According to Rousseau, conscience and conscience alone can elevate human beings to a level above that of animals. It is conscience, understood as infallible judge of good and bad, which makes man like God. Conscience itself is, in this context, understood as divine, as an “immortal and celestial voice”. Therefore, if the voice of conscience is the same as the voice of God, then conscience is nothing human. However, although this interpretation is correct, there are some problems with it. If we take into consideration the fact that conscience is in the same context defined firstly as a unifying principle which makes us like God, secondly as a thing which is in the middle between God and man, and thirdly as a middle thing or mediation that integrates extremes organically, then conscience cannot be either simply human or divine. The second problem is the following: How can one who hears the voice of God know that he really hears his voice? And, if he is the only one who hears it, how can we know that he hears it?
COBISS.SI-ID: 2815063
In this study, we analyse the predictive power of home and school environment-related factors for determining pupilsʼ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the national level, the Lestvica agresivnosti aggression scale was administered in both TIMSS cycles. For home environment variables, we included those related to socio-economic status, pupilsʼ educational aspirations, parental activities with their children and pupilsʼ free time activities. The results show that the variables related to socio-economic status, spare time activities and parental activities are significant predictors. The results differ in both analysed data-sets. For school environment variables, we include those related to the school climate, pupilsʼ attitudes towards school and school subjects and pupilsʼ achievement in mathematics. We find that the variables related to school climate and studentsʼ self-confidence are significant predictors. These results are stable in both years. The predictive power of the school characteristics model (including only the school environment variables) is larger (based on the proportion of explained variance) compared with the home characteristics model. The hierarchical linear model of data from 2007 to 2011 shows small differences in aggression between schools. The inclusion of two data cycles collected in two time- periods allows us to observe changes in aggression predictors over time. Practical implications are finally included.
COBISS.SI-ID: 2730839
In this study, the influence of European educational governance on national educational spaces is determined through a case study on Slovenia as a new (post-socialist) EU member state. The issue is first elaborated through the theoretical interplay of the political and educational sciences and the understanding of this interaction in EU educational governance. Special attention is devoted to providing in-depth empirical insights into the two-level game between the western EU governance model and its reception in non-western EU member states. The study explains how after 10 years since Slovenia’s membership in the EU, Slovenian educational space can be regarded as being shaped by open method of coordination-driven external monitoring and cross-border comparative technologies. The case study on Slovenia therefore provides important comparative insights into the effectiveness of EU educational governance, which has successfully widened and deepened EU cooperation in the field of education
COBISS.SI-ID: 2853207
From the case of musical group Laibach one can see how diverse definitions of education are, as a rule, predestined to always deal with unfulfilled expectations. The NSK’s (Neue Slowenische Kunst) work adapted images, music and gestures from different periods, narratives and spaces in a manner which exposed the prospect of social changes succumbing to the logic of domination. Therefore, for instance, their syntheses of classical avant-garde and totalitarian images should be read in their semantically dialectical composition. Laibach and NSK appeared at a time that was indicating, as it were, the promise of an event (in the sense, defined by Alain Badiou), which Laibach and other actors in the NSK network were deconstructing well before the non-event, the failed social change, named ‘the death of communism,’ actually arrived.
COBISS.SI-ID: 2819415
The contribution takes feminist epistemology as its basis and thematises the use of some massively and commonsensically used concepts and terms, such as scientific objectivity and universal validity and merit of scientific findings. At the end, the power of knowledge production is stressed – actively constituting a relationship that privileges the one who has the power to name, subordinate, exclude or silence the other.
COBISS.SI-ID: 2832983