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Meritocracy is a rationality that has significantly shaped the lives of people in modern societies, and today we all more or less believe that those who are smart, capable and hardworking will succeed in life. This seems to be a rule that applies in more or less all areas of public life. In the Western world, evaluating and judging ourselves and others based on meritocracy has become an imperative that we rarely question and despite the problems associated with meritocracy, politicians, parents and teachers continue to promote it. In The Tyranny of Merit: What’s Become of the Common Good?, Prof. Sandel lays out the genealogy of the aforementioned prevailing rationality and, in particular, highlights the limits and problems of meritocracy that are often overlooked. However, he does not leave it at a mere critique, but also offers a reflection on ways out of the problems of meritocracy. We continue along the path taken by the professor. The first part of our article highlights the critique as reconsiderations of the concept, then continues with reflections on the future of education, merit and wage labour, and concludes with thoughts on the possibility of creating a new meritocracy.

Robinson Crusoe je sam svoj gospod, dokler se mu ne pridruži Petek. S Petkovim prihodom se med njima vzpostavi določen odnos kot posledica bivanja na istem otoku ob istem času. Med njima se ustvari hierarhija, odločata se in sodelujeta pri porabi in uporabi skupnih sredstev ter se branita pred neprijaznimi domačini. Kratek prerez znane zgodbe zadane bistvo mojega diplomskega dela – v njem skušam s sodobnimi znanstvenimi dognanji pojasniti nekatere težave in odgovore nanje, ki nas spremljajo zaradi vpetosti v dano omejenost časa in prostora. Ekonomija je temeljna veda, ki se ukvarja z vprašanjem premagovanja omejenosti dobrin, zaradi katere ima vsaka stvar svojo ceno. Pravo pa predstavlja okvir, v katerem deluje gospodarstvo. Če omenjena pristopa združimo, dobimo novodobno znanost – ekonomsko analizo prava ta nam lahko s svojimi analitičnimi orodji lepo predstavi vsakodnevne odločitve posameznikov in pravodajalca, razloži pravne institute, ki se nam zdijo samoumevni, in pomaga pri določanju osnovnih načel, ki naj bi jih imeli novi predpisi Until Friday’s arrival Robinson Crusoe is his own master. Due to living on the same island at the same time they gradually develop a certain form of relationship: they establish hierarchy between them, make decisions together, cooperate in consumption and the use of their common things and defend themselves against unfriendly natives. This short summary of a well-known story points at the very core of my graduate thesis, in which I attempt to explain some of the difficulties we encounter when facing the boundaries of space and time. When clarifying these issues I am using modern scientific findings. Economy is a principal science which tackles the problem of overcoming the scarcity of goods, because of which every thing has its price. The law, on the other hand, represents a frame for the economy. The merging of both approaches results in a new modern science – economic analysis of law. By using its analytic tools this science can excellently show us how the individuals and the lawmaker make their everyday choices. Besides that, economic analysis of law helps us to explain different law institutes which we regard as self-evident and helps us with determining the basic principles of the new rules.

The aim of this article is to assess Alexy’s non-positivist account of the law’s dual nature from the viewpoint of the question of whether he permits the existence of the elements of juridicity that do not meet the criteria for identifying valid positive law. An affirmative answer to that question would fit within the ordinary non-positivist stance that denies the positivists’ thesis that “all law is positive law”. In the article, I argue that Alexy, however, systematically denies the existence of non-posited elements of juridicity. I first explore Alexy’s foundational commitment to the social thesis in describing law’s nature. Next, I present his claim that the principles of justice cannot themselves constitute law without meeting the requirements of source-based positivity of legal norms. Finally, I clarify that, regardless of the non-positivist structure of his crucial arguments, Alexy does not ultimately hold that law may be “in” non-posited realities. Namen tega članka je oceniti Alexyjev nepozitivistični prikaz dvojne narave prava z vidika vprašanja, ali Alexy dopušča obstoj elementov pravnosti, ki ne izpolnjujejo meril za opredelitev veljavnega pozitivnega prava. Pritrdilen odgovor na to vprašanje bi ustrezal običajnemu nepozitivističnemu stališču, ki zanika tezo pozitivistov, da je "vse pravo pozitivno pravo". Avtor članka trdi, da Alexy vendarle sistematično zanika obstoj nepozitivističnih elementov pravnosti. Najprej razišče Alexyjevo temeljno zavezanost tezi o družbenih virih prava pri opisovanju narave prava. Nato predstavi Alexyjevo trditev, da načela pravičnosti sama po sebi ne morejo tvoriti prava, ne da bi izpolnjevala zahteve po izvorni pozitivnosti pravnih norm. Nazadnje pa avtor še pojasni, da ne glede na nepozitivistično strukturo svojih ključnih argumentov Alexy ne trdi, da se pravo lahko nahaja "v okviru" nepozitivnih realnostih.

V magistrski nalogi smo predstavili problematiko visokošolskega izobraževanja za gluhe in naglušne študente in študentke z vidika pravičnosti in enakih možnosti. Predstavili smo strokovne opredelitve za gluhoto in naglušnost, vzroke za njun nastanek, sporazumevanje gluhih in naglušnih oseb ter vpliv gluhote in naglušnosti na razvoj posameznika. Posvetili smo se pojmovanju pravičnosti in enakih izobraževalnih možnosti ter jih obravnavali skozi koncepte pravičnosti Rawlsa, Sena in Kodeljeve izpeljave in interpretacije teorij pravičnosti Aristotela in Walzerja. Analizirali smo zakonodajo in dokumente, ki regulirajo visoko šolstvo, ter formalne rešitve in prilagoditve, ki jih določa Univerza v Ljubljani v svojih pravilnikih. Predstavili smo primere dobrih praks visokošolskega izobraževanja za gluhe in naglušne na Švedskem in Norveškem. V empiričnem delu naloge smo v kolektivni študiji primera ugotovili, da so gluhim in naglušnim študentom in študentkam na Univerzi v Ljubljani enake izobraževalne možnosti na formalni ravni v večji meri zagotovljene. Pri izvajanju študijskega procesa, predvsem pri razumevanju njegove vsebine, pa vključeni v raziskavo izpovedujejo, da občutijo še veliko težav. Na podlagi analize virov smo predstavili predloge za izboljšanje trenutnega stanja visokošolskega izobraževanja za gluhe in naglušne študente in študentke, ki smo jih podprli z izsledki študije. In the master's thesis, we presented the issue of higher education for deaf and hard-of-hearing students from the perspective of justice and equal opportunities. We presented professional definitions of deafness and hardness of hearing, the causes for their occurrence, the communication of deaf and hard-of-hearing people, and the impact of deafness and hardness of hearing on personal development. We focused on the conception of justice and equal educational opportunities and discussed them through the concepts of Rawls and Sen, and through Kodelja's derivations and interpretations of Aristotle's and Walzer's theories of justice. We analyzed the legislation and documents that regulate higher education, as well as the formal solutions and adaptations provided by the University of Ljubljana in its regulations. We presented examples of good practices in higher education for the deaf and hard-of-hearing in Sweden and Norway. In the empirical part of the thesis, through a collective case study, we found that deaf and hard-of-hearing students at the University of Ljubljana are formally mostly provided with equal education opportunities. However, when it comes to understanding the content of the study process, those involved in the survey expressed that they still experience many difficulties. Based on the analysis of sources, we presented proposals for improving the current state of higher education for deaf and hard-of-hearing students, supported by the results of the study.

