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When setting up the premises for a dialogue between disability studies and critical trauma studies and embarking on editing this pilot issue on ‘encounters’ between the two disciplines, we necessarily welcomed interdisciplinary approaches, ranging across disability studies, trauma studies, literary and cultural studies, media studies, as well as many other disciplines in the humanities. The first step in introducing this issue to our readers will be to present the histories of both disability studies and trauma studies in order to see how they evolved and see why our proposal that they should meet half way or at least more often can be considered a valid one.
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This is a review article of a collection of essays entitled Trauma and Public Memory, edited by Jane Goodall and Christopher Lee.
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The introductory article of the first issue of 'Medialog' journal presents the new academic journal, part of a new media culture portal. 'Medialog' is a journey into the media worlds. 'Medialog' is an invitation to dialogue addressed to academic researchers and university lecturers, PhD students and students; to all who are curious to understand something more and different about media, communications and culture.
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Freedom, in the context of the ethical views of the Russian classics – Berdyaev, Solovyov, Dostoevsky and others, is examined. Emphasis is placed on freedom and the enormous challenges to achieve it. The faith in Man and the possibility for divine incarnation is a distinctive characteristic of Russian religious philosophy. The first part discusses Berdyaev’s statements about God and unbridled freedom. He regarded Christianity as a new beginning in the understanding of freedom. Berdyaev highly appreciates the contribution of Dostoyevsky to this topic. Freedom and related suffering are the big themes of Dostoyevsky. The battle between Christ and the Antichrist is studied.
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The debates about the relation between the national and European identity have recently gained a new impetus as a result of the growing national populism within the EU. In this regard, the article aims at elaborating the points of resemblance and dissonance between the identity-patterns of the two collective identities construction. In addition, it raises the question about the relation between national and European identity – do they compete with each other or they are parts of a bigger postmodern identity mosaic? In the first part of the research the main structural elements taking part in the National identity construction are discussed making a parallel with the European identity composition. In the second part of the text a more detailed analyses on the ethnic and civic model of identity construction is offered revealing two levels at which European identity is being created. Given that the majority of the academic work on the topic is more statistically or case orientated the article might be of interest due its fundamental approach.
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The article explores the relation between education and learning as a means of its implementation and the new type of socio-historical inheritance at the end of the twentieth century, related to changes in the nature of scientific knowledge itself. In the emerging new pedagogical paradigm, the main task is the transition from a center of knowledge to culture-friendly learning, the intellectualization of the learning process, but also its euro-denomination, is becoming more and more intense. It raises the issue of changes in values and new cultural realities in the process of communication, which builds a new type of the whole personality whose mentality unites culture and education. Innovative approaches to humanistic pedagogy and practice are aimed at developing the principles of developing learning, collaboration and creativity.
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The question of the correlation between Islam, political Islam and liberal democracy has so far been the most exposed topic in exploring the democratic capacity of political Islam and Islamic societies in general. What is particularly intriguing about the relationship between political Islam and liberal democracy is the fact of its westernized triviality that has received a pejorative tone in Islamic political circles. Simplified, the triviality of liberal democracy for the Islamic political campus implies imposing a model of democracy that cannot be fully compatible with the original Muslim notion of society and government. Hence, the following paper analyzes exactly the relations of political Islam to specific inherent categories of liberal democracy such as the rule of law, representative government, the separation of powers and secularism as diferenta specifica of liberal western democratic discourse. Through the methods of induction and deduction, the author will illustrate how appropriate tangent or divergence is illustrated and how this is reflected in the general ideological positioning of political Islam towards liberal democracy in Muslim countries through an axiological and praxeological perspective.
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The advancement of science and the change of moral norms in a market-driven society not only generate prosperity but also challenge the future of humankind. Most of the changes and problems in the environment can be foreseen if we turn to the knowledge that we acquire through ecology not only as an interdisciplinary but also as a transdisciplinary science. It is of no less important though that this knowledge should be rationalized in accordance to values and moral norms – in terms of a philosophy that explains the meaning of the technologically changing world and the consequences for the future.
