CITANKA ZA 3 RAZRED GIMNAZIJE PDF

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Mantran, Beogradpp. When describing historical reasons for migrations toward the North, author puts the emphases over the torture done by the Turksbecause of Serbian insurrections and participation in the wars against the Ottomans organized by Christian forces. All these questions are involved with or without serious reason in this problem, involved by historians, politicians, scientists, common people making almost inevitable the fact that it is impossible to make chronological frame within could be precisely defined duration of Ottoman period of Serbian history.

According to authoritative theories [2] of the myth as a phenomenon of great importance for human society, the most important characteristic and social function of the myth is explication of the facts, whether natural or cultural.

Grubac, Istorija za 7. Examples are numerous, and it is impossible to mention them all. Perovic, M Strugar, Istorija za 7. Given in the simplest interpretation, the myth could be displayed as such: From my point of view even if originally self-made this myth supported by irresponsible relation towards the truth is useful as an element of national cohesion.

Strugar, Istorija za 7. Not even a word was spoken about some political or cultural successes of Ottoman Empire. Istorija naroda JugoslavijeII, Beograd I am inclined to look for these characteristics in many aspects: The Turksaccording to common opinion, were not interested in economic development of these areas, and if they had done something, they had done it wrongly.

Approaching the end of essay, I would like to gimbazije attention to efforts aiming to curtail these stereotypes, efforts which give their first results in revision of textbooks, changed views towards the national past, more critical and more historical approach to the problem of Ottoman reign V.

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Novakovic, Istorija za 3. I was in a position to use these materials by kindness of D. I also tried to cover himnazije chronological space in order to show that negative and biased picture of the Ottoman reign appears as structural element in textbooks, a kind of continuity during very changeable history of education in Serbia in XX century.

I would mention just gimnazijs few interesting details. Istorija Osmanskog Carstvaed. Based on more or less acceptable arguments in its first half, the real myth begins in tragic fatal predestination which explains all misfortunes of modern Serbian state, all political, economic and cultural failures.

Without any serious knowledge about real conditions during the Ottoman rule, historiography fashioned simplified model, which was and still is very influential. If accepted, these interpretations introduce one logical question: This textbook allows to get more measured picture about Ottoman period, but more citnka, too, when compared with textbooks from period after The World War the Second, including modern textbooks.

Textbooks I consulted writing this paper cover almost entire XX century so it was possible to detect some similarities and differences towards this matter. Of certain importance is the fact that this textbook gave some remarks which are affirmative for the Ottoman government. It also supports the mythical character of the question.

Čitanka za 3. razred gimnazije – Google Books

In the lesson about protection of nature sic! Kuljic, Prevladavanje proslostiBeogradp. The guilt for misfortunes and failings is regularly found in cruel otherness. The idea of disturbing, undesirable and dangerous otherness is the dominant idea in portrayal of Ottoman government, the Turksin history textbooks in Serbia.

Such ignorance is gimnazime regarded as a problem, because there are poetic descriptions of event, just enough to replace the lack of knowledge. Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness.

Školski pribor

Is it razed to make some conclusions about the people who had adopted only these negative influences? Mihailovic, Poznavanje prirode i drustva za 3.

Cvijic [19]which persists even in modern times, one, one and half, or two centuries sic! In the view of this example, it is interesting to mention another general remark given by the author of the textbook: Without intention to be cynic or to diminish its importance, it should be honest and confess that, except the general remarks about severity of the Turks, nothing about devshirme is understandable for the students.

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Where are or were the borders of their national area, if such area exists at all? According to one it was every year, another believes that it was in every fifth, and maybe in every seventh year. Corovic, Istorija SrbaNis Of course, it cannot be explicitly presented in History textbooks, but what happens, for instance, in Geography textbook [12] for III grade of gymnasium, which is my favorite one?

Even if having been finished, historically, somewhere deep in history? The effects of such simplified interpretations are at least expectable and in their basis logical: Taken as a whole, the picture of the Turks turns out as dominantly negative, mostly because of sharp qualifications.

The story never ends! The image remains negative at all. See references in the end of the text. Sparavalo, Istorijska citanka za 7. From historiography through educational system, myth is transferred to the people.

Such situation in politics and historiography is fertile ground for speculations and manipulation of gimhazije who are used to mythologize, aiming on creation of public consciousness. In a few words, it is completely unsure ciyanka many years the Ottomans ruled over the Serbs? Excerpts from the sources refers mostly to sufferings and unbearable terror over the Citabka.

Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest. Analysis was made using history textbooks. But from historical point of view it is a serious problem, reflecting the whole range of unsolved national crises, crises of identity, territorial and ethnical feuds. Lesson which is supposed to inform the students about population of Yugoslavia gives historical account about migrations toward the Balkans.