Pravičnost i uključivost obrazovnih politika temelj su uspješnog obrazovnog sustava koji postiže svoje obrazovne i društvene ishode. S ciljem utvrđivanja načina na koji se u Hrvatskoj usmjerava povećanje pravičnosti i uključivosti obrazovnog sustava, u ovom radu analiziramo dizajn 16 dokumenata javnih politika koji vode djelovanje aktera na svim razinama obrazovanja. Korištenjem tematske analize rad pokazuje kako je borba protiv nejednakosti u obrazovanju u hrvatskim obrazovnim politikama postavljena kao horizontalna tema koja svoje sastavnice dobiva tek spajanjem sadržaja niza strateških dokumenata. Zbog toga je javna intervencija za osiguravanje pravičnosti i uključivosti najčešće općeg karaktera, za sve polaznike obrazovanja, bez identificirane konkretne ciljne skupine te bez ciljanih mjera koje bi unaprijedile položaj specifičnih ciljnih skupina. Analizom ciljnih skupina, ciljeva te kvalitete logike intervencije u problem obrazovne nejednakosti ovaj rad, stoga, nastoji doprinijeti etabliranju teme pravičnosti i uključivosti u obrazovanju kao cjelovite i jasno definirane politike na svim razinama obrazovanja.

V državah z dobro vzpostavljenimi cepilnimi programi je cepljenje “žrtev lastnega uspeha”, saj je nizka pojavnost bolezni, ki jih preprečujemo s cepljenjem, zmanjšala izkušnjo njihovega bremena in s tem očitnost koristi cepljenja. Povečevanje števila staršev, ki zavračajo cepljenje svojih otrok, je že ogrozilo t. i. skupnostno imunost oz. jo zmanjšalo celo do mere, da so se ponovno začeli pojavljati izbruhi prej obvladanih nalezljivih bolezni. V prispevku predstavljamo sistematični pristop k etičnim vprašanjem glede cepljenja otrok skozi štiri principe biomedicinske etike (tj. spoštovanje posameznikove avtonomije, neškodovanje, dobrodelnost in pravičnost), ki je razumljiv model za razmislek o tovrstnih vprašanjih. Pediatrom na primarni ravni, ki se najpogosteje srečujejo z dilemami glede obravnave otrok, katerih starši zavračajo cepljenje, je lahko sistematičnost opisanega pristopa v pomoč pri etičnem razmisleku, odločanju in iskanju lastne vloge v tovrstnih situacijah. Utemeljujemo iskanje “etičnega ravnovesja”, kar pomeni, da stopnja spoštovanja avtonomije staršev ni stalna, ampak odvisna od ravni vzpostavljene skupnostne imunosti. če moralna dolžnost posameznikov, da prispevajo k imunosti populacije, ni izpolnjena, je upravičeno s strani države pred-pisano obvezno cepljenje. Država je namreč odgovorna za varovanje skupnostne imunosti, ki jo moramo razumeti kot javno dobro in zato potrebuje posebno državno zaščito.

Magistrsko diplomsko delo obravnava ureditev zdravstvenega zavarovanja v Sloveniji, s poudarkom na dopolnilnem zdravstvenem zavarovanju in njegovem izvoru, doplačilih. Cilj naloge je predstaviti problematiko trenutne ureditve obveznega zdravstvenega zavarovanja, ki se nanaša na neskladnost doplačil in dopolnilnega zdravstvenega zavarovanja z načeli enakosti, pravičnosti, solidarnosti in z načelom socialne države. Naš zdravstveni sistem je urejen po Bismarckovem modelu socialnega zavarovanja in deluje kot javni zdravstveni sistem, katerega temeljne značilnosti so, da temelji na načelu vzajemnosti med bolnimi in zdravimi ter na solidarnosti med revnejšimi in bogatejšimi. Dostop do ustreznega zdravstvenega varstva mora biti zagotovljen vsem, ki so v javni sistem vključeni. Ob nastanku nove države smo v Sloveniji ob bok obveznemu zdravstvenemu zavarovanju vpeljali doplačila v odstotku od vrednosti zdravstvenih storitev, ki najbolj prizadenejo oziroma bremenijo ekonomsko šibkejše posameznike. Zavarovana oseba se lahko neposrednemu plačilu doplačil izogne s sklenitvijo zasebnega prostovoljnega zavarovanja za doplačila oziroma t. i. dopolnilnega zdravstvenega zavarovanja. Dopolnilno zdravstveno zavarovanje je sicer nekoliko omililo krivičnost doplačil, kljub temu pa je tudi samo krivično, saj je premija za vse državljane enaka, kar za socialno šibkejše predstavlja precej večje finančno breme. Navedena ureditev ni v skladu z ustavnimi načeli enakosti, socialne varnosti, načelom socialne države ter ni solidarna in pravična. The master's thesis deals with the regulation of health insurance in Slovenia, with an emphasis on supplementary health insurance and its origins - co-payments. The aim of the thesis is to present the problems of the current regulation of mandatory health insurance, which lies in the incompatibility of co-payments and supplementary health insurance with the principles of equality, equity, solidarity, and the principle of the welfare state. Our health system is organised according to the Bismarckian model of social insurance and operates as a public health system, the fundamental characteristics of which are that it is based on the principle of solidarity between the sick and the healthy and between the poorer and the richer. Access to adequate health care must be guaranteed to all those who are included in the public system. When the new state was created, we introduced co-payments in Slovenia alongside mandatory health insurance, as a percentage of the value of the health services that most affect or burden the economically weaker individuals. The insured person can avoid paying the co-payments directly by taking out private voluntary insurance for the co-payments, known as supplementary health insurance. While supplementary health insurance has somewhat mitigated the unfairness of co-payments, it is also unfair, as the premium is the same for all citizens, which places a much greater financial burden on the socially weaker. The stated is not in line with the constitutional principles of equality, social security, the welfare state, solidarity, and is not equitable.

