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Im transnationalen Migrationsmodell und seinen Nachfolgern manifestiert sich die kopernikanische Wende der Migrationsforschung: Migrant*innen und ihre Netzwerke sind nicht mehr Gegenstand (Objekt) der Sozialforschung, sondern werden als Träger*innen sozialer Welten (Subjekte) identifiziert und bilden den neuen analytischen Ausgangspunkt. Coretta Ehrenfeld lotet die philosophische Bedeutung dieser migrantischen Subjektivierung aus: Diese besteht unter anderem in der Kritik sozialtheoretischer Trägerschaft in nationalgesellschaftlicher Gestalt sowie infolgedessen in der begrifflichen Auflösung der Dichotomie zwischen sesshaft und migrantisch.

Tijekom svoje povijesti esej je često tumačen kao oblik kojeg karakterizira neka vrsta formalne i idejne otvorenosti te otpora prema misaonoj sistematizaciji i završenosti. Dugotrajne rasprave vezane uz definiciju eseja kao žanra te često dijametralno različiti teorijski zaključci vezani uz njegov potencijal (npr. Lukácsevo hegelijanstvo u odnosu na Adornovu antisustavnu utopiju) navode nas na pretpostavku o bitnim razlikama među subjektima koji se pojavljuju tijekom povijesti esejističkoga diskursa. U prvome dijelu rada pokušali smo teorijski definirati te razlike otvarajući neka od ključnih pitanja vezana uz esej kao žanr: Možemo li izdvojiti posebnosti esejističkoga subjekta u odnosu na druge književne vrste? Kakav je status istine u eseju? Zaključili smo, na temelju tekstova Milivoja Solara i Branislava Oblučara (ali i drugih teoretičara eseja), kako je esejistički subjekt definiran specifičnim spoznajnim interesom koji se opire sustavnosti, cjelovitosti i konačnim definicijama te se kao takav nalazi u posebnom odnosu prema kulturnim i znanstvenim kretanjima koje smo pokušali opisati koristeći se konceptom post/modernosti. U drugome dijelu rada pokušali smo status esejističkoga subjekta opisan u prvome dijelu promotriti u odnosu na konkretne primjere iz hrvatske esejističke prakse (riječ je o tekstovima Tina Ujevića, Danijela Dragojevića, Vlade Gotovca te Dubravke Ugrešić). „Modernistički“ i „postmodernistički subjekt“ kao konstrukti opisani/stvoreni u prvome dijelu rada pomogli su nam da esejističke subjekte spomenutih autora lakše opišemo pri čemu smo npr. u Ujevićeva subjekta uočili više modernističkih elemenata (introspekcijsku inačicu „potrage“, elemente modernističkoga Bildunga, obilježja esteticizma itd.), dok smo u subjekta Dubravke Ugrešić uočili veći broj postmodernističkih crta (metatekstualnost, ohrabrivanje fluidnosti identiteta, naglašavanje ludičke funkcije teksta, eklekticizam itd.). Zaključili smo kako se u analizi esejističkoga subjekta mogu primijeniti mnoge kategorije kojima se služimo u pristupu ostalim literarnim (prvenstveno proznim) vrstama pri čemu posebnost esejističkoga subjekta često dovodi do diskursa u kojemu se jasnije ocrtavaju obilježja koja pronalazimo u ostalim vrstama. Throughout its history, the essay has often been interpreted as a form characterized by formal and conceptual openness and resistance to thought systematization and completion. Prolonged debates related to the definition of the essay as a genre and often diametrically different theoretical conclusions related to its potential (e.g. Lukács's Hegelianism in relation to Adorno's anti-systemic utopia) lead us to assume important differences between the subjects that appear during the history of the essay discourse. In the first part of the thesis, we tried to theoretically define these differences, opening up some of the key questions related to the essay as a genre: Can we single out the peculiarities of essayistic subjectivity in relation to other literary genres? How to describe the status of truth in an essay? We concluded, based on the texts of Milivoj Solar and Branislav Oblučar (as well as other theorists), that essayistic subjectivity is defined by a specific scientific/philosophical interest that resists systematicity, completeness, and strict definitions, and as such is characterized by a specific relation to cultural and scientific movements that we tried to describe using the concept of post/modernity. In the second part of the thesis, we tried to examine the status of the essayistic subjectivity in relation to specific texts by Croatian essayists (Tin Ujević, Danijel Dragojević, Vlado Gotovac, and Dubravka Ugrešić). "Modernist" and "postmodernist subjectivity", constructs we described/created in the first part of the thesis, helped us to depict the essayistic subjectivity of the mentioned authors more easily, whereby we noticed, for example, more modernist elements in Ujević's subject (an introspective version of the "quest", elements of modernist Bildung, features of aestheticism, etc.), while in the subject of Dubravka Ugrešić's essays we noticed a greater number of postmodernist features (metatextuality, encouraging the fluidity of identity, emphasizing the ludic function of the text, eclecticism, etc.). We concluded that in the analysis of the essayistic subjectivity, many categories can be applied that are used in the approach to other literary (primarily prose) genres, whereby the particularity of the essayistic subjectivity often leads to a discourse in which the characteristics found in other genres are more clearly outlined.