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Stereotypes and prejudices influence our daily lives, and in certain circumstances we operate withthem, despite the fact that we think we are free of prejudices. Not infrequently, they can becomebarriers in the communication, knowledge and acceptance of those around us; from this point ofview, we must have the readiness to deal with our own prejudices, so that we do not reachsituations of discrimination, marginalization, rejection or exclusion of some people on subjectivegrounds, influenced by stereotypes and misrepresentations about others (we often observe that ourattitude and behavior towards a stranger is influenced by the way that person looks or is dressed).This study is based on stereotypes. It aims to identify attitudes and behaviors that perpetuate orchallenge gender stereotypes in education. We will see what is stereotype, prejudice,discrimination, we will go a little bit on gender, cultural and language stereotypes, and finally wewill see concrete examples within a school unit. This theme has become a problem of society.Stereotypes give rise to prejudices, and further discrimination. And during this research I noticedthat since we were born, these things have been instilled in us.
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The constitutional changes of 1989 in Kosovo, in addition to physical, political andpsychological pressure, exerted social pressure through job dismissals. Job dismissalsbecame a “normal” process, becoming a common way of exercising social pressure.In all these impossibilities in front of which a whole society is placed, self-organization oropposition through self-acting is expressed.In this course, the collapsed life on every sphere, and precisely this collapse burdened evenmore the daily life of these citizens, imposing reflection on these inabilities.While therepressive state was exclusive, degrading, and denigrating for a category of the society,precisely this category got self-integrated through resistance, which can not be calledotherwise but self-organization.In this flow, many subsequent developments came to the fore,such as the comprehensive mobilization of the society, so that individual tasks became selfvoluntarycollective duties and obligations.To this society, faced with such a situation, Solidarity was undoubtedly imposed in every areaof life, having the course from similarities, and “solidarity that comes from similarities is atits maximum when the collective conscience completely wraps up all our conscience andcomplies with it on all points” (Durkheim, 2004).
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Apart from the violence covered by the press by informative broadcasts at peak audiencehours, we found it was extremely important to debate this topic in the pre-universityenvironment, especially in high school classes, where students are easily trained in theeducation for life. A first argument to debate this topic is the one provided by televisionchannels, radio shows and articles written in newspapers by non-professionals. In order toprotect them from the aggressive media exposure to school-based conflicts, we thought toprovide pictures or movies with a strong social and emotional impact to raise awareness ofthe bad actions in the everyday life of students.A second argument is that we have tried to see the causes of class conflicts, to find solutionsin diagnosing the occurrence of conflicts between classes, then to put into practice methodsand techniques for solving conflicts in the form of a game, for the students to finally realizethat some conflicts can be quenched from the beginning by treating indifferently gestures thatcan be tolerated and accepted at the same time.
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In 2018/2019 the Radio and Television Department stated the Master’s program Digital Media and Video Games in the Faculty of Journalism and Mass Communications of SU St. Kliment Ohridski. The program is developed together with leading companies on the video games market.
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Emphasizing a keen interest in the corporeal/bodily in its dynamics and its cognitive characteristics, the authors show that the appeal to the corporeal as a cognitive option changes the understanding and perception of such traditional phenomena as the world, reality, space, things. The proposition that the subject constructs the world, and our bodily experience is determined by the word and constructed by discursive contexts, looks incomplete: its limited nature requires some additions. The authors underline that the study of human sensual cognitive capabilities and the analysis of the cognitive map of the bodily forces us to pay attention to embodied rationality. Addressing it allows us to overcome constructivism, focused exclusively on the discourse of the word, because our intelligence was also shaped in accordance with the form of body action. The authors turned to the problem of mode the visibility of ethics and posed a provocative question as follows: can the cognitive abilities of the bodily act as a basis for ‘construction the morality’ and occupy n equal position with verbal discourse? To solve this problem, the authors analyzed relevant scientific findings and their influence on the nature of the development of constructivist epistemology, studied the debate on the issue of ethics taking place among the representatives of constructivism, and, in particular, analyzed discussions on tools of the constructivism. At present, all ideas and works of constructivism must take into account bodily rationality as their obligatory component (in its general instrumental and methodological basis), and bodily rationality can serve as the basis for “constructing morality.”
