scholarly journals The Continuity and Discontinuity. The Question of Territorialism and Double Identity from the Perspective of 20th Century Macedonia

2015 ◽  
pp. 33-44
Author(s):  
Jolanta Sujecka

The Contuinity and Discontinuity. The Question of Territorialism and Double Identity from the Perspective of 20th Century MacedoniaThe sense of territorial identity gains force whenever political means of solving the Macedonian Question, a repugnant legacy of the Eastern issue, become scarce. This attitude is reflected in the articles published by the representatives of the Macedonian diaspora in journals of its different centres. Due to space constraints I decided to present only (and at least) the views of Krste Misirkov, a very complex figure indeed, who in contemporary Macedonia belongs to the undisputable national pantheon. His opinions on the Macedonian Question were far from explicit and his statements delivered at different stages of his life do not fit into a cohesive whole as the national purists would want it. However, it is difficult to imagine a better mirror for “Macedonian matters” in the 20th century and a more comprehensive picture of the twisted paths that the Macedonian Slavs took to reach the concept of ‘Macedonian’ understood as an ethnos, not only in its territorial aspect.A bond with the territory has never disappeared from Macedonian self-perception. Only the constant presence of territorial identity explains the assimilation of the ancient heritage, which is in fact heritage of a territory, into the Macedonian national canon. It is further confirmed by the most recent Macedonian history textbooks for high school students where the ancient tradition is treated as a part of their own heritage. While the bond with the territory is still an integral part of the Macedonian elite’s consciousness, the question of double identity remains less obvious. In Misirkov’s time double identity, expressed through various ethnic configurations, on the one hand shaped Macedonian self-identity and on the other proved the distinctiveness of a ‘Macedonian’ at that time (i.e. in the first half of the 20th century) from a ‘Serb’ in Serbia proper and a ‘Bulgarian’ in Bulgaria proper, thus creating favourable conditions for the emergence of separatist understanding of Macedonianness, allowing even non-Slavs to be Macedonians. Macedonianness began to be founded on Slavicness relatively late and this dependence was propagated quite naturally mainly by Slavophile circles (the circle of Nace Dimov) and by the communists in the 1920’s and 1930’s. However, in the first half of the 20th century there still existed alternatives, such as, for instance, the above-described project of Krste Misirkov. The most evident connection between the term ‘Macedonian’ and Slavicness crystallised in Tito’s post-war Macedonia, de facto undermining the notion of double identity in the sense in which it had functioned in the first half of the 20th century.Ciągłość i jej brak. Kwestia terytorializmu i podwójnej tożsamości z perspektywy macedońskiejPoczucie tożsamości terytorialnej odzywa się ze szczególną siłą w sytuacjach, kiedy wyczerpują się polityczne możliwości rozwiązania problemu macedońskiego, jako niedobrego spadku po kwestii wschodniej. Potwierdzają to wypowiedzi przedstawicieli macedońskiej diaspory publikowane na łamach czasopism, wychodzących w różnych miejscach jej skupisk. Zdecydowałam się na przedstawienie jedynie (i aż) poglądów Krste Misirkova, należącego w dzisiejszej Macedonii do niekwestionowanego panteonu narodowego, w istocie postaci wielce skomplikowanej. Jego poglądy w kwestii macedońskiej były dalekie od jednoznaczności, a wypowiedzi wygłaszane na różnych etapach życia nie układają się w całość, jakiej chcieliby narodowi puryści, natomiast trudno sobie wyobrazić lepsze zwierciadło „spraw macedońskich” w XX wieku i pełniejszy obraz krętych dróg, jakimi macedońscy Słowianie dochodzili do pojęcia „Macedończyk” rozumianego jako éthnie, a nie tylko terytorialnie.Więź z terytorium nigdy nie zniknęła z macedońskiego myślenia o sobie samych. Jedynie stałą obecnością tożsamości terytorialnej można wytłumaczyć asymilację dziedzictwa antycznego, czyli faktycznie dziedzictwa terytorium, do macedońskiego kanonu narodowego. Potwierdzają to najnowsze macedońskie podręczniki do nauki historii dla szkół średnich, w których tradycja antyczna jest traktowana jako część tradycji własnej. O ile jednak więź z terytorium jest nadal integralną częścią świadomości macedońskich elit, to zupełnie inaczej wygląda kwestia podwójnej tożsamości. W czasach Misirkova podwójna tożsamość, wyrażająca się poprzez różne etniczne konfiguracje, z jednej strony kształtowała macedońską tożsamość własną, z drugiej zaś to dzięki niej pojęcie „Macedończyk” w tym czasie (tzn. w pierwszej połowie wieku XX) potwierdzało swoją odrębność od Serba z Serbii właściwej i od Bułgara z Bułgarii właściwej i tym samym sprzyjało kształtowaniu się separatystycznego rozumienia macedońskości. Ten sposób widzenia umożliwiał bycie Macedończykiem także nie-Słowianom. Oparcie pojęcia macedońskości o słowiańskość nastąpiło stosunkowo późno i było propagowane w sposób naturalny głównie przez środowiska słowianofilskie (petersburski krąg Nace Dimova), ale w latach dwudziestych i trzydziestych XX w. także przez środowiska komunistyczne. Jednak w pierwszej połowie XX wieku miało wciąż alternatywne propozycje, jak chociażby omówiony przeze mnie projekt K. Misirkova. Najwyrazistsze powiązanie pojęcia „Macedończyk” ze słowiańskością nastąpiło w powojennej Macedonii czasów Josipa Broz Tity i w istocie podważyło pojęcie podwójnej tożsamości, w tym sensie w jakim funkcjonowała ona w okresie wcześniejszym, tzn. w pierwszej połowie wieku XX.