Während Lernen als menschlicher Vorgang in der Pädagogik umfassend theoretisch beschrieben und empirisch erforscht ist, greifen Konzepte organisationalen Lernens selten auf Ergebnisse pädagogischer Theoriebildung und Forschung zum Lernen zurück. In dem Beitrag wird untersucht, ob und wie diese für die Betrachtung organisationalen Lernens sinnvoll genutzt werden können. Dazu wird dargestellt, inwieweit die Voraussetzungen, die pädagogische Lerntheorien an „etwas, das lernt' stellen, mehr als nur metaphorisch auf Organisationen übertragbar sind. Hieran anschließend wird anhand zweier konkreter Übertragungsvorschläge skizziert, welche analytischen Möglichkeiten für die pädagogische Betrachtung organisationalen Lernens sich hieraus ergeben.

Der Mensch lebt nicht allein, er ist vielmehr in Kultur und Gesellschaft eingebettet. In seinem Handeln - auch dem beruflichen und wirtschaftlichen - richtet er sich auf Werte und Prinzipien aus. Er tut dies auch deshalb, weil er als individuelles und soziales Wesen Verantwortung übernehmen muss. Dieses Eingebettetsein des Subjekts in Kultur und Gesellschaft hat Auswirkungen auf die Werteerziehung in der kaufmännischen Berufsbildung, die das Soziale, Ethische und Politische integrieren muss.

V diplomskem delu se osredotočam na razvoj koncepta nezavednega znotraj Schellingove filozofije. Njegov prispevek na tem področju je glasno odmeval skozi intelektualno sfero 19. stoletja. Schellinga postavljam v kontekst z njegovimi predhodniki in predstavim relevantna izhodišča za njegovo delo znotraj Fichtejeve teorije absolutnega jaza in v Kantovi knjigi Religija v mejah čistega uma. Schellingovemu izpeljevanju nezavednega sledim od njegovega začetnega obdobja filozofije narave preko Sistema transcendentalnega idealizma do Raziskovanj o bistvu človeške svobode. Kljub temu, da se koncept skozi obdobja spreminja in dopolnjuje, ostaja ena redkih stalnic Schellingove misli. In my thesis I focus on the concept of the unconscious in Schelling's philosophy. His contribution to the field of the unconscious resonated loudly through the intellectual world of the 19. century. I place Schelling in context of his predecessors and present relevant foundations for his work in Fichte's theory of the absolute I and within Kant's Religion within the Boundaries of Mere Reason. I follow Schelling's derivation of the unconscious from his early Naturphilosophie through System of Transcendental Idealism to Philosophical Inquiries into the Essence of Human Freedom. Despite the fact that the concept varies and develops over time, it remains one of the few constants of Schelling's thought.

Postoje dvije suvremene koncepcije bezličnosti: komunikativno-funkcionalna i strukturna. Prva je koncepcija daleka od tradicionalne, i premda sam fenomen koji se pod tom koncepcijom podrazumijeva, nije sasvim lišen smisla, termin bezličnost ne čini se prikladnim za njegovo imenovanje. Suvremeno je pak shvaćanje strukturne bezličnosti relativno blisko tradicionalnomu, ali je i ono povezano s određenim problemima. Kao prvo, nije jasan kriterij po kojem se u strukturnu bezličnost uključuju pojave kao opće drugo lice i zamjenice kao njemačko man. Osim toga, te se dvije pojave ne bi smjele povezivati u prvom redu sa subjektom/bezličnošću, nego svaku od njih treba promatrati ponajprije kao cjelinu koja nije karakteristična samo za mjesto nominativnoga subjekta, nego i za druge argumente (sve ili dio njih). Ostatak se strukturne bezličnosti u zasebno uzetim jezicima, osobito tipičnim europskim, može bez većih teškoća definirati kao besubjektnost i razgraničiti od drugih bliskih pojava. Međutim, općejezična definicija strukturne bezličnosti vjerojatno nije moguća. Znatno se produktivnijim od zasebnoga proučavanja bezličnosti, osobito u tipološkim studijama, čini proučavanje argumentne strukture u cjelini.

