Programska knjiÅ¾ica - Hrvatsko filozofsko druÅ¡tvo

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BORISLAV DADIĆ Odjel za filozofiju, Sveučilište u Zadru, Hrvatska / Department of Philosophy, University of Zadar, Croatia ULOGA RASPRAVE (DISPUTATIO) U RAZVOJU SVEUČILIŠTA U SREDNJEM VIJEKU Svjedoci smo svekolikih nastojanja oko reforme visokog školstva kod nas, pa i reforme samog sveučilišta kao takovog. Prije donošenja konačnih odluka i zakona vezanih za navedene reforme, svi smo pozvani na javnu raspravu o prijedlozima tih zakona. No kakvu ulogu imaju te rasprave i pod kakvim uvjetima se odvijaju? U našem izlaganju ćemo se pozabaviti nastankom, razvojem i aktualnosti sveučilišnih rasprava. Pokazati ćemo kako se je na prvim europskim sveučilištima od predavanja (lectio), preko pitanja (questio) došlo do rasprave (disputatio). Potom ćemo detaljno obraditi bit i vrste rasprava koje su nastale u sveučilišnom ambijentu, te njihov golemi doprinos u razvoju kako sveučilišta u cjelini tako i pojedinih fakulteta. U zaključnom promišljanju ćemo pokazati nužnost i aktualnost sveučilišnih rasprava, kako za život sveučilišta i razvoj znanosti tako i za sveopći boljitak društva u cjelini. THE ROLL OF DISCUSSION (DISPUTATIO) IN THE DEVELOPMENT OF THE MIDDLE AGE UNIVERSITIES Today we are witnessing an overall reformation effort in the field of higher education, even extending to the reformation of the university as such. Before reaching the final decisions and laws concerning above mentioned reforms, we are all invited in a public discussion on the bills of the law. But what is the role of such discussions and under which conditions do they occur? Our presentation deals with the origin, development and today’s importance of University discussions. We intend to show how, the first European Universities, lectures (lectio), which were followed by questions (questio), led to the development of discussion (disputatio). We will also investigate the nature and the types of discussions which came into being in the University environment, and their enormous contribution to the development, not just of the University as a whole, but of certain Faculties as well. In the concluding segment we will show the necessity and today’s importance of University discussions for the life of the University and the development of science on one side, and for general good of the whole society on the other side. 60
NENAD DAKOVIĆ Beograd, Srbija / Belgrad, Serbien POSLIJE FILOZOFIJE (POSLIJE UNIVERZITETA) Moja osnovna ideja ili problem koji ću razmatrati u predavanju glasi: Je li danas vrijeme poslije filozofije i poslije sveučilišta? NACH DER PHILOSOPHIE (NACH DER UNIVERSITÄT) Meine Hauptidee, oder das Problem, das ich im Vertrag erörtern werde, lautet: Ist heute Zeit nach der Philosophie und nach der Universität? ZLATAN DELIĆ, HARIZ ŠARIĆ Filozofski fakultet, Univerzitet u Tuzli, Bosna i Hercegovina / Faculty of Philosophy, University of Tuzla, Bosnia and Herzegovina MOGUĆNOST KRITIKE BOLONJSKOG SUSTAVA OBRAZOVANJA U BOSNI I HERCEGOVINI IZ PERSPEKTIVE ODRŽIVOG RAZVOJA Bavimo se socijalnim i ekološkim posljedicama ekonomske komodifikacije, komercijalizacije i fragmentacije Bolonjskog obrazovanja u Bosni i Hercegovini. Razvijamo tezu da je o globalnoj, regionalnoj i lokalnoj važnosti očuvanja Bosne i Hercegovine i njenih imanentnih raznolikosti potrebno govoriti na temelju kvalitativne analize, a ne isključivo uz pomoć ekonometrijske analize koja je ugrađena i u Bolonjski sustav definiranja samog pojma kvalitete i održivosti. Centralni autoreferencijalni problem je što se Bolonjski sustav, već u jeziku, podčinjava vladajućem diskursu ekonomije znanja te i opisuje isključivo ekonomskim kategorijama (‘efikasnost’, ‘efektivnost’, ‘stakeholderi’, ‘zadovoljstvo’ itd., pri čemu se ignorira činjenica da oko 50% nezaposlenih čine upravo mladi ljudi, od kojih veliki broj ima završenu srednju školu i fakultete). Stoga se zalažemo za drugačija mjerila održivog razvoja u Bosni i Hercegovini koja bi priznavala specifičnu povijest i (buduće) okruženje ove države. 61
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ISSN: 1848-2228 HRVATSKO FILOZOFSKO
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SADRŽAJ / CONTENTS Organizacijski
Page 9: 21. DANI FRANE PETRIĆA Uvod 21st D
Page 12 and 13: znanstvenim opusom u 13. stoljeću,
Page 14 and 15: THE IDEA OF THE UNIVERSITY Mislav J
Page 16 and 17: all else in the service of such dev
Page 18 and 19: OD PETRIĆA DO BOŠKOVIĆA: HRVATSK
Page 20 and 21: 2. The sources of Petrić’s and B
Page 23 and 24: Simpozij IDEJA SVEUČILIŠTA Sympos
Page 25 and 26: Legal History in the Curricula of t
Page 27 and 28: 16:15-16:30 RAJKA ŠVRLJUGA (Hrvats
Page 29 and 30: UTORAK, 25. rujna 2012. / TUESDAY,
Page 31 and 32: Predsjedava / Chairperson: JOSIP OS
Page 33 and 34: SRIJEDA, 26. rujna 2012. / WEDNESDA
Page 35: PLENARNA PREDAVANJA ::: PLENARY LEC
Page 38 and 39: Predsjedavaju / Chairpersons: IVICA
Page 40 and 41: 10:15-10:45 Petrićeve Discussiones
Page 42 and 43: The Reception of Bošković’s Nat
Page 45 and 46: Međunarodni simpozij IDEJA SVEUČI
Page 47 and 48: LOGIČKA OGRANIČENJA I ONTOLOŠKI
Page 49 and 50: USTROJ ODSJEKA ZA FILOZOFIJU U MODE
Page 51 and 52: problem. On the other hand, the ver
Page 53 and 54: gitimnosti (bliske) veze između re
Page 55 and 56: striktnog državnog nositelja. On j
Page 57 and 58: DRAGAN ĆALOVIĆ Fakultet za kultur
Page 59: gments, a truth in developing them,
Page 63 and 64: u atmosferi aphetéos-ēdone, unive
Page 65 and 66: skog tipa sveučilišta nego su u n
Page 67 and 68: RICHARD F. GOMBRICH Faculty of Orie
Page 69 and 70: UNIVERSITY, HIGHER EDUCATION, AND N
Page 71 and 72: AMINA ISANOVIĆ Filozofski fakultet
Page 73 and 74: ge as a whole and the light whose o
Page 75 and 76: ju narav sveučilišta i uloge znan
Page 77 and 78: ZNANOST I ETIKA: NEKE NAPOMENE O RA
