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
What Do We Know about the World? is a book trying to answer the title question by contributing to rhetorical and argumentative studies. The common feature of all the papers in the book is the attempt to understand the role of rhetoric and argumentation in various types of public discourse and to present interdisciplinary work connecting linguists, phoneticians, philosophers, law experts and communication scientists in the common ground of rhetoric and argumentation.
COBISS.SI-ID: 267920896
The paper introduces a new multidimensional scale LA (lestvica agresivnosti [Aggression Scale]) for measuring self-reported aggression in elementary and upper secondary school students in Slovenia. The scale has been developed with a special focus on the school setting, using three elementary school samples (preliminary study: N=2777; main study: N=10427 and validity and test-retest study: N=191) representative of 4th and 8th grade students in Slovenia and one upper secondary school sample (N=3253) representative of the final year of upper secondary school in Slovenia. The exploratory analyses using principal component analyses (PCA) revealed a four-factor structure: verbal aggression, physical aggression, internal aggression and aggression towards authority.
COBISS.SI-ID: 2579031
The theoretical and conceptual background of the contribution is feminist theory and its conceptualisations of difference along various social axes. The break is represented by the work of post-colonial feminist theorists who in a way "deconstructed" the image of the feminist and questioned her capacity to speak universally for all women. Starting from these points the nature of difference as a subject of knowledge is put at the forefront. This is the basis for delineating consequences in educational contexts.
COBISS.SI-ID: 2573911
We don’t stress this article as “the greatest”, but as a special achievement because it was published in Japan; just why American publications under publishing and higher education monopolies in neo-colonial centers should be valued higher? Moreover, article, signed by in summer 2013 deceased J. Justin as the first author, presents an analysis of the development of civic education in last 30 years in Slovenia. The discussion of the citizenship education in Slovenia was set against the background of major political changes in former socialist countries in the past 30 years. Two processes/events are of importance: 1. change of political system from Yugoslav breed of ‘self-governing’ socialism to the liberal democracy and 2. gaining of the independence from federal Yugoslavia.
COBISS.SI-ID: 2578775