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.


Psihologija ◽  
2011 ◽  
Vol 44 (3) ◽  
pp. 261-276 ◽  
Author(s):  
Katarina Jovanovic ◽  
Iris Zezelj

Man?s deep-rooted tendency to maintain and reinforce a positive self-image makes man inclined to uncritically accept desirable information (the confirmation bias) as well as to criticize and reject undesirable information (the disconfirmation bias). Since disconfirmation strategy leads to a logically correct solution to the four-card Wason selection task, we predicted that ego-involvement manipulation would have a significant effect on the success rate of the task. Specifically, we hypothesized that subjects who were exposed to personally threatening information would try to reject it and thus be more successful on Wason task than those who were exposed to non-threatening information, as established in previously published study by Dawson et al. (2002a). Furthermore, we wanted to examine if manipulating valence framing of the Wason task rule would result in a higher success rate for the group exposed to the threatening and negatively framed rule (that implied their own early death) than the group exposed to the threatening but positively framed rule (that category of people other than the one they belong to live longer). One hundred ninety five high school students from Kragujevac, Serbia participated in the experiment. The results confirmed the expected effect of involvement, while the main effect of framing did not occur. However, there was a marginally significant involvement by framing interaction: unexpectedly, non involved participants were more likely to solve the task correctly when it was positively framed than when in was negatively framed, whilst in the involved group there was no difference in correct responding depending on framing. The findings suggest that the success rate in Wason task can be sensitive to the valence framing of the rule, but only when respondents are not highly personally threatened. Potential methodological interventions in ego-involvement manipulation and content of the rules are discussed.


Author(s):  
Kostiantyn KONDRATIUK ◽  
Oresta KOTSIUMBAS

Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and students, and their social origin from 1849. At the same time, this date coincides with the secondary school's reform in 1849 based on the «Organizational Essay of High Schools and Actual Schools of Austria» and the «Normative Plan of Education for Gymnasia», which functioned until 1910 with minor changes. Exactly these normative documents regulated the functioning of the gymnasium - the organization of the educational process, the language of teaching, the priority of disciplines, the number and load of teachers, the organization of extra-curricular activities of high school students. Since 1907, the gymnasium is reorganized into the Main Gymnasium due to the number of students' growth and moving into a newly built building on L. Sapieha street and the Branch in the premises of the Narodnyi dim (People's Hall). The educational process in the gymnasium was carried out based on ministerial plans. By the end of the 20th century, more than 60% of the educational time was spent on learning languages, and the natural and mathematical cycle reached 25%, which indicates the humanitarian direction of gymnasium preparation. The situation was changed by the curriculum for classical gymnasiums in 1909, according to which the disciplines of the natural-mathematical cycle were synchronized with the requirements of universities. The article's main thesis is that during the 1849-1914 years, the Tsissar-Royal Academic Gymnasium in Lviv developed into a leading secondary educational institution. Mostly Ukrainian Greek Catholics, natives from Halychyna, studied here. The headmasters of the gymnasium were experienced teachers, skilled administrators. During the second half of the 19th century - at the beginning of the 20th century, the gymnasium was headed by Franz Brugger (1848-1858), Ivan Piontkovskyi (1858-1868), Vasyl Ilnytskyi (1868-1892 ), Edvard Kharkevych (1892-1911) and Illia Kokorudz (1911-1927). The teaching staff was increasing quantitatively and qualitatively. Careful selection, education requirements, and teaching methods provided the gymnasium with qualified specialists and responsible officials. The institution's educational process was provided by about 23-25 ​teachers, 70% of whom were gymnasium professors. Teachers of gymnasium conducted classes on a high professional level with students and created original textbooks in their native language, literature, history, and geography. Many teachers of the gymnasium and later graduates became well-known socio-political figures, scientists, and artists.So, Academic Gymnasium in Lviv is a secondary educational institution of the second half of the 19th and early 20th centuries. It functioned following Austrian secondary school legislation. The Academic Gymnasium, being in the structure of the Lviv University, provided it with well-prepared entrants. Students received a profound knowledge of normative disciplines in the gymnasium and a good national and religious education. The heads of the educational institution were experienced teachers and organizers who took care of the proper provision of the educational institution with teaching staff. The educational and methodological literature was supported, developed, and implemented in the educational process, together with teachers and public figures. Teachers of the gymnasium constantly worked on self-education and were active socio-political leaders. Keywords: Academic Gymnasium, organization, Krajova Szkolna Rada (Region School Council), teachers, teaching process, students, educational legislation.