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The article looks at the systematic attempts to transform the coronavirus epidemic into a state ideology similar to the Marxist-Leninist one, within the former Eastern Bloc. However, the current ideological attempts do not rely on repressive state apparatuses. They are voluntarily accepted. What operates behind this voluntary acceptance is a public communication strategy based on the war model and in a regime of hyper-information, i.e. infodemic. It is a strategy with a pyramidal structure, the top of which is held by the state government, reframed as “good” power. For the first time at the base of an ideology is not a historic event, but a natural one. This gives such a nature-based ideology the chance to exploit and govern the most basic existential fears of people. Furthermore, the article is focused on the current Bulgarian political situation. However, the aforementioned pandemic’s ideological strategies and their influence in Bulgaria are placed in the broader context of the return of conservative ideologies and the destabilization of the liberal consensus in Europe and the States.The article looks at the systematic attempts to transform the coronavirus epidemic into a state ideology similar to the Marxist-Leninist one, within the former Eastern Bloc. However, the current ideological attempts do not rely on repressive state apparatuses. They are voluntarily accepted. What operates behind this voluntary acceptance is a public communication strategy based on the war model and in a regime of hyper-information, i.e. infodemic. It is a strategy with a pyramidal structure, the top of which is held by the state government, reframed as “good” power. For the first time at the base of an ideology is not a historic event, but a natural one. This gives such a nature-based ideology the chance to exploit and govern the most basic existential fears of people. Furthermore, the article is focused on the current Bulgarian political situation. However, the aforementioned pandemic’s ideological strategies and their influence in Bulgaria are placed in the broader context of the return of conservative ideologies and the destabilization of the liberal consensus in Europe and the States.
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The article shows that in matters of philosophy of religion, when the sphere of interest of Wittgenstein went beyond logical and linguistic analysis, he attached special importance to a pragmatic approach to the interpretation of religious experience. Wittgenstein’s philosophico-religious studies were largely inspired by the events of his own life , as well as the ideas of individual thinkers, including the pragmatic philosopher William James. In Wittgenstein’s work one can find both a substantiation of the originality of religion and its impossibility of analysis from the standpoint of science, and a conviction in the expediency of religious experience in human life. It is revealed how Wittgenstein, analyzing the main manifestations of religious experience, pragmatically eliminated contradictions in the comprehension of knowledge about God (as unspeakable), pointed out the importance of transition from skepticism to belief as a basis for experience of absolute safety, took into account socio-practical aspects of various ethico-religious experiences such as feeling guilty. The author finds out how Wittgenstein interpreted the practical value of religious experience, analyzed the language of religion, as well as revealed its socio-psychological and ethical aspects.
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In this article, I intend to discuss the Arendtian conception of culture. In her influential essay “Crisis in Culture: Its Social and Its Political Significance,” Arendt argues that culture is at risk of disappearing under conditions of modernity. In her view, modernity is the age of mass society that leads to the destruction of culture and the development of mass culture. This is the situation Arendt has in mind when she speaks of a “crisis in culture,” a situation she describes as worldlessness. Culture, according to her, is a phenomenon of the world. Because of this conviction, argues Arendt, culture has a closer relationship to politics. The article is divided into two parts. In the first part, I explore Arendt's critical reflection on the modern attitude to culture. In the second part, I examine her analysis of the relationship between culture and politics. Throughout these parts, I suggest a reading of Arendt that illustrates her understanding of culture based on the authority of Greek and Roman thought and Kant’s Critique of Judgment.
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The present article examines Józef Tischner’s idea of upbringing (wychowanie) in establishing the new awareness of solidarity among the Polish workers and people through an awakening to conscience. The present moment served as a revolutionary alternative to socialism. I look at Tischner’s critique of Marxism and the central issue surrounding base and superstructure. Then I turn to his recovery of the Polish tradition of ethical ideals, especially in the person of Maximilian Kolbe and John Paul II. The text provides a detailed analysis of the chapter on upbringing in The Spirit of Solidarity. Tischner’s notion that upbringing is a personal bond established in trust to live in hope for improvement in mind and heart is placed in the context of the solidarity as a social bond establishing an ethical community transcending the political quest for power and the need to find an enemy. The text analyzes the various counterfeit forms of education in order to deepen our awareness of the meaning of authentic upbringing. Salient points of his teaching are discussed in conclusion.
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