Polazeći od sadašnjeg stanja i položaja hrvatskog naroda u Bosni i Hercegovini, objektivno se nameće pitanje kako riješiti i poboljšati to stanje, posebno u pogledu ravnopravnosti i suvereniteta. Krajnje je vrijeme da se hrvatski puk očituje o tome i kroz svoju političku krovnu organizaciju tj. HNS-Hrvatski narodni sabor definitivno kaže što želi i na koji način nudimo pošteno, pravedno, ustavno-pravno i logično rješenje. Pri tome treba istaknuti da smo zajedno stvarali ovu državu i da imamo pravo sudjelovati u njenom ustavno-pravnom ustrojstvu i predlagati rješenje koje će zadovoljiti sve i konačno ukloniti razne spekulacije i stavove pojedinih predstavnika bošnjačkog naroda. Ovo su temeljni razlozi i zadatci znanstveno-stručnog skupa koji se planira i koji treba da da odgovore na sva važnija pitanja. S obzirom da tema obuhvata širi aspekt pitanja pa treba očekivati i različite pristupe koji daju mogućnost teme i njen naziv. Osobno sam se odlučio na kraći osvrt na znanstveno-kulturni i tradicijski aspekt potrebe stvaranja novog ustroja koji bi osigurao pravičnost i održivost takve organizacije. Što se tiče znanstvenog aspekta tu će se naznačiti glavne institucije i njihove nositelje, kao i rezultati koji su se u širem vremenskom razdoblju povijesti desili i koji upućuju na istinu koju se ne može zanemarivati. Naši kulturološki događaji kroz povijesni osvrt daju mogućnost stvaranja vlastitog identiteta, bogatog opusa i poznatih nositelja kulture Hrvata u Bosni i Hercegovini. Uz kulturu svakako treba istaći tradiciju i sve njene oblike različitosti i bogatstva, vezani za hrvatski narod u čemu se očituju i pojedine različitosti koje ne umanjuju vrijednost i kulturu drugih naroda u BiH, zapravo zajednički čine bogatstvo ovoga podneblja, svaki na svoj način. To je stvarano kroz vrijeme koje se manifestiralo u raznim oblicima u čemu je značajnu ulogu odigrala i to i danas čini Katolička crkva. To se mora posebno istaći. Sve ovo skupa daje mogućnost vlastitog razmišljanja i potrebu uvažavanja činjenica, te opravdava današnje zahtjeve drugačijeg ustroja u okviru BiH, u kojoj bi Hrvati skupa sa drugima stvorili državu u kojoj bi bilo pravde, poštenog prilaza svim problemima koji pripadaju svakoj naciji. Bez odlaganja tražiti ni manje ni više nego što drugi narodi u BiH imaju. Ovaj prilog nema tendenciju detaljnijeg obrazlaganja pojedinih činjenica i događaja, jer su oni poznati, o čemu će konačno i drugi pisati. Moj osobni stav dakako podliježe objektivnoj kritici i polemici na bilo kojoj razini., Starting from the present state and position of the Croatian nation in Bosnia and Herzegovina, an objective question arises – how can we solve that state, especially regarding the equal status and sovereignty. It is high time Croatian people expressed themselves about this topic and said, through their political main organization ie Croatian National Assembly, what they wanted and in which way they offered a fair, honest, legal and logical solution. Hereby it should be emphasised that we have created this country together and that we have right to be a part of its constitutional and legal system. We have right to give suggestions that will satisfy all and finally erase different speculations and attitudes of some of the representatives of the Bosniak nation. These are the basic reasons and aims of the scientific and professional conference that is being planned and that should answer all important questions. Taking into account the fact that the topic encompasses a larger array of questions, we should also expect different approaches. Personally I have decided to write a shorter note on scientific, cultural and traditional aspect of a need to create a new system that would ensure fairness and sustainability of such organization. As regards the scientific aspect, main institutions and their representatives will be noted, as well as the results that have happened in the wider historical time span and that point to the truth that mustn’t be neglected. Our cultural events in a historical review enable us to create our own identity. We, the Croats in Bosnia and Herzegovina, have a rich tradition and famous culture bearers. In addition to the culture, we should definitely emphasise the tradition and all its different forms and richness of the Croatian tradition. The tradition of the Croatian people encompasses some differences that do not reduce the value and culture of the other nations in B&H. Furthermore they actually create the richness of this region. That is creation through time that was shown in different shapes. The Catholic Church played an enormous role here and it still does. That has to be emphasised. All this together prompts us to individual thinking and justifies the requests of today for a different organization in B&H in which Croats would together with the others create a state that would have a fair approach to all the problems of the nations. We should immediately ask for what the other nations in B&H already have. This paper does not tend to explain to the detail some facts and events, as they are well known and the other authors will write about them. My personal attitude, of course, is a subject to objective criticism and can be discussed at any level.

