To understand the language of oblivion, usually produced in a complex process of silencing different social agents of groups (politics of memory), is in the first place being able to distinguish between two fundamentally different paradigms, two modes of questioning, narrating and representing the past and its (changing & challenging) landscape: one mode being history and the other memory. For the purpose of having complex and structurally open history, we first have to confront different types of memories (be it of national or other groups), and reconstruct eroded relations between them. There are social spaces of oppression (in this case a short presentation of a concentration camp of San Sabba, the only camp in Italy to have a crematory and rudimentary gas chamber) that have been so traumatic (extermination camp San Sabba was, between September 1943 and April 1945, conducted by O. Globočnik, C. Wirth, D. Allers, and others who already had their murderous expeditions under the name of "Aktion Reinhardt" in the Eastern Europe), and remained so hidden (unreflected/unreflective) for a longer period of time that places of memory (loci memoriae) in them have been »spontaneously« - in the context of perpetual negation or ignorance – inverted to the places of oblivion (loci oblivionis). In this paper the author tries to show how important it is to make a clear – though arbitrary – demarcation line between concepts of history and memory, and not mix one with the other as different concepts of representing and narrating the past, and, secondly, put San Sabba (actually built in 1913 as a rice facility) and its later representations in the context of such situation. The author also shows different social agents that interfere within this project, either by trying to preserve memories of the camp (Diego de Henriquez, Albin Bubnič), or played with politics of memory, selecting and silencing particular remembrances (Military Ally Forces, post-war political regimes, ethnocentric communities etc.).
B.04 Guest lecture
Learning and education can have an important influence on strengthening social networks of older people, giving different kinds of social support and diminish their exclusion (Jelenc Krašovec & Kump 2009), but also influence community well-being (Field 2009; Golding 2011). Research in different countries shows that the share of older people participating in organized education is rather limited. Those who do participate have higher level of education, are wealthier, usually more active also in other spheres of life, and are most probably women (e.g. Formosa 2011). This holds true also for Slovenia (Šantej 2009); many older adults are involved in non-educational organizations in community, where incidental and informal learning is going on (Formosa 2007; McGivney 1999). Main thesis of the paper is that voluntary associations (VAs) in the community play an important role in the social gathering and learning of older men. Authors anticipate that older men value learning highly, but they have different learning needs than women and more often exercise learning activities in less formalized and structured settings
B.03 Paper at an international scientific conference
COBISS.SI-ID: 52766818Theoretical considerations on the role of vocation, professional identity, disability, changes in the society and turning times, especially the role of decision for professional excellence. The lecture is derived from the theoretical contribution of the author, which was published within the basic research project in the monograph Non-formal learning? What is it? The key question has been: what is the position of adult educators today and what encourages and enables their professional excellence.
B.04 Guest lecture
COBISS.SI-ID: 1550438