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In the paper, we sociologically thematize the phenomena of cultural contact, contact areas and (trans)cultural identity through the prism of metatheoretical positions of social sciences that problematize them in different ways. The frame of reference is a sociological analysis of interrelationships, interconnections as well as conditioning of acculturation, transacculturation and (trans)cultural identity, and their temporal reflection in sociocultural reality. As a kind of social complex, the mentioned cultural triptych has a discursive interpretation tradition which, to some extent, is opposed by posterior interpretations whose starting points are found in modern scientific discourses. Therefore, primarily due to the transparency of the scientific text, we have included in the sublogical framework a theoretical analysis of the main components of the concept from which the indicated processes derive, namely culture. Namely, social synchronicity and potential, and the dialectic unity of these components are the priority goal of acculturation and transacculturation, and later the means by which these processes are realized in a certain sociocultural space, forming new identities. Through the application of the static-dynamic backbone of culture, we had to touch on mega-processes such as modernization, globalization, postmodernization in the sense of the colloquial and linguistic extinction of some of them, and the direction of science towards "theoretical neologism" and "scientific intermezzo" that describe the current state society in totality, and which finds its origins in history, that is, in already existing thought concepts. [ABSTRACT FROM AUTHOR]

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Copyright of Sarajevo Social Science Review is the property of University of Sarajevo, Faculty of Political Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sociological Discourse is the property of Sociological Discourse and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is crucial for young people to be able to distinguish situations in which they approach trust building as a substantial construct of sociability, which is a prerequisite for their further intellectual, social and cultural development. Education within higher education programs, ie faculties, represents a person's integration into a different and demanding international space with special standards within professional education, which certainly represents a challenge for an individual in the process of developing new social relations. In this context, the interaction and trust building amongst students and teachers is a key factor for the success of the entire tertiary educational process. Timely, this paper substantively crosslinks the trust, placing it in the research focus as a capital relation in the study process and the most delicate possible relationship amongst students and teachers. The search for answers to this topic required an interdisciplinary approach as well as literature references in the field of sociology, pedagogy, philosophy and communication all of which combine the results of empirical research, which, significantly contributed to an understanding of the trust concept and its importance in student-teacher relationship. It is our hope that this paper or at least some parts of it will become a guideline and a manual for greater awareness of this form of academic experience or process in the student-professor relationship which, like other interpersonal relationships is primarily, or should be, based on trust. [ABSTRACT FROM AUTHOR]

Copyright of Sarajevo Social Science Review is the property of University of Sarajevo, Faculty of Political Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pregled is the property of University of Sarajevo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Godisnjak Faculteta Politickih Nauka Sarajevo is the property of University of Sarajevo, Faculty of Political Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)