Page 79 and 80: INDUSTRIALISATION OF THE UNIVERSITY
Page 81 and 82: nim, odnosno profitabilnim istraži
Page 83 and 84: disable competition, not to introdu
Page 85 and 86: socijalnih mehanizama upotrebe znan
Page 87 and 88: MISLAV KUKOČ Faculty of Philosophy
Page 89 and 90: ard of their human and moral qualit
Page 91 and 92: UNIVERZITET VISVA-BHARATI; TAGORINO
Page 93 and 94: UNIVERSITY: FROM SPECULATION TO CRI
Page 95 and 96: »SUSTAV« U FILOZOFIJI KAO POSLJED
Page 97 and 98: curricula’s subjects. For him, th
Page 99 and 100: This protest shows that students wa
Page 101 and 102: der Universität in der Zeit des Zw
Page 103 and 104: losophy, Pedagogy and Logics. As th
Page 105 and 106: iti pobrojane uočene anomalije i n
Page 107 and 108: tual endeavours contribute the soci
Page 109 and 110: MAJA POLJAK Odjel za filozofiju, Sv
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verziteta«, točnije, seminarskog
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either bureaucratic and politicized
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Jedna od tih je, svakako, ideja sve
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jesti kao holistički okvir za istr
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WHY IS UNIVERSITY STILL IMPORTANT?
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LINO VELJAK Filozofski fakultet, Sv
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assistance in the Vedas, Upanishads
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RADOMIR VIDENOVIĆ Filozofski fakul
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BUDISLAV VUKAS, ml. Pravni fakultet
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DIVNA VUKSANOVIĆ Fakultet dramskih
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ENIS ZEBIĆ Zagreb, Hrvatska / Zagr
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BOJAN ŽALEC Faculty of Theology, U
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Petrić i Gučetić svoje traktate
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of the paper deals with Ficino’s
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If we accept that Comenius was stro
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φιλοσοφία), a možda i sv
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i završne riječi cjelokupnog Filo
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On 131v-140r the manuscript, eviden
Page 148 and 149:
The third stage researches the rece
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PETRIĆ AND (PSEUDO-)PHILOPONUS Phi
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Unlike the other three characters,
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popratna obrazloženja u znanstveni
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tion to the emergence of ‘new opt
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assertions of Plato and Aristotle,
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The same concept of happiness appea
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IVICA MARTINOVIĆ, MARIN MARTINIĆ
Page 164 and 165:
15. Thomas Thomson, An attempt to e
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166 pp. 515-516, with the descripti
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Institut für Wissenschaftsgeschich
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Prvi subtezarij »De principiis et
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chapter “De astronomia physica,
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minje postojanje »nečega« izmeđ
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the Greek verb system he encountere
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su u 19. stoljeću nazvani »točka
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fundamental rule of defining the ur
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Međunarodni simpozij IDEJA SVEUČI
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Richard F. Gombrich Balliol College
Page 187 and 188:
Nenad Malović Katolički bogoslovn
Page 189 and 190:
Iris Tićac Odjel za filozofiju Sve
Page 191 and 192:
19. simpozij OD PETRIĆA DO BOŠKOV
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Dodatak: popratni tekstovi uz simpo
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egarded as some of the world’s be
Page 198 and 199:
professorship is the same as a chai
Page 201 and 202:
of the organization Save British Sc
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seem at the bottom a deadly ideolog
Page 205 and 206:
all right to be clever at a specifi
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the Commons Education Select Commit
Page 209 and 210:
out of his bookcase to show it to t
Page 211 and 212:
which is completed in three years.
Page 213 and 214:
and they should be used for those g
Page 215 and 216:
value and thus to be worthless. In
Page 217 and 218:
in Britain. Since then there have b
Page 219 and 220:
9 names, because even though the ot
Page 221 and 222:
“There are few things on which ma
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department, employing six teaching
Page 225 and 226:
and “the stick is mightily more e
Page 227 and 228:
Politicians are not the only ones t
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I explained in my Tokyo speech that
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ing, like all evaluation, is a form
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wäre weitaus geringer, wenn nicht
Page 235 and 236:
diese auch sind. Aber an einen akad
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Diese Bildung, diese Sensibilitäte
Page 241:
STALNI Donatori DANA FRANE PETRIĆA
Page 245 and 246:
1992 Suvremena filozofska gibanja
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IZDAVAČ: BIBLIOTEKA: ZA IZDAVAČA:
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