U ovome radu analiziramo rečenični gerundiv u europskoj varijanti španjolskog jezika i njegove ekvivalente u hrvatskom jeziku s posebnim naglaskom na mogućnost ekvivalencije rečenica s glagolskim prilogom. Rečenični je gerundiv onaj koji stoji u nekom odnosu zavisnosti prema drugoj rečenici, što znači da je riječ o imenskom, glagolskom ili rečeničnom modifikatoru. Pri opisu gerundiva u obzir će se uzimati deskriptivni elementi tradicionalnih i suvremenih pristupa. Cilj istraživanja je provjeriti gramatičnost ekvivalentnih hrvatskih rečenica s glagolskim prilogom te utvrditi najbliže distribucijske i značenjske ekvivalente španjolskog gerundiva u hrvatskome jeziku. Polazna hipoteza predviđa da je distribucijska i značenjska istovrijednica španjolskog gerundiva glagolski prilog sadašnji u hrvatskom. Španjolski gerundiv i hrvatski glagolski prilog nepromjenjivi su glagolski oblici koji sjedinjuju karakteristike glagola i priloga. S glagolima dijele tvorbenu motiviranost i prijelaznost, a s prilozima funkcionalna svojstva, odnosno opis načina na koji subjekt vrši glagolsku radnju kao i okolnosti radnje ili stanja koje su iskazane glagolom glavne rečenice. Rad je podijeljen u sedam poglavlja. U uvodu predstavljamo cilj i hipoteze istraživanja te metodologiju i plan istraživanja. U drugome poglavlju rada govorimo o nepromjenjivim glagolskim oblicima u španjolskom jeziku (gerundivu, infinitivu, participu). Treće je poglavlje posvećeno gerundivu u španjolskom jeziku, i to njegovim sintaktičkim i semantičkim aspektima, određivanju subjekta gerundiva te klasifikaciji prema sintaktičkim funkcijama na predikativni, priložni i pridjevski gerundiv. Valja napomenuti i to da se u radu sintaktička pozicija gerundiva klasificira prema subjektu. U četvrtom ćemo poglavlju obraditi glagolski prilog sadašnji u hrvatskome jeziku. Govorit ćemo o njegovim sintaktičkim i semantičkim funkcijama, o subjektu glagolskog priloga te predikatnom proširku. Istraživački dio rada sastoji se od tri poglavlja. U petom poglavlju iznosimo metodologiju istraživanja, u šestome uspoređujemo španjolske rečenice s gerundivom i hrvatske rečenice s glagolskim prilogom sadašnjim, a potom analiziramo prijevodne ekvivalente rečenica s gerundivom iz korpusa prevedenih tekstova (španjolski – hrvatski). U posljednjem, sedmom poglavlju iznosimo rezultate istraživanja i raspravljamo o rezultatima te zadanom cilju i hipotezi. Hipoteza da je hrvatski glagolski prilog istovrijedan španjolskom gerundivu djelomično je potvrđena. Iako funkcionalno slične kategorije, glagolski je prilog sadašnji ekvivalent gerundivu u strukturama u kojima je subjekt gerundiva identičan subjektu glagola glavne rečenice, dok se glagolski prilog sadašnji, za razliku od gerundiva, ne može odnositi na direktni objekt ili drugu sintaktičku funkciju glagola glavne rečenice. Također valja izdvojiti i to da unatoč tome što bi u prijevodnom korpusu na mnogim pozicijama glagolski prilog sadašnji bio gramatičan, na njegovom se mjestu u hrvatskom jeziku pojavljuju i drugi ekvivalenti poput relativne rečenice, rečenice s funkcijom predikatnog proširka, objektne rečenice, priložne rečenice, i dr., što ukazuje na to da uz funkcionalnu bliskost gerundiva i glagolskog priloga postoje značajne stilske razlike. This thesis analyses clausal gerundive in the European variety of the Spanish language and its equivalents in the Croatian language, with particular focus on possible equivalences between participial clauses in the two languages. Clausal gerundives are clauses that are subordinate to another clause, which means that they are modifiers to nouns, verbs or clauses. Descriptions of gerundives in this thesis employ descriptive elements of both traditional and contemporary linguistic approaches. The aim of the research is to investigate the grammaticality of equivalent Croatian clauses containing participial constructions and determine the closest Croatian equivalents to Spanish gerundives in terms of distribution and meaning. The initial hypothesis suggests that the distributional and semantic equivalent of Spanish gerundive is the Croatian present participle. Spanish gerundive and Croatian present participle are verbal forms that combine the characteristics of verbs and adverbs. Their relation to verbs is evident in their word formation motivation and transitivity, whereas they exhibit the functional properties of adverbs in that they describe the manner in which the subject performs the activity of the verb, as well as the circumstances of the activity or state expressed by the main verb of the sentence. The thesis consists of seven chapters. The introductory chapter presents the research aim and hypotheses, as well as the methodology and research plan. Chapter two gives an account of fixed-form verbal forms in Spanish (gerundive, infinitive, participle). Chapter three gives an outline of the Spanish gerundive, discussing its syntactic and semantic properties, determining the subject of the gerundive and classifying it according to its syntactic functions as predicative, adverbial or adjectival gerundive. It needs to be stated that in this thesis the syntactic position of the gerundive is classified according to its subject. Chapter four presents the present participle in Croatian, outlining its syntactic and semantic functions, its subjects and its possible role as complement within a predicate. The research part of the thesis consists of three chapters. Chapter five describes the research methodology, while chapter six compares Spanish sentences containing the gerundive to Croatian sentences containing present participle forms, followed by an analysis of translation equivalents of sentences containing gerundives taken from a corpus of translated texts (Spanish – Croatian). The last, seventh chapter, exhibits the research results and discusses them in light of the research aim and hypothesis. The hypothesis that Croatian present participle is equivalent to Spanish gerundive has been partially proved. Although functionally similar categories, Croatian present participle and Spanish gerundive are equivalent in structures where the subject of the gerundive is identical to the subject of the matrix clause verb, whereas, unlike the Spanish gerundive, Croatian present participle cannot refer to the direct object or other syntactic functions of the matrix clause verb. It also needs to be pointed out that, notwithstanding the fact that in many positions in the corpus of translated texts the present participle would be considered grammatical, other equivalent forms appear in its place in Croatian, such as relative clauses, clauses functioning as complements, object clauses, adverbial clauses, etc., which indicates that, apart from the functional similarities between the Spanish gerundive and the Croatian present participle, there are also significant stylistic differences.

