How to Do Things with Tense and Aspect - Performativity before Austin was the first monograph in the English language, which deals with the origins, definitions of problems and performativity in the work of the monk Stanislav Škrabec. The discovery of performativity, the basic impulse in 20th century most influential pragmatic theories, the theory of speech acts, is usually attributed to the English philosopher J. L. Austin (How to Do Things with Words, Oxford University Press, 1962). The book 'How to Do Things with Tense and Aspect - Before Austin Performativity' shows in the detailed analysis that the definition of the problem of performativity, through discussion on the use of verbal aspect in Slovenian, had been already developed by Stanislav Škrabec, in the late 19th or in the early 20th century.
COBISS.SI-ID: 2276695
This paper (published in one of the three leading British journals in the area of film studies) examines the historical and social context of Filip Robar-Dorin’s film Ovni in mamuti (Rams and Mammoths, 1985), which revealed ethnic tensions in Slovenia at a critical time before the demise of communism and the looming break-up of multi-ethnic Yugoslavia. Robar-Dorin’s film subversively reveals the ideology of national identity, and therefore does not represent a mirror for Slovenians to see themselves as they would prefer to. Instead, it is a film in which they are compelled not to miss the gaze of the other. Education in a multi-cultural context is discussed in view of the film's presentation of the vocational school in the socialist Slovenia.
COBISS.SI-ID: 2301015
In the last few decades, student achievement has played a central role among the indicators used to evaluate the quality of education systems. Accordingly, education reform in Slovenia from the mid 1990s included the achievement of international standards of knowledge and skills as an important goal. In order to provide additional information for the purposes of evaluating the quality of mathematics education in Slovenia, the present study examines mathematics achievement of students in the final grade of the non-reformed compulsory education in Slovenia in an international context. Data from the Third International Mathematics and Science Study (TIMSS) were used to provide information about this achievement in comparison with the achievements of students from other European countries.
COBISS.SI-ID: 2382935
Zdenko Kodelja's purpose in this essay is not to give a comprehensive explanation of the impact of neoliberal ideas and politics on authority (in all of its forms) of universities and their professors. His aims are much moremodest: to sketch a theoretical framework for better understanding what the essence of authority is; to show that the relation between authority and trust is the key to explaining the effect of neoliberal politics on the authority of the university and university professors; to discuss professors' autonomy as deriving primarily from epistemic authority and to point out that what makes professors epistemic authorities is not the truth of what they say,but rather the students' belief that it is true; and to disclose some problems related to authority, university autonomy, and neoliberal politics.
COBISS.SI-ID: 2559063
Research on developmental and time-related trends (cohort effects) of anxiety is important for the assessment of anxiety levels that are not in line with expected developmental trends, and are in need of intervention. We present the results of a large cross-sectional, two-wave cohort study for anxiety for emotional and cognitive components of anxiety, respectively. We measured anxiety using the Lestvica Anksioznosti za Otroke in Mladostnike [LAOM (Anxiety Scale for Children and Adolescents)] anxiety scale (general trait anxiety, and two cognitive components and one emotional component) in two age groups: 10-year-olds (N 4351; 2621 males and 2663 females), and 14-year-olds(N= 4043; 2545 males and 2569 females) over a 4-year period (2007-2011).
COBISS.SI-ID: 2614615