[Bd. 1] Lernen: die erste Station des Pfades.--[Bd. 2] Dienen: zweite Station des Pfades.--Bd. 3. Erkennen, Kämpfen und Siegen: dritte, vierte und fünfte Station.

Krizu moderne kao krizu politickog, autor vidi, pre svega kao krizu "mere" kriterija politickog odlucivanja i delovanja. Ta kriza se u prvom redu shvata kao kriza samosaznanja i prakse obicajnosti. Ovaj problem prvi je pokusao je da resi Makijaveli uvodeci pojam virtus, koji je postao temeljni princip moderne politicke filozofije. Medjutim, mnogi moderni i savremeni tumaci Makijavelijevog ucenja cesto zanemaruju socijalni i politicki konteksta u kojem je nastalo politicko ucenje Firentinskog mislioca. Naime, Makijavelijevo nastojanje da pronadje autenticnu formu politickog cina (...) kojim bi bila omogucena harmonizacija i stabilizacija tadasnjih dramaticnih politickih prilika koje su vladale u italijanskim gradovima, zahtevala je pouzdanu dijagnozu i adekvatna sredstva za uspesnu terapiju obolelog organizma zajednice. Epohalni novum u Makijavelijevoj politickoj teoriji predstavlja prelazak sa anticke teoretizacije vrline na njenu modernu operacionalizaciju. Medjutim, ova promena cesto se tumaci kao radikalno suprotstavljanje grckog pojma arete i rimske virtus, koja se grubo svodi samo na srcanosot i snagu koje su neophodne za osvajanje i ocuvanje politicke vlasti. Vazan deo puta u svojoj filozofiji politike Hegel - vise nesvesno nego svesno - ide s Makijavelijem i Selingom - posebno kad je u pitanju shvatanje neophodnosti snage i srcanosti u procesu operacionalizacije duha slobode u istoriji posredstvom "negacije" kao "moci zla". Posredovanje subjektivnosti i supstancijaliteta zbiva se, po Hegelu, u drzavi surovim krocenjem svetskog duha u kojem on zrtvuje ne samo pojedinca, vec i citave narode - prema slobodi, odnosno njenom ostvarenju u obicajnosnoj zajednici. "Nevolja vremena" posledica je razdvajanja ja i sveta (Entzweiung), i proistice iz redukovanog politickog uma koji za politicko delovanje i odlucivanje nema kriterijuma obicajnosnog totaliteta. Ovaj se um rutinizira razdvajanjem obicajnosti koja redukuje politicko delanje na ogoljenu tehniku osvajanja i zadrzavanja politicke moci. Autor na kraju razmatra krizu politickog odlucivanja i ukazuje u cemu je njen globalni i supstancijalni smisao za povesnu stvarnost na kraju XX veka. (shrink)

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz (...) glazbu i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

On the ethics and character of Prophet Muḥammad d. 632.

Islamic ethics. ; Christian ethics. ; Ethics, Comparative.

daftar-i avval. Nishastʹhā va guftigūhā -- jild-i duvvum. Mabāḥis̲-i naẓarī, tārīkhī va kārburdī -- jild-i sivvum. Insān, imāmat, siyāsat -- jild-i chahārum. Akhlāq va siyāsat.

Islamic philosophy - Congresses ; Sufism - Congresses.

Collection of articles of a noted Muslim religious scholar published in various local newspapers.