Once theatre aims at children, who are the citizens and decision makers of the future, it can influence the course of society through the values and worldviews that it promotes. The exceptional capacity of this medium in engaging the audience, along with children’s receptiveness, necessitates a meticulous study of the ideologies embedded in plays. This study unravels how these ideological factors can hamper the theatre’s main purpose which is to encourage the audience to form individual fantasies. Accordingly, Žižek’s theories are drawn upon for their hints on ideology, fantasy, reality, and subjectivity. Taking his psychoanalytic views into account, four Persian plays are examined to determine what ideologies underlie these plays’ motifs and instructions, as well as what may justify their presence in plays. On close inspection, it becomes evident that these plays are loaded with conscious manipulative ideologies which are intended to train homogeneous social members rather than present objective glimpses of real life., Jednom kad se kazalište okrene djeci, budućim građanima koji će donositi odluke, ono vrijednostima i stavovima koje promiče može utjecati na smjer razvoja društva. Izniman kapacitet toga medija u poticanju i aktivaciji publike u kombinaciji s dječjom receptivnošću, nužno upućuje na važnost detaljnoga istraživanja ideologija kojima su igrokazi prožeti. Ovaj rad otkriva kako ti ideološki čimbenici mogu ugroziti glavnu svrhu kazališta, tj. poticanje gledatelja na stvaranje svojih vlastitih zamisli. Istraživanje se oslanja na Žižekovo razumijevanje ideologije, fantastike, zbilje i subjektivnosti. Polazeći od njegovih psihoanalitičkih uvida, analiziraju se četiri perzijska igrokaza kako bi se utvrdilo koje su ideologije u temelju motiva i pouka tih djela, kao i to kako se opravdava prisutnost takvih sadržaja u dječjoj drami. Detaljno razmatranje pokazuje da su analizirani igrokazi obilježeni svjesnim manipulativnim ideologijama s namjerom odgajanja homogeniziranih članova društva umjesto posvećenosti prikazivanju objektivnih uvida u stvarni život.

Digitale Bildung stellt einen zentralen Ansatz dar, um eine zeitgemässe Antwort auf die Herausforderungen der Digitalisierung zu formulieren sowie zukunftsorientierte Handlungsfähigkeit und gesellschaftliche Teilhabe zu gewährleisten. Dabei erweist sich das Zusammenspiel von Mensch und digitalen Technologien über einen instrumentell-qualifikatorischen Blick hinausgehend als überaus komplex, was die grundlegende Frage danach aufwirft, wie Bildung im Sinne der Menschwerdung unter den Bedingungen des Digitalen überhaupt gedacht werden kann. Der Beitrag geht der Frage nach, wie sich die besondere Qualität des Digitalen zu einem bildungstheoretisch fundierten Verständnis von Digitalität verhält und welche Bedeutung das Allgemeine im Zusammenspiel von Bildung und Digitalität spielt. Dabei wird das Verhältnis des Besonderen zum Allgemeinen vor dem Hintergrund digital vernetzter Infrastrukturen diskutiert, um so zu Aussagen über die meist unsichtbaren Abhängigkeiten und deren sichtbare Auswirkungen auf Bildung und den Menschen zu diskutieren.

