The paper analyses the correspondence between Josip Juraj Strossmayer and Lujo Vojnović (1885-1892). Five letters from this period have been included as an Appendix, with a critical apparatus. The ...remainder of the correspondence, covering the years 1893-1901, with a total of nine letters, will be analysed in Part II, likewise with full transcription. Special attention has been paid to those letters that refer to some crucial international aspects of Croatian politics. Strictly speaking, when it comes to the correspondence from 1885 to 1892, in addition to Vojnović’s letter to Strossmayer of June 5, 1885, which has already been a subject of scholarly analysis, this includes only two other letters: Vojnović’s from July 23, 1892, in which he asked Bishop Strossmayer to support his memorandum in French to the famous British statesman William Ewart Gladstone, in which Vojnović recommended him the Croatian-Hungarian Settlement (1868) as a template for the Home Rule Bill, which Gladstone proposed to the British Parliament in 1886 and 1893; and Strossmayer’s reply to that letter of July 25, 1892, in which, instead of supporting Vojnović’s initiative, he presented a series of critical objections about the Hungarians and their hegemonic policy towards the Croats in the Hungarian-Croatian Kingdom and generally towards non-Hungarian peoples in Transleithania, the Hungarian half of the Austro-Hungarian Monarchy (1867). In his reply to Vojnović, Strossmayer also presented some racist and pseudo-anthropological objections about the Hungarians, whom he considered unable to overcome feudal social organization and establish modern civil institutions. He attached another letter with the same date to this reply, asking Vojnović to seal it and send it to Gladstone together with his own letter. This second letter likewise contains a number of critical objections about the Hungarians and their hegemonic politics. Regarding the scope of Strossmayer’s influence in shaping Gladstone’s critical views on the Hungarians and their policy towards the non-ruling peoples of Transleithania, especially towards the Croats in the Hungarian-Croatian Kingdom, it should be pointed out that Gladstone, who won his fourth and last electoral mandate in 1892, not only refused to support Strossmayer in his criticism of the Hungarians, but did not even reply to his letter of July 25, 1892. The author of this paper argues that Gladstone did so mainly for pragmatic political reasons, considering that he was otherwise in very cordial and friendly relations with Strossmayer: Great Britain was at that time providing strong support to the Austro-Hungarian Monarchy as an important balancing factor in European politics, an obstacle to both Russian expansionism towards the West and German progress in the East. Therefore, if it all came down to Gladstone alone, the results of Strossmayer’s efforts to expose Hungary’s repressive policies against the non-Hungarian peoples of Transleithania in Great Britain would have been insignificant. However, they found an extremely strong resonance with another Briton, likewise very influential: it was Robert William Seton-Watson, who published a fragment of Strossmayer’s sealed letter to Gladstone as an appendix to his book The Southern Slav Question and the Habsburg Monarchy (1911), while in another book, Racial Problems in Hungary (1908), starting not only from Strossmayer’s ideas in this regard, but also from the results of his own research and insights, he informed the European public about the hegemonic policy of the Hungarian political elites towards the non-Hungarian peoples in the Kingdom of Hungary, especially the discriminatory towards the Slovaks, based on strong cultural prejudices. Taking into account that this problem of the Hungarian attitude towards the non-Hungarian peoples of Transleithania aroused great interest among British historians and journalists, the correspondence between J. J. Strossmayer and L. Vojnović from July 1892 has also been considered in the wider context of Croatian-British and Hungarian-British discussions and confrontations in this regard. As Strossmayer’s racist objections against the Hungarians played an important role therein, this paper focuses particularly on the national stereotypes and racist narratives in the political and scholarly discourse of the time. By analysing several scholarly and journalist publications from the mid-19th century until the end of the first decade of the 20th, the author argues that national stereotypes, including the racist narrative, articulated to support one’s critical hypotheses about other nations, were almost equally present in Croatian and Hungarian, as well as in British authors who dealt with this issue at the time, although, of course, in different proportions. Thus, traces of such discourse can be found even in Seton-Watson, who tried to avoid it in every way and condemned it on principle. This, again, means that Strossmayer’s racist and xenophobic formulations about the Hungarians were in no way an exception, but rather a segment of the racist narrative that was prevalent at the time, spilling over from the public and political into the scholarly domain. In this sense, this paper can be understood as a critical analysis of a communication discourse present in the 19th and early 20th centuries that was inappropriate from an ethical and scholarly points of view, based as it was on quasi-historiographical, pseudo-anthropological, and racist stereotypes, which today would be completely inacceptable, especially in view of the obligation to respect the prescribed ethical norms in scholarly work and public activity.