Istraživanje o ulozi morala, pravednosti i pravičnosti u pravu odlučili smo provesti radi razumijevanja iste te s ciljem sumiranja različitog teorijskog prikaza navedenih pojmova i ulaska u jednu dublju pravnu i filozofsku analizu koja bi za značaj imala razumijevanje uloge i važnosti navedenih konstrukata za pravo te kako upravo navedeni pojmovi predstavljaju temelj koji nam omogućava spoznaju vrijednosti u pravu. Mi se u ovom radu pitamo: Postoji li povezanost prava s moralom, pravednosti i pravičnosti? Što je moral i zašto je njegovo pojmovno razumijevanje ključno za djelovanje u pravu? Kakav je odnos pravednosti i pravičnosti s pravom te koja im je uloga u pravnom diskursu? Je li pravičnost pravednost? Da bismo na ova pitanja odgovorili, nužno je osloniti se na provjerene znanstvene metode (metoda klasifikacije, analize, deskripcije, kompilacije i nadasve povijesna metoda), koje ćemo primjenjivati u našem istraživanju., We decided to conduct a research into the role of morality, justice, and correctness in law in order to understand it, summarize the different theoretical presentations of these concepts and to enter a deeper legal and philosophical analysis that would be important for understanding the role and importance of these constructs and how the very notions represent the foundation that allows us to know the values in law. In this paper, we ask ourselves: Is there a connection between law and morality, justice and equity? What is morality and why is its conceptual understanding crucial to acting right? What is the relationship between justice and fairness and the law and what is their role in legal discourse? Is equity justice? In order to answer these questions, it is necessary to rely on proven scientific methods (the methods of classification, analysis, description, compilation, and, above all, historical methods), which we will apply in our research.

U radu se obrađuju učinci čl. 354. Zakona o obveznim odnosima o smanjenju ugovorne kazne. Prema toj odredbi sud će na zahtjev dužnika smanjiti iznos ugovorne kazne ako nađe da je ona nerazmjerno visoka s obzirom na vrijednost i značenje objekta obveze. U radu se zauzima stajalište o neprikladnosti vrijednosti i značenja predmeta obveze kao mjerila za ocjenu razmjernosti iznosa ugovorne kazne. Pritom se upućuje na nastalu štetu kao prikladnije mjerilo, a potom i druge okolnosti koje također sudu omogućuju donošenje odluke o pravičnosti ugovorne kazne. Upozorava se da sud prilikom donošenja odluke o smanjenju ugovorne kazne ne smije zanemariti vjerovnikove interese te treba dopustiti takvo smanjenje samo kad je riječ o očitom nerazmjeru ugovorne kazne. U radu se obrađuju i pojedina procesnopravna pitanja koja se odnose na smanjenje ugovorne kazne., The paper elaborates on the effects of Art. 354 of the Civil Obligations Act on the reduction of contractual penalty. According to this provision, the court will, at the request of the debtor, reduce the contractual penalty amount if it finds that the amount is disproportionately high, given the value and significance of the object of the obligation. The paper takes the position on the inadequacy of the value and significance of the subject of the obligation as a criterion for assessing the proportionality of the contractual penalty amount. At the same time, as a more appropriate measure, the paper points to the damage, and to other circumstances that enable the court to decide on the fairness of a contractual penalty as well. The paper also notes that the court must not neglect the creditor's interests when deciding on the reduction of the contractual penalty, and that it should permit such a reduction only when a disproportionality of the contractual penalty is evident. The paper also elaborates on certain procedural issues related to the reduction of contractual penalty.

V magistrski nalogi nas je zanimalo, kako se koncept inkluzije odraža v vzgojnih načrtih osnovnih šol. Osredotočili smo se na analizo konkretnih vzgojnih načrtov in dokumentacije, povezane z vzgojnim načrtovanjem. V teoretičnem delu naloge smo se ukvarjali z razlogi za vzgojno načrtovanje ter pojasnili koncept inkluzije. Šola kot vzgojno-izobraževalna ustanova teži k ustvarjanju razmišljujočih in kritičnih posameznikov, obenem pa soustvarja pravično družbo. Pri tem je potrebno upoštevati, da je javna šola obvezna, zato mora dopuščati raznolikost in obenem biti neodvisna od specifičnih partikularnih prepričanj: biti mora torej svetovnonazorsko nevtralna. Vzgoja v šoli temelji na tisti vrednotni matrici, ki dopušča pluralnost in omogoča aktivno participacijo vseh posameznikov. Pedagoška stroka ni povsem enotna v prepričanju, da koncept človekovih pravic predstavlja skupno vrednotno osnovo. Predstavili smo polemiko med strokovnjaki in pojasnili pomen transparentnosti vzgoje v javni šoli ter – tudi ob pomoči zgodovinskih dogodkov – predstavili argumente za vpeljavo vzgojnega načrta. Šole so namreč pri svojem delu dokaj avtonomne: s svojim delovanjem lahko pomembno vplivajo na razvoj vključevalne naravnanosti. Vse to pa zajema koncept inkluzije. Inkluzija teži k preseganju težnje po razlikovanju in razvrščanju ljudi na podlagi specifik, ki neposredno ne vplivajo na uspešnost v šoli. Za vpeljavo omenjenega koncepta je potrebna tako sistemska kot strokovna podpora, osrednjo vlogo pa imajo pedagoški delavci. V magistrski nalogi smo tako predstavili ureditev našega šolskega sistema in omenil izobraževanje (bodočega) pedagoškega kadra. V empiričnem delu magistrske naloge nas je zanimalo, kako se v vzgojnem načrtu odražajo načini doseganja in uresničevanja ciljev in vrednot, ki so uzakonjeni, ter kako se preko vizije, poslanstva, vzgojnih dejavnosti in načel odraža koncept inkluzije. Osredotočali smo se na razlike med zapisanim v Zakonu o osnovni šoli, Priporočilih o načinih oblikovanja in uresničevanja vzgojnega načrta osnovne šole, Priročniku za načrtovanje: Vzgojno poslanstvo šole in tistim, kar se dejansko pojavlja v konkretnih vzgojnih načrtih izbranih osnovnih šol. Ugotovili smo, da bistvenih razlik med omenjenim ni. Šole si pri vzgojnem načrtovanju najverjetneje pomagajo z omenjenimi dokumenti, obenem pa dodajajo še svoje ideje (skladno s potrebami okolja oziroma na podlagi pretekle prakse). V analiziranih vzgojnih dokumentih se zazna idejo inkluzije, smiselno pa bi bilo preveriti, ali se vse zapisano udejanja tudi v praksi. The master's thesis discusses how the concept of inclusion is reflected in the educational plans of primary schools. It focuses on the analysis of concrete educational plans and documentation related to educational planning. In the theoretical part of the thesis, the reasons for the educational planning are discussed and the concept of inclusion is explained. The school as an educational institution strives to create critical individuals and co-create an equitable society. The public school is obligatory and should, therefore, allow diversity and be independent of specific particular beliefs: thus, it should be neutral in its world views. School education is based on values that allow pluralism and enable active participation of all individuals. The pedagogical profession is not entirely unified in believing that the concept of human rights covers common human values. The thesis presents the controversy between experts, explains the importance of transparent education in public schools and presents the arguments for the educational plan, taking into account certain historical events. In their work, schools are quite autonomous: their functioning can have a significant impact on the development of the inclusionary stance. All this covers the concept of inclusion. Inclusion tends to exceed the tendency to distinguish and the categorisation of people based on specifics that do not directly affect the student performace. The introduction of this concept requires systemic and professional support with pedagogical workers having a significant impact on the development. The master's thesis presents the arrangement of our school system, mentioning the training of future pedagogical workers. The empirical part of the thesis discusses how the educational plan reflects ways of achieving and fulfilling the objectives and values that have been enacted, and how the concept of inclusion is reflected through vision, mission, educational activities and principles. It focuses on the differences between the content of The Basic School Act (slo: Zakon o osnovni šoli), Recommendations on ways of designing and implementing the primary school educational plan (slo: Priporočila o načinih oblikovanja in uresničevanja vzgojnega načrta osnovne šole), The Guide to planning (slo: Priročnik za načrtovanje: Vzgojno poslanstvo šole) and the actual educational plans of certain primary schools. The findings suggest that there is no significant difference between the analysed documentation. In their educational planning, schools help themselves with the above mentioned documents, while also adding their ideas (in accordance with the needs of the environment or based on past practices). In the analysis of the educational documents, the idea of inclusion can be detected, but it would be reasonable to ascertain whether all that has been written is realized in practice as well.