Die Unterscheidung von messbarer und subjektiver Zeit oder psychischer Eigenzeit prägt nicht nur wichtige Etappen der modernen Philosophie; spätestens seit dem ausgehenden 19. Jahrhundert interessieren sich Psychologie und Psychiatrie für eine pathologische Abweichung des Zeitempfindens. Immer wieder verhandelt und in Erzählweisen adaptiert wurde die Psychopathologie der Zeit aber auch in den jeweils zeitgenössischen Literaturen. Dem daraus entstehenden Wechselverhältnis geht diese Ausgabe der ZfK nach. Im Debattenteil des aktuellen Hefts wird unter dem Titel »Zeitstillstand, Zyklus und Zirkel« die Frage nach psychopathologisch gestörter Zeiterfahrung als Problem für das gute Leben verhandelt.

Este trabalho propõe as bases teóricas para a elaboração de uma nova definição de Psicopatologia , concebendo-a como o estudo dos impasses mórbidos perturbando, ou mesmo impedindo, a realização de um sujeito singular no interior do laço social. A noção de sujeito aqui em questão é aquela decorrente do pensamento psicanalítico de Freud e Lacan. A (psico)patologia do sujeito apoia-se nas ideias de Viktor von Waizsaecker, para quem a “patologia”, diferentemente da noção biológica de “doença”, é um fenômeno que pressupõe um sujeito enquanto tal. Inspira-se, igualmente, da obra de Pierre Fédida que sustenta que a psicopatologia se refere fundamentalmente ao pathos subjetivo, em suas múltiplas dimensões semânticas de passividade, sofrimento e paixão. As consequências da redefinição da (psico)patologia aqui proposta incidem sobre o conjunto das práticas clínicas, sejam elas psicanalíticas, médico-psiquiátricas ou outras, através da especificação ética e técnica do tratamento, agora orientado pelo cuidado com a realização possível e responsável do sujeito enquanto ser de linguagem, no interior do laço social. This paper proposes the theoretical bases for the elaboration of a new definition for Psychopathology, conceiving it as the study of the morbid impasses disturbing, or even preventing, the realization of a singular subject within the social bond. The notion of subject at issue is the one arising from the psychoanalytic thinking of Freud and Lacan. The (psycho)pathology of the subject relies on the ideas of Viktor von Waizsaecker, for whom “pathology”, unlike the biological notion of “disease”, is a phenomenon that presupposes a subject as such. It is also inspired by Pierre Fédida’s work, which claims that psychopathology refers fundamentally to the subjective pathos, in its multiple semantic dimensions of passivity, suffering and passion. The consequences of the redefinition of the (psycho)pathology proposed here apply to the set of clinical practices, either medical-psychiatric or others, through the ethical and technical specification of the treatment, now guided by the care with the possible and responsible realization of the subject as a language being, inside the social bond. Cette étude aborde les bases théoriques pour l’élaboration d’une nouvelle définition de psychopathologie, en la concevant comme l’étude des impasses morbides perturbant, voire même empêchant, la réalisation d’un sujet singulier au sein du lien social. La notion de sujet en question est celle découlant de la pensée psychanalytique de Freud et de Lacan. La (psycho) pathologie du sujet repose sur les idées de Viktor von Waizsaecker, pour qui la « pathologie », contrairement à la notion biologique de « maladie », est un phénomène qui présuppose un sujet en tant que tel. Il s’inspire également de l’œuvre de Pierre Fédida, qui soutient que la psychopathologie renvoie fondamentalement au pathos subjectif, dans ses multiples dimensions sémantiques de passivité, de souffrance et de passion. Les conséquences de la redéfinition de la (psycho) pathologie proposée ici portent sur l’ensemble des pratiques cliniques, qu’elles soient psychanalytiques, médico-psychiatriques ou autres, au travers de la spécification éthique et technique du traitement, désormais guidé par les soins avec réalisation possible et responsable, du sujet en tant qu’être de langage, à l’intérieur du lien social. Este artículo propone la base teórica para la elaboración de una nueva definición de Psicopatología, concibiéndola como el estudio de las calamidades mórbidas que perturban o incluso impiden la realización de un sujeto singular dentro del lazo social. La noción de sujeto aquí en cuestión es la que surge del pensamiento psicoanalítico de Freud y de Lacan. La (psico)patología del sujeto se basa en las ideas de Viktor von Waizsaecker, para quien la “patología”, a diferencia de la noción biológica de “enfermedad”, es un fenómeno que implica a un sujeto como tal. También está inspirada en el trabajo de Pierre Fédida, que sostiene que la psicopatología se refiere fundamentalmente al pathos subjetivo en sus múltiples dimensiones semánticas de pasividad, sufrimiento y pasión. Las consecuencias de la propuesta de redefinición de la (psico)patología repercuten sobre el conjunto de prácticas clínicas, ya sean psicoanalíticas o médico-psiquiátricas, entre otras, a través de la especificación ética y técnica del tratamiento, ahora guiado por la preocupación con relación a la realización posible y responsable del sujeto como ser de lenguaje dentro del lazo social. Diese Arbeit schlägt die theoretische Grundlage für die Ausarbeitung einer neuen Definition der Psychopathologie vor, die als Untersuchung krankhafter Sackgassen aufgefasst wird, die die Verwirklichung eines einzelnen Subjekts innerhalb der sozialen Bindung stören oder sogar verhindern. Der hier untersuchte Begriff des Subjekts basiert auf den psychoanalytischen Überlegungen von Freud und Lacan. Die (Psycho)Pathologie des Subjekts beruht auf den Ideen von Viktor von Waizsaecker, für den „Pathologie“ im Gegensatz zum biologischen Begriff „Krankheit“ ein Phänomen ist, das ein Subjekt als solches voraussetzt. Der Begriff basiert sich außerdem auf Pierre Fédidas Arbeit, in der behauptet wird, die Psychopathologie beziehe sich in ihren vielfältigen semantischen Dimensionen von Passivität, Leiden und Leidenschaft grundsätzlich auf das subjektive Pathos. Die Konsequenzen der hier vorgeschlagenen Neudefinition der (Psycho)Pathologie betreffen alle klinischen Praktiken, einschließlich die psychoanalytische, medizinisch-psychiatrische und die anderen und zwar durch die ethische und technische Spezifikation der Behandlung, die sich nun mit Sorgfalt am Subjekt orientiert, das als Sprechwesen innerhalb der sozialen Bindung definiert wird.

