The female composers’ musical pieces are an important but relatively unknown part of the musical and historical heritage. They are also underrepresented in the contemporary musical culture. Children are introduced to works of female composers mainly through the music curriculum in primary schools. This paper presents the research of the Music education textbooks that are in use in primary schools in Croatia. The main aim of the research was to establish the number of compositions by female music composers in the (...) overall number of compositions listed for listening and singing in textbooks, especially the presence of pieces authored by Croatian female composers. We have analyzed 21 textbooks from three Croatian publishing houses. Results show that compositions by male compositors are most often, and then follow traditional compositions, while the compositions of female composers are significantly less present. We propose the revision of the compositions for listening and singing that are included in the Music education textbooks in a way that would enable greater participation of work by both Croatian and other female composers. (shrink)

[Bd. 1] Lernen: die erste Station des Pfades.--[Bd. 2] Dienen: zweite Station des Pfades.--Bd. 3. Erkennen, Kämpfen und Siegen: dritte, vierte und fünfte Station.

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz (...) glazbu i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Glazbena djela skladateljica važan su, ali nedovoljno obrađen segment glazbeno-povijesne baštine te u nedovoljnoj mjeri zastupljen element suvremene glazbene kulture. Djeca se s djelima skladateljica u prvom redu upoznaju u okviru osnovnoškolske nastave glazbe. U radu je prikazano istraživanje kojemu je cilj bio utvrditi zastupljenost djela skladateljica namijenjenih za slušanje i pjevanje u udžbenicima za Glazbenu kulturu koji su u uporabi u Hrvatskoj, a posebno djela hrvatskih skladateljica. U istraživanju je analiziran 21 udžbenik triju hrvatskih nakladničkih kuća. Rezultati (...) ukazuju na to da su u udžbenicima najviše zastupljena djela skladatelja, potom tradicijske skladbe, dok su djela skladateljica zastupljena u bitno manjoj mjeri. Autori predlažu revidiranje popisa djela za slušanje i pjevanje u udžbenicima za Glazbenu kulturu kako bi se u njih u većoj mjeri uvrstilo stvaralaštvo domaćih i stranih skladateljica. The female composers’ musical pieces are an important but relatively unknown part of the musical and historical heritage. They are also underrepresented in the contemporary musical culture. Children are introduced to works of female composers mainly through the music curriculum in primary schools. This paper presents the research of the Music education textbooks that are in use in primary schools in Croatia. The main aim of the research was to establish the number of compositions by female music composers in the overall number of compositions listed for listening and singing in textbooks, especially the presence of pieces authored by Croatian female composers. We have analyzed 21 textbooks from three Croatian publishing houses. Results show that compositions by male compositors are most often, and then follow traditional compositions, while the compositions of female composers are significantly less present. We propose the revision of the compositions for listening and singing that are included in the Music education textbooks in a way that would enable greater participation of work by both Croatian and other female composers. (shrink)

Collection of articles of a noted Muslim religious scholar published in various local newspapers.

On the ethics and character of Prophet Muḥammad d. 632.

Islamic ethics. ; Christian ethics. ; Ethics, Comparative.

Islamic philosophy - Congresses ; Sufism - Congresses.

daftar-i avval. Nishastʹhā va guftigūhā -- jild-i duvvum. Mabāḥis̲-i naẓarī, tārīkhī va kārburdī -- jild-i sivvum. Insān, imāmat, siyāsat -- jild-i chahārum. Akhlāq va siyāsat.

On conduct of life and ethics of Islamic seminarians.

The rapid change in the world after the Enlightenment not only brought about revolutionary scientific and technological innovations, but also opened the door to important transformations in the context of thought. Especially with the wind created by the French Revolution, some concepts such as equality, fraternity, and justice, which were already in circulation before, came to the fore even more. One of the concepts that was magnified in this process was freedom. The concept manifested itself in philosophy as an understanding (...) of free will against the idea of determinism, and in politics as independence against oppressive governments. Since the day it was addressed as an independent topic, it has attracted attention with its different types and aspects, including freedom of the press, freedom of thought, freedom of expression, freedom of religion and conscience. We see that the intellectual adventure of the Western world in the last two centuries has been shaped around these concepts. The libertarian attitude, which at first manifested itself as a rebellion against religious and secular authorities, was later driven to extremes that saw itself as independent from all moral and social norms. These debates were inevitably reflected in the field of theology, and topics such as the position of the will of man against God’s will, fate and the problem of evil were reconsidered according to contemporary claims and objections. The atheistic tendencies that emerged in the Western world claimed that all religions deprive man of the possibility of being an active subject on earth and that a person who believes that all his/her actions are known and determined cannot be truly free. This point is actually one of several important issues that contemporary atheism raises against theism. These debates have also reached the Islamic world and the issue continued to be addressed with similar arguments. At its core, each of these claims rests on the assumption that Islam's conception of the human being leaves no room for individual freedom. Although the problem has different aspects such as fate and theodicy, one of the most striking aspects of the problem is the question of whether man has the right to reject Islam as well as the right to enter Islam by one’s own free will. It is important to answer this question. Because some practices from the early period of Islamic history and the assumptions that apostates should be killed according to certain conditions, which are accepted as an established jurisprudence in Islamic law, have provided important opportunities for anti-Islamic ideas and ideologies. This article shows how the issue has been dealt with in the classical literature, while at the same time suggesting solutions on how to approach the phenomenon of conversion today. In addition, the study will show that the issue is dealt with in the context of public security in the fiqh literature, and therefore, the current cases of conversion or apostasy do not fully correspond to the discussions in the classical period. (shrink)

On rationality, reason and criticism -- Arabs. ; Islamic philosophy of Muḥammad ʻĀbid Jābirī and Mohammed Arkoun.

1. Barʹrasī-i taṭbīqī-i barāhīn-i is̲bāt-i Khudā --.