V diplomski nalogi je predstavljeno razmišljanje Hannah Arendt, kako v političnem prostoru deluje resnica in kako manipulira laž. Nezaželene resnice ali javno izpričana dejstva niso bila nikoli prej tako ogrožena, preganjana in napadana, kakor so v modernem svetu. Politiki, ki delujejo v imenu koristi ali ambicij določenih interesnih skupin ali posameznikov, pri uresničevanju političnih ciljev uporabljajo organizirano laganje oziroma sistematično manipuliranje z dejstvi in mnenji. Vse to pa se ne dogaja le v nedemokratičnih in represivnih sistemih, ampak tudi v svobodnem svetu. Miselni svet Hannah Arendt nosi pomembno etično dimenzijo in učinkuje kot teoretski poziv, da naj skušamo prepoznati in preprečiti morebiten nastanek novih katastrof po zgledih iz preteklega stoletja – industrije smrti, revolucij in vojn. O tem ne smemo molčati, ampak moramo govoriti predvsem zato, da ohranimo in obvarujemo čut za pravičnost. Pravičnost pa je najvišja vrednota v politiki. The diploma thesis presents the thoughts of Hannah Arendt on how truth works in the political realm and how a lie is used to manipulate. Unwanted truths or publicly attested facts have never been as threatened, persecuted and attacked as they are in the modern world. Politicians working in the name of the benefits or ambitions of specific interest groups or individuals resort to organized lying or a systematic manipulation of facts and opinions in order to realize their political goals. All of the above takes place not only in undemocratic and repressive systems but in the free world too. Hannah Arendt's mindset contains an important ethical dimension and acts as a theoretical appeal, asking us to recognize and prevent a potential emergence of new catastrophes such as were witnessed in the previous century – the industries of death, revolutions and wars. We must not remain silent we have to talk about it, primarily in order to preserve and protect our sense of justice. After all, justice is the highest value in politics.

Avtor se v prvem poglavju magistrske naloge osredotoča na začetek pojava religij, njihov razvoj v zgodovini pa vse do danes. V drugem poglavju je obravnavan prispevek religij in vere nasploh v družbi, prikazane so posledice delovanja v preteklosti, stanje v sedanjosti, pa tudi možnost etičnega ravnanja religij pri graditvi miru in pravičnosti za prihodnost. V tretjem poglavju so opisana sedanja prizadevanja verskih poglavarjev za mir in pravičnost, njihova medverska srečanja ter poskusi vzpostavljanja trajnega miru in pravičnosti v svetu. Avtor prikazuje primere v svetu, sodobna vprašanja in težave ter iskanje načinov za njihovo mirno rešitev. Vprašanje miru in pravičnosti je vedno sodobno in hkrati težavno, zato se v tej nalogi po odgovore odpravimo v preteklost. Lahko bi se naredila tudi primerjava med preteklostjo, sedanjim stanjem in prihodnjimi načrti. Avtor pokaže dobre, pa tudi slabe strani religij oziroma njihov prispevek k miru in pravičnosti v svetu. Prav zato spregovori tudi o etičnem ravnanju znotraj religij in omenja sedanje dogodke, ki kažejo, kako lahko verski poglavarji skupaj mirno in prijazno sodelujejo. Avtor večkrat poudarja, da sta mir in pravičnost zelo pomembna za svet ter želi najti odgovor na vprašanje, kako uresničiti miren in pravičen svet. In the first chapter of the master thesis, the author deals with the beginnings of the emergence of religions, and their development in history until today. The second chapter deals with the contribution of religions and faith in the society in general, the consequences of the actions in the past, the situation in the present, as well as the possibility of ethical behaviour of religions in building peace and justice for the future. The third chapter describes the current efforts of religious leaders for peace and justice, their interfaith meetings, and attempts to create lasting peace and justice in the world. The author presents examples in the world, current issues and problems, and ways to solve them peacefully. The question of peace and justice is always modern and difficult at the same time, so in this work we go to the past for answers. One could also make a comparison between the past, the current situation and the future plans. The author shows both the good and bad sides of religions or their contribution to peace and justice in the world. Therefore, he also talks about ethical behaviour within religions and mentions current events that show how religious leaders can work together peacefully and amicably. The author always emphasizes that peace and justice are very important for the world and wants to find an answer to the question how to achieve a peaceful and just world.