Background. In the context of the current globalization of culture and civilization, international science has become global. Formation of a global science, able to comprehend the emerging global world, is impossible without the full integration of “local” scientific traditions and systems of social and humanitarian knowledge, which are new to the Western-centered mainstream. This situation challenges “local” psychological schools, and at the same time opens up new perspectives for their development. A prerequisite for integration is overcoming language barriers. For Russian psychology, the language factor is of special significance, because the conceptual apparatus here has formed based on the Russian language, and translating Russian texts into foreign languages requires not only language skills but also hermeneutics in relation to the conceptual apparatus. Objective. Of special difficulty is the translation of the concept of “субъект” (Subjekt), which is central to the Russian psychological tradition. Like the concept of “Personality,” it relates to the sphere of integral aspects and manifestations of human existence. The question of how these two concepts relate, remains acutely debatable, despite the fact that the Russian scientific community has already spent considerable efforts on the methodological elaboration of each of them. This makes it difficult for scientists to communicate and impedes translating scientific texts. This article concentrates on the problem of translating the concept of “Subjekt.” Conclusion. Difficulties encountered by foreign colleagues are analyzed; the different interpretations of the concept in contemporary Russian psychology are highlighted. A solution to the problem of translation of the concept is proposed.

Denna studie undersöker fenomenet bakgrundsmusik i bildklassrum och hur elever upplever att detta inverkar för möjligheterna att arbeta med sitt skapande. Detta görs då fenomenet är vanligt förekommande. Min studie utgick från en fenomenologisk ansats för att få syn på hur elever upplever ett fenomen. Teoretiskt är studien inspirerad av Biestas syn på eleversmöjligheter att handla och vara subjekt. Studiens syfte är undersöka och få syn på hur elever upplever att musik i bildsalen inverkar för deras möjlighet att arbeta med sitt skapande samtbidra med nyanseringar av hur vi kan förhålla oss till fenomenet. Frågor som ställs i studien ärföljande:På vilka sätt inverkar musik i bildsalen för elevers möjligheter att arbeta med sitt skapande?Utifrån denna fråga utvecklades följande frågor:På vilka sätt uttrycker elever att olika musikgenrer som spelas inverkar?Har sättet musik blir tillgänglig för elever inverkan för upplevd delaktighet på bildlektionen och varför? Undersökningen gjordes i en årskurs 9 och metoder för empiriinsamling var deltagande observation, bildelicitering och fältanteckningar. Empirin analyseras med följande teorier och begrepp: subjekt, att stå i dialog, grit och groove. I studiens resultatdel besvaras frågeställningarna. I slutdiskussionen lyfter jag frågor att undersöka vidare. Mitt gestaltande arbete bestod av en workshop på Konstfacks vårutställning. Deltagarna fick utföra enfärgblandningsuppgift samtidigt som olika musik spelade. Vi diskuterade deltagarnas reflektioner om hur de upplevde att olika musik inverkade när de skapade.

