of literature (ELW), which have a longer tradition in Slovenia, especially through the conception of literature as a social system. Slovenian spatially oriented literary studies are based on a particu-lar hypothesis about mutual influences between geospace, understood as a mesh of physical-natural and social conditions, and literature, understood as a literary communication. Slovenian literature is interpreted primarily through space. In literary studies, various types of spatial data come to the fore, which are, on the one hand, mainly relate to biographies of writers and the infrastructure of media and institutions, and, on the other, to literary texts that refer to geospace. Thematic literary maps – created using geographic information system technology (GIS) – are used to present, analyse and interpret the relations between geospace and the “life paths” of the most prominent Slovenian writers.
Bilješke koje je Martin Heidegger unosio u takozvane »crne bilježnice« potakle su, netom nakon objavljivanja, intenzivne diskusije, osobito oko pitanja antisemitizma i nacionalsocijalizma. Je li se ...Heideggerova osobna naklonost ka ovim ideologijama odrazila i na njegovo filozofsko djelo? U ovom ogledu razmatra se jedna, s ovim pitanjima povezana, važna tema u Crnim bilježnicama – tema sveučilišta. Ona postaje frekventnija u tri navrata, obilježena značajnim događajima u Heideggerovoj profesionalnoj biografiji: preuzimanjem funkcije rektora sveučilišta u Freiburgu (1933.), napuštanjem te funkcije (1934.) te isključenjem iz nastave u sklopu poratne denacifikacije Njemačke (1945.). Pokazuje se da shvaćanje sveučilišta u Crnim bilježnicama odgovara idejama predočenim u Heideggerovu rektorskom govoru, kao i da to shvaćanje nije jednako nacionalsocijalističkom, već izražava filozofovo »narodnjačko« misaono usmjerenje. Iako posjeduje neke elemente vokabulara koji su bili prisutni u nacističkoj propagandi, Heidegger svoje stavove o stvarnosti i budućnosti sveučilišta integrira s drugim svojim idejama – kritikom svođenja znanja na tehničke aspekte, kritikom izoliranja znanosti u samostalna područja i uopće kritikom zapadnjačkog mišljenja.
The notes that Martin Heidegger made in the so-called Black Notebooks stimulated, immediately after publication, intense discussions, especially on the issue of anti-Semitism and National Socialism. Does Heidegger’s personal fondness for these ideologies reflect on his philosophical work? In this essay, one important topic related to these issues in Black Notebooks is discussed – the topic of university. It became more frequent on three occasions, marked by significant events in Heidegger’s professional biography: taking over as rector of the University of Freiburg (1933), leaving that position (1934), and exclusion from teaching as part of the postwar denazification of Germany (1945). It turns out that the understanding of the university in the Black Notebooks corresponds to the ideas presented in Heidegger’s rector’s speech, and that this understanding is not equally National Socialist, but expresses the philosopher’s “populist” thinking. Although he possesses some elements of vocabulary that were present in Nazi propaganda, Heidegger integrates his views on the reality and future of the university with his other ideas – a critique of reducing knowledge to technical aspects, a critique of isolating science into independent fields, and a critique of Western thought.