U ovome radu, supranacionalizam se istražuje kroz dva vida - kao ideja (koja se ponajprije odnosi na 'Europski projekt', tj. povijesni proces europske integracije od 1945. do danas); također, suodnosno - kao ideologija; i/ili - kao faza nadređenog/nadređenih procesa 'komunogeneze' ('globalizacije' i 'civilizacije'), konceptualizirane u širem filozofsko-političkom okviru - istraživanja tzv. 'kozmokracije' ili 'svjetske (globalne) vladavine. Započinjem istraživanje impliciranih značenja i prospektnog budućeg razvoja svjetske politike (uzete kao jedne cjeline), prvotno ispitivajući - povijesni kontinuum pretvorbi političke zajednice (iz "zapadnjačke" perspektive), kao i nužnih pretvorbi njihova središnjega koncepta - 'suvereniteta'. U drugom dijelu ispitujem supstancijalizirani radni (teoretski) okvir za analizu supranacionalnog fenomena preko dva velika djela političke filozofije (klasične i suvremene) - Kantovog Vječnog mira te Rawlsove Teorije pravednosti zajedno s Pravom naroda. Konačno, u trećem dijelu započinjem s ispitivanjem supranacionalnog fenomena u praksi, isključivo u kontekstu 'Europskog projekta' kao modela koji bi u budućnosti mogli pratiti i drugi. Europsku uniju uzimam kao primjer koji nam pomaže u razmatranju mogućih puteva/načina realizacije pretpostavki danih u drugom dijelu. Zaključujem s optimističnom perspektivom Europske unije kao (povijesne) jezgre moguće 'Globalne Zajednice' ili 'Svjetske Federacije', arbitrarno, ali znakovito nazvane - 'Sjedinjenom Zemaljskom Republikom'. In this paper, 'supranationalism' is being explored three-fold - as an idea (most commonly attributed to the 'European Project', i.e. historical process of european integration, from 1945. until today; also, conversely - as an ideology; and/or - as a phase of an overarching process(es) of 'communogenesis' ('globalisation' and 'civilization' or, following Nancy - 'mondialization') - conceptualised in the wider (meta-theoretical) philosophical and political framework of 'cosmocracy' or 'world (global) governance'. I'm starting the exploration of the implicated meanings and prospects for the future development of the world politics (taken as a whole), by examining firstly - the historical continuum of community's transformations (from 'the Western' perspective), as well as the neccessary transformations of it's central concept of 'sovereignty'; Secondly, I'm examining the substantiated framework for the theoretization of supranational phenomena via two major works in political philosophy - Immanuel Kant's Philosophical Essay on Eternal Peace and the Theory of Justice together with the Right of Nations by John Rawls (whose work is a direct continuation of Kant's opus). As a conclusion of the II. Part, I'm examining the idea and the theory of cosmocracy (or universal governance) in more detail, and then offering a working hypothesis of an 'emergent nature of the process as a whole, and of supranationalism as it's integral part or phase);Finally, I'm starting the examination of the supranational phenomena in practice - exclusevely in the context of the 'European Project' as a model to be followed in the future by others, and the EU as a central actor on the world stage, when contemporarily considering the possible realizations of the given theoretical presuppositions from the Part II. I'm conluding with the optimistic prospect of the European Union as a (historical) core of the future Global Community or World Federation, arbitrarily but significantly named - 'United Earth Republic'.