The rapid change in the world after the Enlightenment not only brought about revolutionary scientific and technological innovations, but also opened the door to important transformations in the context of thought. Especially with the wind created by the French Revolution, some concepts such as equality, fraternity, and justice, which were already in circulation before, came to the fore even more. One of the concepts that was magnified in this process was freedom. The concept manifested itself in philosophy as an understanding (...) of free will against the idea of determinism, and in politics as independence against oppressive governments. Since the day it was addressed as an independent topic, it has attracted attention with its different types and aspects, including freedom of the press, freedom of thought, freedom of expression, freedom of religion and conscience. We see that the intellectual adventure of the Western world in the last two centuries has been shaped around these concepts. The libertarian attitude, which at first manifested itself as a rebellion against religious and secular authorities, was later driven to extremes that saw itself as independent from all moral and social norms. These debates were inevitably reflected in the field of theology, and topics such as the position of the will of man against God’s will, fate and the problem of evil were reconsidered according to contemporary claims and objections. The atheistic tendencies that emerged in the Western world claimed that all religions deprive man of the possibility of being an active subject on earth and that a person who believes that all his/her actions are known and determined cannot be truly free. This point is actually one of several important issues that contemporary atheism raises against theism. These debates have also reached the Islamic world and the issue continued to be addressed with similar arguments. At its core, each of these claims rests on the assumption that Islam's conception of the human being leaves no room for individual freedom. Although the problem has different aspects such as fate and theodicy, one of the most striking aspects of the problem is the question of whether man has the right to reject Islam as well as the right to enter Islam by one’s own free will. It is important to answer this question. Because some practices from the early period of Islamic history and the assumptions that apostates should be killed according to certain conditions, which are accepted as an established jurisprudence in Islamic law, have provided important opportunities for anti-Islamic ideas and ideologies. This article shows how the issue has been dealt with in the classical literature, while at the same time suggesting solutions on how to approach the phenomenon of conversion today. In addition, the study will show that the issue is dealt with in the context of public security in the fiqh literature, and therefore, the current cases of conversion or apostasy do not fully correspond to the discussions in the classical period. (shrink)

Karl R. Popper is an important philosopher of science of 20th Century and is known in this field through his theory of falsification. But the critical theory of rationality is indeed his basic theory and it can be seen in his whole idea. Critique of historicism also contains his views on the social and political philosophy in a systematic context in relation to them. Popper embodied his views about the historicism through human-centered thoughts of philosophers such as Plato, Aristotle, Marx (...) and Hegel who are effective system builders and he raised a number of criticism against the holistic structures. We discuss in this article Popper's critique of historicism, especially his critics related with Plato, Aristotle, Hegel and Marx. (shrink)

Özet Şii-İmamiyye’nin usûlde Mu’tezilenin etkisinde kaldığı iddiaları, hicri dördüncü asırdan itibaren dile getirilmektedir. Buna karşılık usûlî düşüncenin ilk mümessili sayılan Şeyh Müfîd’den itibaren mezhep içinden yükselen sesler bu iddiaları şiddetle reddetmişlerdir. Biz bu çalışmada Mu’tezile kelamına sistematik hüviyet kazandıran ve yazdığı eserlerle Mu’tezile kelamının bugüne ulaşmasında büyük pay sahibi olan Kâdî Abdülcebbâr ile İmamiyye’nin kelam düşüncesinin istikrar bulmasında ve Şeyh Müfîd’le başlatılan usûlî yaklaşımın benimsenip yaygınlaşmasında büyük bir yeri olan Ebû Ca’fer et-Tûsî arasında adalet ilkesi üzerinden bir karşılaştırma yaparak, söz (...) konusu iddiaların ne kadar sübut bulduğunu tespit etmeye çalıştık. Kısmi farklı izahları bir kenara bırakırsak, adalet ilkesinin ispat ve yorumlanmasında iki kelamcı arasında kayda değer bir farklılığın olmadığı görülmektedir. Abstract The claim that the Shi’i Imamite thought is heavily influenced by the Mu’tazilite outlook has been alleged since the fouth century of hijra. However, beginning with Shaikh Mufid, the first representative of the Usuli branch of Shi’a, the Shi’is vehemently denied this allegation. In this article, this issue is dealt with by making a comparison between the idea of Qadi Abd al-Jabbar, the prominent Mu’tazilite scholar who made a major contribution to the consolidation of the schools’ theaching and that of al-Tusi, who also made a contrubitued to the integration of the Shi’ite kalam and the spreading of the usuli approach initiated by Shaikh Mufid. Leaving aside the differences in deatil, it seems that there is no noteworthy difference between their approcah to the issue of justice. Key Words: Qâdî Abd al-Jabbâr, Abû Ja’far al-Tûsî, Husn-Qubh, Divine Justice, Free Will. (shrink)

On conduct of life and ethics of Islamic seminarians.

On rationality, reason and criticism -- Arabs. ; Islamic philosophy of Muḥammad ʻĀbid Jābirī and Mohammed Arkoun.

1. Barʹrasī-i taṭbīqī-i barāhīn-i is̲bāt-i Khudā --.