Više od trideset godina Dominick LaCapra prakticira specifičan oblik intelektualne povijesti. Za razliku od zagovornika dokumentarnog modela povijesnog razumijevanja, ali i Whiteove poetike historiografije, LaCapra se zalagao za retoričku koncepciju povijesti. Suprotno monološkoj ideji jedinstvenog autorskog glasa koji nam pribavlja idealan, iscrpan i konačan prikaz u potpunosti zahvaćenog predmeta proučavanja, retorika podrazumijeva dijaloško shvaćanje diskurza, ali i istine. To znači da povjesničar ulazi u dijalošku razmjenu s prošlošću, no problem je upravo u prirodi spomenute razmjene. Kako bi objasnio odnos povijesti (...) s vlastitim predmetom proučavanja, LaCapra uvodi psihoanalitički pojam prijenosa. Svrha ovog rada je razmotriti različite problematične aspekte dijaloške razmjene, kako između povijesti i njezina predmeta proučavanja tako i između intelektualne povijesti i njezina predmeta proučavanja.For over thirty years, Dominick LaCapra has continued to practice a distinctive form of intellectual history. In opposition to advocates of documentary model of historical understanding, as well as Hayden White’s poetics of historiography, LaCapra has introduced rhetorical concept of history. In contrast to a monological idea of unified authorial voice providing an ideally exhaustive and definitive account of a fully mastered object of knowledge, rhetoric involves a dialogical understanding of discourse and of truth itself. Historian enters into a dialogical exchange with the past. The problem is precisely the nature of this dialogue. In order to understand this problematic relationship with the object of study, LaCapra introduces psychoanalytical concept of transference. The purpose of this paper is to examine different aspects of this conversational exchange between history and its object of study, and intellectual history and its object of study. (shrink)

Early childhood and preschool education and care have changed significantly due to many new findings. This has also changed the importance of preschool teachers, who are confronted with a variety of challenges and new tasks on a daily basis. It is closely linked to their professional identity as a changing category of the complex development process of an individual in their profession. The aim of this study was to determine how preschool teachers perceive certain factors, in this case career choice, (...) positive or negative experiences and the desire to leave the profession, to affect their professional development and identity. The questionnaires were completed by 594 preschool teachers at different stages of professional development and levels of education. It was found that a significant percentage of preschool teachers knew very early on that they wanted to become a preschool teacher, just as the majority never wanted to leave their profession. Those who do, usually see the reasons in stressful situations. A certain correlation was found between positive or negative descriptions and the professional development phase, i.e. the level of training of the preschool teachers. (shrink)

This volume explores the state of literary theory today, decades after the repeatedly proclaimed end of theory. It builds on the idea that theory is historically constituted as it is “always becoming something else” as Leslie Fiedler claimed in the 1950s, arguing that the historical constitution of theory relies on theory’s procedural nature. In order to assess theory’s procedural challenge to the fundamental notions that all the disciplines within an episteme have brought to the fore, it addresses these questions: What (...) are the procedures theory has relied on? Are they a secret to its resistance, or is resistance its primary procedure? And if so, a resistance to what? Secondly, if resistance were theory’s principal vehicle, at which point does resistance, conceptualized only procedurally (as resisting something, questioning anything, criticizing whatever), display hallmarks of a disciplinary closure that must call for new resistances, and perhaps for a fundamentally another kind? The book turns to what theory does in order to avoid a partial answer to what theory is. (shrink)

Cilj ovoga istraživanja bio je ispitati povezanost osobina ličnosti, motivacije i strategija učenja kod učenika osnovnoškolske dobi. Ukupno 193 učenika ispunilo je Upitnik za ispitivanje osobina ličnosti kod djece, Upitnik za ispitivanje ciljnih orijentacija i Upitnik za ispitivanje strategija učenja. Rezultati istraživanja pokazali su da su učenici, u odnosu na učenice, skloniji ciljevima usmjerenima na druge i neakademskim ciljevima. Učenice, u odnosu na učenike, češće koriste meta-kognitivnu kontrolu i dubinsko procesiranje. Mlađi učenici važnijima su procijenili i ciljeve usmjerene na sebe (...) i na druge, a češće koriste i sve tri strategije učenja. Regresijske su analize pokazale da i osobine ličnosti i ciljne orijentacije učenika zasebno doprinose objašnjenju dijela varijance svih strategija učenja pri čemu su se od osobina ličnosti najvažnijim prediktorima pokazale savjesnost i emocionalna stabilnost. Ciljevi usmjereni na sebe značajni su prediktori meta-kognitivne kontrole i dubinskog procesiranja, dok su ciljevi usmjereni na druge značajan prediktor površinskog procesiranja. (shrink)

_Minima Memoria_ attests to the impact of the works of Jean-François Lyotard, one of the most influential French philosophers of the twentieth century, and the continuing effects of these works across a wide array of fields: philosophy, literature, political theory, gender theory, aesthetics, and psychoanalysis. Particular attention is paid to Lyotard's repeated warnings regarding the way in which the complexity of events can be occluded in the very attempt to represent them. Indeed, through the contributors' careful and critical analysis, Lyotard's (...) complex intellectual trajectory—all the way up to the posthumously published works _The Confession of Augustine_ and _The Misery of Philosophy_—is traced in different and often conflicting manners, which bring out the different currents that traverse his writings and the sites of tension that such terms as "different," "affect," and "infancy" mark. What emerges is not a grand narrative that would organize Lyotard's life and work around one unifying idea, but multifaceted approaches that extend in new and unforeseen directions. (shrink)

This paper discusses Croatian maritime pilgrimages by searching for their sources in the prehistoric Mediterranean context. From the first search for the sacred, different and the other, from the prehistoric hierophanies and human being’s attempts to explain the mysterious Cosmos through their endeavour to respond to the unknown and give an order to the Chaos – we encounter a human being who travels searching for answers. The human being, as a part of the community, through cosmogonies, and then theophanies, explains (...) the creation of the world and tries to give meaning to the reality surrounding him. This modus of travel and pilgrimage to the sacred and divine continues through the historical period in three great monotheistic religions that are born and spread in the Mediterranean: Judaism, Christianity and Islam. The Mediterranean is a space of travels and travellers, intersections of thoughts, philosophies and religions. From late antiquity through the Middle Ages to the Modern Ages, the Mediterranean is the intersection of pilgrims from all directions. This paper describes pilgrimages and pilgrims who travelled from the Croatian coast to Loreto and Assisi in the 18th century. Based on 16,000 documents of Croatian Maritime Regesta of the 18th century vol. I–III, a total of 303 pilgrimages to Loreto and Assisi have been found, attesting to 2,513 pilgrims travelling, mostly in large and organized groups of up to 80 people, from the east coast of the Adriatic – from Umag in the north to Boka Kotorska in the south – to these old and Croatian believers well-known sanctuaries. Croatian maritime pilgrimages, therefore, have undeniable Mediterranean roots and an incredible continuity of tens of thousands of years. (shrink)