Author(s):  
Dedit Priyono ◽  
Alvanov Z. Mansoor ◽  
Intan R. Mutiaz

The decline in a social relationship has led people, particularly teenagers, to an unwillingness to help others. Therefore, there needs such an effort to help teenagers realize the importance of helping others. One possible effort is to hold a character building program. In this case, the writer involves Pancasila as the fundamental principle of the program to relate its values to the helping behavior the teenagers might show. Accordingly, this study focuses on finding the helping behavior related to the values contained in the Sila of Pancasila shown by the teenagers. This descriptive-qualitative study uses Focus Group Discussion (FGD) and literature study methods to collect data. From the research, the writer finds Sila 2 Kemanusiaan Yang Adil dan Beradab fits the helping behavior shown by the teenagers the most. The helping behavior shown relates, particularly, with the following values of Pancasila, i.e., "To recognize equality both in rights and responsibility, to uphold the values of humanity," and "To promote fairness to others." Nevertheless, teenagers have not shown yet the one related with "To practice tolerance and show empathy."


Author(s):  
Chekour Mohammed

Moroccan high school students find major difficulties in understanding the concepts related to electricity. The problem lies not only in the knowledge itself but also in the teaching practices. Even worse, in the Moroccan educational system, the lack of experimental activities and the low rate of integration of educational technologies hinder an effective teaching of these concepts. Indeed, the lack of these experimental activities is the main cause of the introduction of the erroneous conceptions. This lack can be remedied through simulation. The simulation is the one-off solution for the phenomena invisible to the human eye. In this chapter, the authors review the literature of the main pedagogical approaches used to facilitate the acquisition of phenomena of electricity and specially the historical investigation approach based on collaborative learning. Also, they highlight the added value of the combination of the investigation and simulation of phenomena of electricity.


2019 ◽  
Vol 13 (2) ◽  
pp. 232-237
Author(s):  
Aziz Eloirdi ◽  
Ahmed Ahami ◽  
Khaoula Mammad

ABSTRACT. The Moroccan school system suffers from recurring dysfunctions as reported by the National Evaluation Body (NEB). These results lead to the degradation of learning and academic performance, in which several factors come into play. In Morocco, studies focusing on the neurocognitive profile of students and its influence on school performance are very limited or rare. In this context, the present study aims to study the role of working memory in school performance among Moroccan high school students. Methods: our sample contains 146 high school students. A total of 78 boys and 68 girls participated in this study and the numerical version of The Rey-Osterrieth Complex Figure test (ROCF) was used to assess working memory. Moreover, school performance is represented in this study by the mean obtained during the first semester. Results: the results of multiple linear regression revealed that working memory significantly explains variation in school performance. Conclusion: neuropsychological abilities, particularly working memory, significantly explain the deterioration in school performance of students reported by the National Evaluation Body.


1973 ◽  
Vol 43 (3) ◽  
pp. 333-361 ◽  
Author(s):  
Victoria Steinitz ◽  
Prudence King ◽  
Ellen Solomon ◽  
Ellen Shapiro

The authors report on research in progress regarding modes of political thought among "bright" working-class adolescents. The basic question framing the study was "Has the ideology of working-class youth shifted away from its traditional focus on upward mobility toward a radical critique of the society?" The study consisted of in-depth interviews with working-class high school students with IQ's over 115. A pilot study revealed little heightened political consciousness and the authors turned to an exploration of the effects of community context on ideological development. The second phase of the research studied working-class adolescents in three contrasting community settings. Initial findings indicate on the one hand a widespread ethic of individual responsibility and a general suspicion of political involvement,but on the other hand, substantial community and individual variation in personal visions of the future and levels of support for the American political system. The authors speculate on the complex problems involved when middle-class persons engage in political consciousness raising among working-class adolescents,who would have to take substantial personal risks were they to adopt a more radical position.


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