U radu se analiziraju rezultati istraživanja iskazanih stavova Slovenaca o susjednim Hrvatima kroz deset perceptivnih kategorija. Rezultati se uspoređuju, u komparabilnim relacijama, s rezultatima ...istraživanja iz 1995. godine provedenog u sklopu međunarodnog znanstvenog projekta „Stavovi i mišljenja srednjoeuropskih naroda o svojim susjedima: Prilog razvoju interkulturalne komunikacije“ voditelja prof. dr. sc. Marija Plenkovića, u dijelu u kojem se odnose na stavove i mišljenja Slovenaca o Hrvatima. Komparativna analiza dobivenih rezultata iz 2015. godine pokazala je kako Slovenci susjedne Hrvate ocjenjuju pretežito pozitivno u gotovo svim ponuđenim relacijama, a najniže ocjene dane su u kategorijama radinosti i discipliniranosti i s ovim relacijama povezanom relativno visokom koruptivnošću.
Utvrđeno je kako sadržaji kod kojih je došlo do najvećih promjena u proteklih 20 godina u mišljenjima Slovenaca ukazuju na diskretan trend u promjeni percepcije: Slovenci doživljavaju Hrvate nešto političnijima, kulturnijima, poslovnijima, discipliniranijim, ali manje komunikativnima, marljivijima te i dalje sklonim koruptivnosti.
V članku so predstavljena teoretična izhodišča o starejših odraslih in učenju v obdobju pozne odraslosti. Avtorja menita, da je za učinkovito poučevanje starejših odraslih treba poznati njihove ...motive in značilnosti učenja v tem obdobju. Razloženi so različni vidiki učenja starejših odraslih in opredeljene njihove zmožnosti za učenje tujega jezika. V empiričnem delu so predstavljeni izsledki raziskave, izvedene med udeleženci začetnih in nadaljevalnih tečajev španščine na univerzi za tretje življenjsko obdobje in dnevnih centrih aktivnosti za starejše v Ljubljani v študijskem letu 2013/14. Odgovori udeležencev tečajev španščine so prikazani kot ključni za razumevanje tega, zakaj se odločajo za učenje španščine in kaj jim je pri tem pomembno, kar izobraževalcem starejših daje smernice za delo z njimi. Rezultati raziskave so pokazali, da udeleženci kot najpomembnejši razlog za udeležbo na tečaju navajajo ljubezen do jezika in možnost potovanj po špansko govorečih državah. Kot najpomembnejšo aktivnost so ocenili poslušanje učitelja in izdelavo zapiskov, vaje izgovarjave ter učenje novih besed. Pri učni skupini najvišje vrednotijo sproščeno vzdušje, medsebojno razumevanje in sodelovanje, najpomembnejše značilnosti učitelja pa so po njihovem mnenju jasna razlaga in pozitiven odnos do udeležencev ter učna podpora.
ÄŒinjenica da je u sestrinstvu zaposleno viÅ¡e žena nego muÅ¡karaca može dovesti do pretpostavke da je ovo ženska profesija, a sam rodno odreÄ‘ujući naziv ove profesije dodatno podupire ...takve stavove. DruÅ¡tvena podjela uloga na ženske i muÅ¡ke možda nigdje drugdje nije toliko vidljiva koliko u sestrinstvu. NetoÄna je pretpostavka da je sestrinstvo oduvijek bilo “žensko†zanimanje, što potvrÄ‘uju povijesni zapisi, a tek je u 19. stoljeću utemeljiteljica modernog sestrinstva Florence Nightingale svojim uvjerenjem da je briga i njega za bolesne rezervirana za žene dovela do feminizacije sestrinstva. Iako je danas broj medicinskih tehniÄara veći negoli u 19. stoljeću, joÅ¡ uvijek se oni na svojim radnim mjestima, ali i u druÅ¡tvu, susreću s brojnim stereotipima.