V magistrskem delu smo analizirali, na kakšen način osnovnošolski učitelji zagotavljajo pravičnost skozi perspektivo 4 R – redistribucija oz. prerazporeditev, reprezentacija oz. zastopanost, rekognicija oz. pripoznanje in relacionalnost oz. soodvisnost, da (v našem primeru) učenci s spektroavtistično motnjo (SAM) v običajnih osnovnih šolah ne bi bili po nepotrebnem marginalizirani in izključeni. Teoretični del naloge smo razdelili na dva večja sklopa. V prvem sklopu smo se osredotočili na spektroavtistično motnjo, ki smo jo opredelili z zgodovinskim prikazom različnih definicij in s kriteriji za njeno prepoznavanje. Nato smo predstavili značilnosti otrok s SAM. Osredotočili smo se na »triado primanjkljajev« (glavne težave na področju komunikacije, socialne interakcije in imaginacije) in ostale posebnosti, ki lahko spremljajo otroka s spektroavtistično motnjo. Kot pedagogi smo večji poudarek dali položaju otroka s SAM v običajni osnovni šoli. V tem delu smo opisali stopenjsko obravnavo otrok s SAM v vzgoji in izobraževanju. Učenci s SAM so kot samostojna skupina šele od leta 2011 vključeni v Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). V nalogi smo izpostavili prilagoditve, ki jih ti učenci potrebujejo v običajni osnovni šoli. V drugem delu teoretičnega dela smo obravnavali inkluzijo z vidika pravičnosti. Inkluzijo smo opredelili s prikazom različnih definicij in poglobljeno predstavili pravičnost na načelni in formalni ravni. Predstavili smo koncept pravičnosti 4 R, s katerim smo želeli prikazati, da distributivni koncept pravičnosti v našem šolskem prostoru ni zadosten, saj z njim ne moremo dosegati vseh vzgojno-izobraževalnih ciljev, temveč je potrebno upoštevati tudi koncepte zastopanosti, pripoznanja ter soodvisnosti, ki predstavljajo pomembno izhodišče za bolj celostno razumevanje kompleksnosti nepravičnosti v šoli. Slednje se ne odraža zgolj na sistemski ravni (makro raven), temveč tudi v neposredno pedagoški praksi (mikro raven). V empiričnem delu magistrske naloge smo raziskali, kako osnovnošolski učitelji razumejo in do kolikšne mere upoštevajo temeljna načela pravičnosti v šolskem kontekstu in pri delu z učenci s SAM. Raziskali smo, kako se participacija učencev s SAM uresničuje oziroma odraža v vsakdanji šolski praksi in kakšne so ovire zanjo. Zanimalo nas je, ali lahko pri učiteljih razrednega pouka in učiteljih predmetnega pouka zaznamo pozitivno pripoznanje SAM, nepripoznanje SAM in napačno pripoznanje SAM ter ali je odnos osnovnošolskih učiteljev do poučevanja in dela z učenci s SAM odvisen od njihove ocene usposobljenosti in strokovnega izobraževanja ter od izkušenj z učenci s SAM. Ugotovili smo, da učitelji razrednega pouka in učitelji predmetnega pouka večinoma na »pravično šolo« gledajo z vidika zagotavljanja načela enakih možnosti in načela diference. Prepoznan pa je tudi koncept inkluzivnosti, ki v ospredje postavlja odnos učitelja do raznolikosti in sprejetosti drugačnosti, ne glede na raso, spol, versko pripadnost ipd. Pridobljeni podatki kažejo na to, da se osnovnošolskim učiteljem zdijo smiselne in izvedljive le tiste prilagoditve za učence s SAM, ki so jih mogoče uporabljali že pri učnem procesu, vendar ni nujno, da je to bilo pri poučevanju in delu z učenci s SAM. Na podlagi pridobljenih rezultatov ugotavljamo, da osnovnošolski učitelji ne razumejo pojma »participacija učenca« v pravem pomenu besede, saj participacija ni zagotovljena v tolikšni meri, da bi učencem s SAM omogočala aktivno vlogo in vpliv na sam učni proces. Ovire participacije so pogosto na ravni šole oziroma učitelja. V nadaljevanju smo nato ugotovili, da učitelji le deloma pozitivno pripoznajo značilnosti učencev s SAM. V zadnjem delu empirične raziskave pa smo ugotovili, da se učitelji razrednega pouka in učitelji predmetnega pouka deloma čutijo usposobljene poučevati učence s SAM, še vedno pa ostaja velik delež tistih, ki se ne čutijo usposobljene poučevati učence s SAM v običajni osnovni šoli. Ugotovili smo tudi, da imajo strokovni delavci v večji meri pozitivne izkušnje z učenci s SAM kot negativne. Njihova udeležba na usposabljanju in izobraževanju pa pomembno vpliva na nadaljnjo poučevanje in delo z omenjeno skupino učencev. In the master’s thesis, the way in which primary school teachers ensure justice through the perspective of ‘4 Rs’ – redistribution, representation, recognition and reconciliation, so that (in our case) students with autism spectrum disorder (ASD) in regular primary schools would not be unnecessarily marginalized and excluded, was analysed. The theoretical part of the master’s thesis was divided into two major sections. In the first section, the focus was on autism spectrum disorder, which was defined with a historical presentation of various definitions and criteria for its recognition. Then the characteristics of children with ASD were introduced. Main focus was set on the “triad of deficits” (the main troubles in communication, social interaction, and imagination) and other specificities that may accompany a child with autism spectrum disorder. Considering us being educators, greater emphasis was given to the situation of children with ASD in regular elementary schools. In this part, the staged treatment of children with ASD in education was described. Students with ASD have only been included in the Placement of Children with Special Needs Act (ZUOPP-1) as an independent group since 2011. In the paper, the adjustments that these students need in a regular elementary school, were highlighted. In the second section of the theoretical part, the inclusion from the aspect of justice was discussed. Inclusion was defined by presenting different definitions and presented in-depth in a principled and formal level. The ‘4 Rs’ concept of justice was then presented, to show that the distributive concept of justice in our school environment is not sufficient, as all educational goals cannot be achieved with it. Therefore, concepts of representation, recognition and reconciliation should also be considered, since they present an important starting point for a more coherent understanding of injustice complexity in school. The latter is reflected not only at a system level (macro level, but also in direct pedagogical practice (micro level). In the empirical part of the master’s thesis, the way how primary school teachers understand and to what extent they respect the basic principles of justice in the school context and when working with students with ASD was explored. The issue was how the participation of students with ASD is realized or reflected in everyday school practice and what are the obstacles to it. The following question was whether positive recognition of ASD, non-recognition of ASD and incorrect recognition of ASD in primary school teachers and subject teachers can be detected, and whether the attitude of primary school teachers towards teaching and working with students with ASD depends on their assessment of competence, educational training and experience with working with students with ASD. The result was that primary school teachers and subject teachers mostly reflect to the “fair school” from the point of view of ensuring the principle of equal opportunities and the principle of difference. The concept of inclusiveness is also recognized, which puts the teacher's attitude towards diversity and acceptance of otherness, regardless of race, gender, religious affiliation, etc., in the foreground. The data obtained suggest that primary school teachers find meaningful and feasible only those adaptations for students with ASD that may have already been used in the learning process, but not necessarily in teaching and working with students with ASD. Based on the obtained results it has been concluded that primary school teachers do not understand the term “student participation” in the true sense of the word, as participation is not provided to such an extent as to enable students with ASD to play an active role and influence the learning process itself. Barriers to participation are often present at the school, or specifically, at teacher level. It was then discovered that teachers only partially recognize the characteristics of students with ASD in a positive way. In the last part of the empirical research it was concluded that primary school teachers and subject teachers feel partly qualified to teach students with ASD, but a large proportion of those, who do not feel qualified to teach students with ASD in regular elementary school at all, still remains. It was also discovered that professionals have more positive experiences with students with ASD than negative ones. Their participation in training and education has a significant impact on further teaching and working with this group of students.