U posljednjih nekoliko desetljeća svjedočimo velikom razvoju istraživanja na području znanosti i religije. Jedan takav razvoj naziva se 'teologija prirode' (ToN), što uključuje aktivnost izgradnje ...ili revizije teoloških okvira u svjetlu suvremenih znanstvenih spoznaja, npr. evolucije, teorije kaosa i kvantne mehanike. Ian Barbour, John Polkinghorne i Arthur Peacocke, kršćanski mislioci, najpoznatiji su zagovornici ove vrste razmišljanja. Međutim, ovaj diskurs nije razmotren iz islamske perspektive. S obzirom na ovaj jaz, u članku razmatramo kako se ovaj način razmišljanja može obuhvatiti iz perspektive Ashʿarī škole mišljenja koja pripada sunitskoj islamskoj kalām tradiciji. Prvo ćemo razmotriti kako se ToN manifestira u djelima ranije spomenutih mislilaca. Nakon toga ističemo bitna načela ašʿarizma koja su relevantna za Boga, Njegovu interakciju sa stvorenim svijetom i znanost. One se potom uspoređuju s idejama navedenih mislilaca. Dolazimo do dva zaključka. Prvo, pokazujemo da se atomizam, koji se općenito shvaća općeprihvaćeno stajalište u Ashʿarī tradiciji, ne bi trebao smatrati teološkim gledištem, već prije filozofskim ili znanstvenim. Drugo, radi se važna razlika između znanstveno informirane teologije (SIT) i kontingentno informirane teologije (CIT). Za Ashʿarīje, CIT je dovoljan za razumijevanje Boga, ali smatraju da bi SIT prikazan u ToN bio problematičan. Motivacija i metodologija lokaliziranja ili modificiranja Božje prirode ili atributa koji bi odgovarali današnjoj znanosti bi se smatrala teološki neprimjernim i vrlo spornim oblikom scijentizma.
Svrha rada je dati kritički osvrt na pristup temeljen na dokazima učinkovitosti, od definiranja ključnih pojmova do analize prednosti i prepreka za njegovu implementaciju u praksu. U radu se ...raspravlja o pristupu utemeljenosti na dokazima učinkovitosti, odnosno definiraju se pojmovi „praksa temeljena na dokazima učinkovitosti“ i „programi/intervencije temeljene na dokazima učinkovitosti“. Kritički se osvrće na ključne kriterije programa/intervencija temeljenih na dokazima učinkovitosti. Opisane su najznačajnije online baze učinkovitih programa i kategorije koje se koriste pri određivanju razine učinkovitosti programa/intervencija. Nadalje, raspravlja se i kritički osvrće na prednosti, ali i izazove korištenja pristupa temeljenog na dokazima učinkovitosti i kao i pri njegovoj implementaciji. Zaključno su predložene smjernice za buduća istraživanja te djelotvoran i učinkovit odabir i primjenu pristupa temeljenog na dokazima učinkovitosti u prevencijsku praksu.
Što metodika jest? Jelavić, Filip
Život i škola,
12/2018, Letnik:
64, Številka:
2
Journal Article, Paper
Recenzirano
Odprti dostop
Riječ JEST u naslovu naglašava našu želju da sagledamo metodiku "iznutra" i "egzistencijalno", sagledamo ono što metodiku potvrđuje kao zaseban i samoopstojan entitet u sustavu znanosti koje se, kao ...temeljnim
predmetom, bave intencionalnim i sustavno organiziranim učenjem - obrazovanjem i odgojem u nastavi. Dva rada, objavljena u razmaku od trinaest godina (Epistemološke karakteristike metodike (Milat, 2000.) i Metodika u suvremenom odgojno-obrazovnom sustavu (Bežen, 2013.) izravan su povod ovom tekstu. Zajedničko im je to što se zauzimaju za "povoljniji znanstveni status metodike" u sustavu obrazovanja i odgoja. Mene osobno više zanima: Što metodika odnosno predmetna didaktika JEST, kako ju znanstveno-teorijski misliti, njen znanstveni i stručni identitet. I tu, upravo oko tog pitanja, nastaje temeljni prijepor s autorima navedenih tekstova koji afirmaciju metodike žele graditi negacijom didaktike/pedagogije. 0bezvređivanjem didaktike ne može se doći do "metodičke istine", ne može se otvoriti prostor metodici. Dapače, može ju se gušiti i usmjeriti na ono što metodika NIJE. To se može vidjeti u nastavi koja, npr. umjesto autentičnog književno-literarnog izričaja, nudi učeniku njegovu patvorinu… a da, pritom, toga nije ni svjesna i to samo zato što u okviru metodike nije izgrađen kognitivni, estetski, literarni… temelj valjane evaluacije onoga što se s nastavom događa kad "metodički čin" nije didaktički valjano utemeljen. Nije, dakle, sve u metodi odnosno metodici. Misao o biti metodike danas je prerasla "metodiku". To, na neki način, potvrđuje