Il saggio della comparatista e germanista tedesca Ruth Florack, “Ethnic Stereotypes as Elements of Character Formation” (2010) rappresenta un interessante punto di partenza per riflettere nuovamente, ...e diversamente, su una delle questioni narratologiche (oltre che retoriche) più longeve e affascinanti, qual è il Personaggio. A differenza degli approcci narratologici più classici, in questo caso ci si focalizza su una questione già centrale per aree di studio quali l’imagologia, gli studi culturali e gli studi postcoloniali. Si tratta della caratterizzazione del Personaggio attraverso degli stereotipi etnici, nazionali e culturali, oltre che tramite delle strutture imagotipiche di più lunga durata, nelle quali le categorie dell’origine e dell’appartenenza etnico-culturale vengono configurate e col tempo modificate. Se fino all’inizio del XX secolo i ‘caratteri nazionali’ erano stati considerati alla pari di categorie neutrali della descrizione, nel corso della seconda metà del XX tale nozione essenzialistica è stata definitivamente messa in discussione. Ciò non significa, tuttavia, che all’interno di testi narrativi contemporanei non si perpetuino elementi di origine extra-testuale quali gli stereotipi etnici, o, viceversa, che la caratterizzazione e l’agire di singoli personaggi letterari non siano improntati sull’esigenza, nello stesso storyworld, di prendere le distanze da simili stereotipi. Anzi, tali elementi dell’immaginario collettivo vengono, come scrive Ruth Florack, «diffusi e codificati dalla letteratura e dagli altri media, e continuano a venir codificati» all’interno di questi stessi linguaggi, proprio in base al loro statuto (in senso ampio) comunicativo. E dunque, considerando che nel nostro presente – e nonostante le tragedie collettive di cui è stato testimone il XX secolo – è ancora possibile parlare di una vera e propria “epidemia dell’immaginario” (Žižek 1997) in cui l’uso di stereotipi etnici troneggia nella comunicazione dei mass media e della comunicazione politica, è bene che la ricerca letteraria si focalizzi sulla capacità della letteratura di produrre scarti e di prendere le distanze dalle idee dominanti sull’Altro. È bene mettere a punto, affinandone gli strumenti metodologici, una “imagologia del Personaggio” che metta in luce le problematiche dell’appartenenza legate alla dialettica tra etero- e auto immagini, nonché le narrazioni in grado di tematizzare l’ibridazione identitaria, e che riescano a creare, sul piano estetico ma anche etico, un quadro dinamico e (auto)critico.
Il presente saggio, a partire dall’analisi di un corpus di libri di storia per la scuola primaria, vuole comprendere come e quanto le immagini possano essere portatrici di sapere e quanto invece ...possano ingenerare stereotipi e misconoscenze negli alunni. Le pagine dei manuali sono sempre più ricche di elementi iconografici, probabilmente per rispondere alla modalità di apprendimento simultanee e proprie dei ragazzi dell’era digitale. Tuttavia questi elementi non sono autopoietici rispetto al sapere storico, ma richiedono una didattica specializzata per la loro decodifica ed interpretazione. Le immagini, infatti, possono essere utilizzate come fonti, secondo metodologie di ricerca laboratoriale, oppure possono essere mediatori di saperi storici, ovvero strumenti portatori di operazioni significative finalizzate allo sviluppo di competenze. Spesso però negli usi editoriali sono poco significative sul piano cognitivo, non utili al docente per una trasposizione didattica che metta gli alunni nella condizione di pensare storicamente.
In Croatian phraseology, until recently, there has not been a systematic research of gender elements in idioms. Gender has remained almost entirely outside the scope of research interest of Croatian ...phrenologists. In order to fill this gap in the linguistic study of gender, extensive research was conducted into gender-marked idioms, which is presented in this paper. The research included gender-marked idioms of the Croatian language in comparison with Russian idioms as an attempt to show how gender stereotypes appear on the phraseological level in Croatian and Russian and how the concepts of MASCULINITY and FEMININITY are formed in the two languages by using phraseological mechanisms. The results of the research have shown how gender is generally conceptualized as a socio-cultural category and how the concepts of ‘man’ and ‘woman’ are created on established images and stereotypes inherent in the phraseology of these two related languages and cultures that use them. Furthermore, the research has confirmed the assumption of the dominant similarity between the conceptualization of ‘woman’ and ‘man’ in the Croatian and Russian androcentric oriented culture as reflected in phraseology and has shown insignificant differences, conditioned by specific national and cultural stereotypes and the established notions of the gender roles among individuals of both sexes.
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