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Filosofija kao obrazovanje i/ili profesija

dc.creatorKoprivica, Časlav
dc.date.accessioned2021-04-02T12:18:47Z
dc.date.available2021-04-02T12:18:47Z
dc.date.issued2017
dc.identifier.issn1820-6700
dc.identifier.urihttp://rfpn.fpn.bg.ac.rs/handle/123456789/617
dc.description.abstractIn this paper we deal with the genesis of philosophy as a matter of education obrazovanie (Rus.), Bildung (Germ.) in the primordial sense. By that, we imply the fundamental fact that it is about a necessity for human, as being finite, to shape his own Being and his identity through education. That is why philosophy is considered to be a life form in which being, work and service are interwoven. Not only does on is getting closer to the truth in conversation with others, by being together with them, but he also has the obligation to share his knowledge with others. By the end of the Middle Ages, man's identity was defined by his profession, since essentially no separate public and private spheres were assumed. This situation changes with the modern age, so that participation in the field of work has primarily instrumental character, while private realm remains related to identity building. By contrast, philosophy, as the unity of thought, way of life and profession, is distinguished as a "case" transcending the mentioned epochal and structural divisions.en
dc.description.abstractU ovom radu bavićemo se genezom filosofije kao stvari obrazovanja (obrazovanie; Bildung) u izvornom smislu. Pod time podrazumijevamo temeljnu činjenicu da je u njoj riječ o neophodnosti da čovjek, budući konačan, oblikuje svoje biće i svoj identitet putem obrazovanja. Zato se za filosofiju smatra da je ona životna forma u kojoj se prepliću biće, rad i služba. Ne samo što čovjek lakše dolazi do istine u razgovoru sa drugim, boraveći skupa s njima, nego on stoga ima i obavezu da svoja znanja podijeli sa drugima. Do kraja srednjeg vijeka čovjekov identitet bio je definisan njegovom profesijom, budući da suštinski nijesu bile odijeljene javna i privatna sfera. Ta situacija se mijenja s modernim dobom, tako da učešće u sferi rada ima prevashodno instrumentalni karakter, dok privatnost ostaje vezana za gradnju identiteta. Nasuprot tome, filosofija, kao jedinstvo mišljenja, načina življenja i profesije, izdvaja se kao "slučaj" koji nadilazi pomenute epohalne i strukturne podjele.sr
dc.publisherUniverzitet u Beogradu - Fakultet političkih nauka, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179064/RS//
dc.rightsopenAccess
dc.sourceGodišnjak Fakulteta političkih nauka
dc.subjectphilosophyen
dc.subjecteducationen
dc.subjectprofessionen
dc.subjecthistory of ideasen
dc.subjectmodernityen
dc.subjectprivacyen
dc.subjectCharles Tayloren
dc.subjectfilosofijasr
dc.subjectobrazovanjesr
dc.subjectprofesijasr
dc.subjectistorija idejasr
dc.subjectmodernostsr
dc.subjectprivatnostsr
dc.subjectČarls Tejlorsr
dc.titlePhilosophy as education and/or professionen
dc.titleFilosofija kao obrazovanje i/ili profesijasr
dc.typearticle
dc.rights.licenseARR
dc.citation.epage24
dc.citation.issue18
dc.citation.other11(18): 9-24
dc.citation.rankM51
dc.citation.spage9
dc.citation.volume11
dc.identifier.fulltexthttp://rfpn.fpn.bg.ac.rs/bitstream/id/417/614.pdf
dc.identifier.rcubconv_1148
dc.type.versionpublishedVersion


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