i činjenica postojanja kineziološke, religijske… didaktike i metodike…
The word "is" in the title emphasizes our desire to look at the methodology from the "inside" and "existentially", and to see what the methodology affirms as a separate and self-contained entity in the system of science, which, as a fundamental subject, deals with intentional and systematically organized learning - education. Two works, published in the space of thirteen years (Epistemological Characteristics of Methods (Milat, 2000) and Methodology in a Contemporary Educational System (Beige, 2013), have been the direct motive behind this text. What they have in common is that they stand for
a "more favorable scientific status of methodology" in the educational system. Personally, I am more interested in: What methodology or subject
didactics IS, what its scientific and theoretical thinking are, its scientific and professional identity. And here, precisely about this issue, there is a fundamental dispute with the authors of the mentioned texts, who wanted to build the affirmation of methodology with the negation of didactics/pedagogy. We cannot reach the "methodical truth", and open up a space for methodology by devaluating didactics. Actually, devaluation of didactics could lead to it being suffocated and us focusing on what methodology is NOT. This can be seen in teaching which,
for example, instead of authentic literary-literary expression, offers the student a fake, without even being aware of it, simply because cognitive, aesthetic, literary and so on basis of a valid evaluation of what happens in teaching, when the "methodical act" has not been didactically valid. Therefore, it is not true that everything lies in methodology. The thought of the essence of methodology has outgrown the "methodology". This has been, in a way, confirmed by the fact of the existence of kinesiological, religious and so on didactics and methodology.
In dieser Arbeit geht es uns darum die Methodik in ihrem Wesen, „von innen“ und „existentiell“ zu betrachten, jene Eigenschaften hervorzuheben, welche die Methodik als eigenständiges Bestandteil im System der Wissenschaften bestätigen, die sich mit intentionalem und systematisch organisiertem Lernen beschäftigen – der Erziehung und Bildung im Unterricht. Zwei Artikel, die im Zeitraum von dreizehn Jahren
veröffentlicht wurden (Epistemologische Eigenschaften der Methodik (Milat, 2000) und Methodik im zeitgenössischen Erziehungs- und Bildungssystem (Bežen, 2013)) haben die hier vorliegende Arbeit veranlasst. Diesen Artikeln ist die Bestrebung gemeinsam zu einem „günstigeren wissenschaftlichen Status der Methodik“ im Erziehungs- und Bildungssystem beizutragen. Persönlich bin ich eher an Folgendem interessiert: Was ist das Eesen der Methodik bzw. der Fachdidaktik, wie kann man sie wissenschaftlich-theoretisch in ihrer wissenschaftlichen und fachlichen Identität begreifen. Dies ist gerade der Punkt, an dem ein grundlegender Konflikt mit den Autoren zuvor erwähnter Texte entsteht, welche die Affirmierung der Methodik durch die Negierung der Didaktik/Pädagogik erreichen wollen. Durch Geringschätzung der Didaktik kann man nicht zur „methodischen Wahrheit“ gelangen, kann kein Raum für Methodik entstehen. Vielmehr kann sie dadurch nur erdrückt und vom wahren Wesen der Methodik abgewendet werden. Dies wird ersichtlich im Unterricht, der dem Schüler etwa statt dem authentischen literarischen Ausdruck seine Fälschung bietet, ohne sich dessen bewusst zu sein und zwar nur aufgrund eines Mangels im Rahmen der Methodik an kognitiver, ästhetischer, literarischer u.ä. Grundlage einer gültigen Evaluierung dessen, was mit Unterricht geschieht, wenn die „methodische Tat“ didaktisch nicht entsprechend fundiert ist. Es ist, ergo, nicht alles in
der Methode bzw. Methodik. Der Gedanke über das Wesen der Methodik ist in der heutigen Zeit über die „Methodik“ hinausgewachsen. Dies wird gewissermaßen auch durch die Tatsache bestätigt, dass es heute etwa eine
kinesiologische, religionsbezogene u.ä. Didaktik und Methodik gibt.
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