Magistrsko delo naslavlja problematiko prilagajanja na podnebne spremembe v evropskem prostoru. Osredotoča se na načrtovano prilagajanje na mestni ravni. V tem kontekstu analizira negativne učinke podnebnih sprememb in specifične ranljivosti ter tveganja, ki so jim podvržene različne družbene skupine. Pri tem se osredotoča na neenakosti v mestih in ključne vzroke za nepravičnosti pri načrtovanem prilagajanju na podnebne spremembe. Da bi ugotovili, kakšno prilagajanje naslavlja obstoječe neenakosti in vodi v pravične izide, delo na podlagi različnih obstoječih teorij pravičnosti vzpostavi lastno sintezo kriterijev pravičnosti pri urbanem prilagajanju na podnebne spremembe. S tem delo skuša prispevati k lažjemu in bolj strukturiranemu analiziranju pravičnosti pri prilagajanju na podnebne spremembe v razvitem delu sveta. Na podlagi vzpostavljenih kriterijev v končni fazi delo preučuje vključenost kriterijev v uradnih in usmeritvenih dokumentih Evropske unije in konkretnega primera mesta Kobenhavn. Pri tem se osredinja predvsem na strategije prilagajanja in druge usmeritvene dokumente, torej na proces oblikovanja konkretnih ukrepov. Delo ugotavlja, da so vzpostavljeni kriteriji pravičnosti pomanjkljivo vključeni v obravnavane strategije in dokumente. The master's thesis addresses the issue of adaptation to climate change in Europe. It focuses on planned adaptation at the city level. In this context, it analyzes the negative effects of climate change in the region and the specific vulnerabilities and risks to which different social groups are exposed. It focuses on inequalities in cities and the key causes of inequities in planned adaptation to climate change. To determine what kind of adaptation addresses existing inequalities and leads to equitable outcomes, working on the basis of various existing theories of equity establishes its own synthesis of equity criteria in urban adaptation to climate change. By doing this, the work seeks to contribute to an easier and more structured analysis of equity in adapting to climate change in the developed world. Based on the established criteria, the work ultimately examines the inclusion of the criteria in the official and policy documents of the European Union and the concrete case of the city of Copenhagen. It focuses mainly on adaptation strategies, i.e. the process of formulating concrete measures. The paper notes that the established fairness criteria are insufficiently included in the considered strategies and documents.

Prototype theory of international law formulated by Miodrag A. Jovanović includes the following theses: (a) justice-delivery as a function of law; (b) institutionalization of adjudication as a fundamental feature of law; (c) coerciveness of law as guaranteeing enforcement; (d) outcasting as the predominant and sufficient means of enforcing international law. The paper analyses these elements, challenges theses (a), (c) and (d), and advances the thesis about (b) adjudication being not just a fundamental but also a necessary feature of law. Značilnosti mednarodnega prava: kritični pogled na prototipsko teorijo mednarodnega prava. Prototipska teorija mednarodnega prava, ki jo je oblikoval Miodrag A. Jovanović, vsebuje naslednje trditve: (a) zagotavljanje pravičnosti je funkcija prava; (b) institucionalizacija razsojanja je temeljna značilnost prava; (c) prisilnost prava zagotavlja njegovego spoštovanje; (d) izobčenje je prevladujoče in zadostno sredstvo za zagotavljanje spoštovanja mednarodnega prava. Avtor v članku analizira te elemente, izpodbija trditve pod (a), (c) in (d), ter nadrgradi trditev (b), da razsojanje ni le temeljna, temveč tudi nujna značilnost prava.

Predmet doktorske disertacije je teorijska i empirijska analiza poreza na dohodak i imovinu građana u Evropi i implikacije istih na poreski sistem Srbije. Značaj pojedinih poreskih oblika u poreskoj strukturi može se sagledavati bilo s aspekta udela u BDP-u ili udela u ukupnim poreskim prihodima, ali ako se fokus posmatranja izmesti s aspekta obveznika – građana, navedeni direktni porezi postaju najznačajniji, jer se tiču njihovog standarda i utiču na ekonomsko ponašanje. Tema disertacije je obrađena na celovit način koji je istovremeno uključio i predstavljanje teorijsko – metodološke osnove oporezivanja dohotka i imovine. S obzirom da oporezivanje nepokretnosti i dohotka na nivou EU nije harmonizovano, evropske zemlje centralne i istočne Evrope su same kroz reforme tragale za takvom strukturom koja je efikasna za njih i koja bi trebalo da im pruži optimalne socijalne i redistributivne efekte za stanovništvo. Sve su to razlozi što većina tranzicionih država nije uvela niti čist flat ili sintetički model oporezivanja dohotka, već su sve izabrale poluhibridne modifikacije teorijskih modela. Ovakav ishod je to posledica delovanja faktora u dužem periodu, tj. različitih istorijskih, društveno-političkih i ekonomskih okolnosti. Uzimajući u obzir različite teorijske modele i analizirane efekte u odabranim privredama EU u okviru ove disertacije uvažene su različite karakteristike analiziranih fenomena, kao što je premisa da u sistemima u kojima se preko poreza na imovinu i poreza na dohodak ostvaruje mnoštvo nefiskalnih ciljeva dolazi do povećanja složenosti i alokativne pristrasnosti poreskog sistema. Kao komplement analizi efekata poreza na imovinu i dohodak, istovremeno je ispitivano da li je redistributivni efekat poreza na dohodak i imovinu u evropskim zemljama centralne i istočne Evrope nizak. Proučavanjem poreskih efekata u EU i Srbiji sa nekoliko aspekata i zaključcima obezbeđena je veća pouzdanost, a time i naučni i praktični značaj. Istraživanjem je ukazano na neophodnost da se, uz reforme oporezivanja dohotka i imovine, vrše paralelne reforme socijalnog osiguranja (posebno imajući u vidu negativne demografske tendencije). Srbija je zemlja, koja je u manjoj ili većoj meri poslednjih 30 godina bila opterećena brojnim makroekonomskim disbalansima. Kako se postojeći sistem direktnih poreza u Srbiji odlikuje odsustvom horizontalne i vertikalne pravičnosti, alokativnom pristrasnošću i relativnom složenošću koja stvara značajne troškove administriranja, njegova temeljna reforma je neophodna. Slično savremenim privredama, možemo reći da ni u Srbiji, gledano s fiskalnog stanovišta, porezi na dohodak i imovinu nemaju centralnu ulogu. Cilj rada je i da se, na osnovu analize evropskih iskustva u direktnom oporezivanju građana izvedu preporuke za srpske fiskalne reforme. Nosioci poreske politike preko direktnih poreza pokušavaju ostvariti brojne ciljeve, kao što su konkurentno fiskalno okruženje, ali i ispuniti očekivanje da navedeni porezi budu pravični i jednostavni i za ostvarivanje drugih nefiskalnih ciljeva. Oni nisu pogodni instrumenti kojima se može značajno uticati na ekonomsku efikasnost i privredni rast, pa se redistributivni efekti često lakše i efikasnije mogu ostvariti kroz druga sredstva ekonomske politike (npr. kroz sistem socijalnih naknada). S obzirom na kompleksnost teme, u radu su korišćeni različiti statistički metodi. Uz ponuđene scenarije, na raspolaganju su nam i evropska iskustva u reformama direktnih poreza građana.