Bad Heilbrunn : Verlag Julius Klinkhardt 2022, 239 S., Die Frage einer Ethik in pädagogischen Beziehungen, d.h., was als richtig oder falsch, angemessen oder unangemessen, geboten oder zu unterlassen zu bewerten ist, stellt sich zu jeder Zeit immer wieder neu. Das zeigt sich aktuell eindrücklich an den Ambivalenzen der Regulation von Nähe und Distanz sowie des intersubjektiven Anerkennungsgeschehens, die in der Folge der zahlreichen aufgedeckten Fälle gewaltsam aufgezwungener Nähe und anderer Formen von Gewalt in erschreckender Weise sichtbar geworden sind. Die Autor:innen beleuchten Fragen einer Ethik in pädagogischen Beziehungen aus unterschiedlichen Disziplinen und laden zum Nach- und Weiterdenken ein. (DIPF/Orig.)

(english): From a logical point of view, the colonial system is based on the difference between races, where one controls the other. This aspect significantly impacts the subjects from the perspective of their identity because their skin colour brings them significant disadvantages in how they live. The consequence of this discomfort can be the disintegration or assumption of a foreign identity, a pathological relationship to one's physicality. In the 20th century, many theorists of colonialism and post-colonialism analyzed these consequences. They are mainly Frantz Fanon, Albert Memmi and the American author Nella Larsen. All three of these provide a perspective that involves an active change in appearance as a way of integration that is not otherwise possible because, as David Macey writes in Frantz Fanon's biography, there are only two ways out, putting on a white mask, or rebellion. Therefore, if we turn to the first option, it is necessary to monitor the consequences for the subject undergoing this change and the one who observes it. That is also how the colonizer is doing. Thus, this work will not work with identity as something homogeneous, unchanging and motionless but as something that undergoes constant change.

Formacija subjekta i njegov odnos s egom jedan je od centralnih teorijskih toposa psihoanalitičara Jacquesa Lacana te je njegov doprinos u tom području ogroman, s obzirom na brojne utjecaje koje je njegova teorija imala na razne grane i područja društveno-humanističkih znanosti. Njegova teorija prožeta je gustom naslagom apstraktnog, spekulativnog promišljanja koje svoje tangente nalazi prvenstveno u francuskoj psihijatriji s početka dvadesetog stoljeća, povratku i reviziji freudovske psihoanalize, filozofiji maksizma i njemačkih klasičnih idealista, s naglaskom na Hegelu (i na čije razumijevanje su mu uvelike pomogla predavanja Alexandrea Kojèvea, a koja su također polazili i Georges Bataille, Maurice Merleau-Ponty, André Breton, Jean-Paul Sartre), književnosti, lingvistici strukturalizma i post-strukturalizma) i matematici. Iako Lacanovi seminari nisu bili inicijalno namijenjeni za objavljivanje, njihovo prozno tkivo prepuno intertekstualnosti, metatekstualnosti, poigravanjima s jezikom i raznim grafovima, simbolima i matemima, oni čine bogat uvid u razumijevanje ljudskog subjektiviteta i fenomena iz raznih područja kulture. Za života objavio je jedino Spise ̧ dok su Seminari objavljeni tek nakon njegove smrti pod uredništvom njegovog bivšeg studenta i zeta Jacquesa-Alaina Millera. U ovome radu razmotriti ćemo ulogu objekta malo „a“ na uspostavu cjelovitosti subjektiviteta iz stanja fragmentiranosti kroz korištenje nekih od najvažnijih koncepata lacanovske psihoanalize kroz primjer lika Diane Selwyn u filmu Mulholland Drive iz 2001. godine redatelja Davida Lyncha, te kroz razne (re)interpretacije ključnih pojmova prominentnih suvremenih psihoanalitičara poput Brucea Finka, Danyja Nobusa, Mladena Dolara, Slavoja Žižeka, Alemke Zupančič, Željke Matijašević, Borislava Mikulića i drugih. The formation of the subject and its relation to the ego is one of the central points of the teachings of psychoanalyst Jacques Lacan, whose contribution to the broad field of humanities and social sciences is enormous. His theory is perplexed with highly abstract and rather speculative thinking grounded in French psychiatry of the 20thcentury, in the revision of Freudian psychoanalysis, in the philosophy of Karl Marx, and in the works of German idealists with the emphasis on the teachings of Hegel (with whose work he was introduced via the lectures by Alexandre Kojève, along with Georges Bataille, Maurice Merleau-Ponty, André Breton, Jean-Paul Sartre), literature, linguistics, and mathematics. Although Lacan's seminars were not meant to be published, their prosaic style is full of intertextuality, and metatextuality, of his playing with language, graphs, mathemes, and symbols, and they still represent valuable insight into the understanding of human subjectivity and culture. Throughout his lifetime, Lacan only published his Ecrits, while Seminars were published later, thanks to his son-in-law and ex- student Jacques-Alain Miller. In this article, I will try to demonstrate the importance of the role of objet petit “a” in establishing the subjectivity from the state of fragmentations using the example of David Lynch’s movie Mulholland Drive (2001) and through various rethinking of some of the key concepts of Lacanian psychoanalysis using the writings of some of the prominent contemporary Lacanian psychoanalysts like Bruce Fink, Dany Nobus, Mladen Dolar, Slavoj Žižek, Alemka Zupančić, Željka Matijašević, Borislav Mikulić, and others.

Ensomhed blandt børn og unge har igennem den seneste årrække været stigende. Sundhedsprofilen 2021 fremviste 44,65% af unge mellem 16-24-årige oplever tegn på ensomhed og 55,6 % oplever mistrivsel. Social Styrelsen påpeger, at denne forværring skal ses i sammenhæng. Den sociale acceleration og de bagvedliggende mekanismer synes at præge de unges hverdagsliv, trivsel og sociale relationer. Højhastighedssamfundet fordrer til individualisering og skaber rammer som kræver evig omstilling, socialt som kulturelt. Heraf ses FGU som en konsekvens af disse samfundsstrukturer. Specialet har sit formål at udfolde, hvordan ensomhed kommer til udtryk hos unge på FGU-Nordvestsjælland – og hvordan oplevelsen kan bidrage til en dybere forståelse af ensomhed i en sociologisk sammenhæng. Metodisk anvendes mixed methods, hvor kvalitative og kvantitativ kombineres som forskningsdesign. Heraf kvalitative semistruktureret interviews og kvantitativ survey-undersøgelse. Teoretiske ramme udgøres af Hartmut Rosa med inddragelse af det accelererende samfund samt fremmedgørelse, og Aaron Antonovsky med hans salutogenetiske perspektiv og begrebsdefinition af OAS. Specialet fremskriver kompleksiteten i oplevelsen af ensomhed, som en følelse der kan betragtes på flere forskellige niveauer af samfundsstrukturer og individuelle faktorer., Loneliness among children and young people has been on the rise in the recent years. The National health profile 2021 shows that 44.65% of young people between 16-24 years, experience signs of loneliness and 55.6% experience dissatisfaction. The National Board of Health and Welfare points out that this deterioration must be seen in context. The social acceleration and the underlying mechanisms seem to characterize the young people's everyday life, well-being and social relationships. The high-speed society demands individualisation and creates a framework that requires eternal change, socially and culturally. Of this, FGU is seen as a consequence of these social structures.The purpose of the thesis is to unfold how loneliness is expressed among young people at FGU-Northwest Zealand - and how the experience can contribute to a deeper understanding of loneliness in a sociological context. Methodical, mixed methods are used, where qualitative and quantitative are combined as the research design. Including qualitative semi-structured interviews and quantitative survey study.Theoretical framework is constituted by Hartmut Rosa with the involvement of the accelerating society as well as alienation, and Aaron Antonovsky with his salutogenetic perspective and conceptual definition of SOC. The thesis displays the complexity of the experience of loneliness as a feeling that can be considered at several different levels of societal structures and individual factors.

2022, [233] S., Die Autor*innen reflektieren über die Spezifik von Handeln in der Kulturellen Bildung, diskutieren aktuelle Forschungen dazu und fragen danach, wie explizite und implizite Handlungsverständnisse in der Kulturellen Bildung thematisiert und kulturelle Bildungspraktiken angesichts komplexer Bedingungen vollzogen werden. Besonderes Augenmerk gilt der Perspektive, wie angesichts von individueller wie kollektiver Handlungsverantwortung kritische, insbesondere diskriminierungskritische und postkoloniale Aspekte in der Kulturellen Bildung beforscht werden können. (DIPF/Orig.)