This text gives a critical account of various, often conflicting interpretations of slash fiction - stories based on characters from popular TV show, The Star Trek, written by fans. What makes slash fiction, a subgenre of fan fiction, specific is a homoeroticization of characters that in the original narratives are either explicitly or implicitly heterosexual. Whether such?homoerotic pairing? has any foundation in the original Star Trek narrative, remains an open question. Answers to this question vary greatly. An affirmative answer, however, (...) begs a further question: whether these narratives are?homosexual representations? in a strict gay/lesbian sense? The authors propose that slash represents a non-hegemonic narrative which transgresses borders set up in the original narrative - queering, reexamining thus both sex and gender. (shrink)

This text gives a critical account of various, often conflicting interpretations of slash fiction - stories based on characters from popular TV show, The Star Trek, written by fans. What makes slash fiction, a subgenre of fan fiction, specific is a homoeroticization of characters that in the original narratives are either explicitly or implicitly heterosexual. Whether such?homoerotic pairing? has any foundation in the original Star Trek narrative, remains an open question. Answers to this question vary greatly. An affirmative answer, however, (...) begs a further question: whether these narratives are?homosexual representations? in a strict gay/lesbian sense? The authors propose that slash represents a non-hegemonic narrative which transgresses borders set up in the original narrative - queering, reexamining thus both sex and gender. (shrink)

U ovom radu autor nastoji da svoju knjigu Filozofska zivotinja: zoografski nagovor na filozofiju izlozi vlastitoj bespostednoj analizi ne bi li je preventivno odbranio od potencijalnih kritika drugih. Na taj nacin, s druge strane, on veruje da upravo otvara prostor za takav govor o knjizi i temama koje ona provocira koji ne bi bio tek nakanadno uredno registrovanje i/ili prigodna pohvala, vec njome inspirisan samosvojni prilog koji joj nazad odjekuje.

In this paper the author is attempting to establish the relationship - or the lack of it - of the Critical Theory to the "Jewish question" and justification of perceiving signs of Jewish religious heritage in the thought of the representatives of this movement. The holocaust marked out by the name of "Auschwitz", is here tested as a point where the nature of this relationship has been decided. In this encounter with the cardinal challenge for the contemporary social theory, the (...) particularity of the Frankfurt School reaction is here revealed through Adorno installing Auschwitz as unexpected but lawful emblem of the ending of the course that modern history has assumed. The critique of this "fascination" with Auschwitz, as well as certain theoretical pacification and measured positioning of the holocaust into discontinued plane of "unfinished" and continuation and closure of the valued project, are given through communicative-theoretical pre-orientation of J?rgen Habermas?s Critical Theory and of his followers. Finally, through the work of Detlev Claussen, it is suggested that in the youngest generation of Adorno?s students there are signs of revision to once already revised Critical Theory and a kind of defractured and differentiated return to the initial understanding of the decisiveness of the holocaust experience. This shift in the attitude of the Critical Theory thinkers to the provocation of holocaust is not, however, particularly reflected towards the status of Jews and their tradition, but more to the age old questioning and explanatory patterns for which they served as a "model". The question of validity of the enlightenment project, the nature of occidental rationalism, existence of historical theology and understanding of the identity and emancipation - describe the circle of problems around which the disagreement is concentrated in the social critical theory. U ovoj studiji autor nastoji da ustanovi odnos - ili manjak odnosa - Kriticke teorije drustva prema "jevrejskom pitanju", te opravdanost uvidjanja eventualnih tragova jevrejskog religijskog nasledja u misljenju njenih predstavnika. Pritom se holokaust, amblematicki naznacen u imenu "Ausvic" iskusava kao tacka na kojoj se odlucivalo o karakteru tog odnosa. U tom susretu sa kardinalnim izazovom za savremenu drustvenu teoriju, posebnost reakcije Frankfurtske skole izlaze se preko Adornovog instaliranja Ausvica u neoCekivano ali zakonito znamenje kraja onog toka koji je moderna istorija poprimila. Kritike ove "opcinjenosti" Ausvicom, kao i izvesna teorijska pacifikacija i odmereno smestanje holokausta u diskontinuiranu ravan jednog "nedovrsenog" i nastavljanja i dovrsenja vrednog projekta, date su kroz komunikativno teorijsku preorijentaciju Kriticke teorije Jirgena Habermasa i nastavljaca. Najzad se preko dela Detlefa Klausena sugerise da u najmladjoj generaciji Adornovih ucenika postoje signali revizije jednom vec revidirane Kriticke teorije i jednog prelomljenog i diferenciranog povratka izvornim uvidima u odlucnost iskustva holokausta. Ova mena u stavovima Kritickih teoreticara drustva prema provokaciji holokausta se, medjutim, ne ogledu u nekakvoj partikularnoj usmerenosti na status Jevreja i njihove tradicije, vec radije u onim vec dugovekim nedoumenjima i eksplanatornim matricama za koja su posluzili kao "model". Pitanja validnosti projekta prosvetiteljstva prirode okcidentalne racionalnosti, postojanja istorijske teleologije i razumevanja koncepcija identiteta i emancipacije - opisuju onaj problemski krug oko kojega se, i kada je o holokaustu rec, koncentrisu nesaglasja Kriticke teorije drustva. (shrink)

U ovom prilogu autor sagledava i analizira kakvu ulogu igra metafora 'korena', kao i citav onaj diskurzivni sklop koji se za nju veze - 'ukorenjenost', 'iskorenjenost' i tako dalje - te kako funkcionisu botanicke analogije uopste u modernoj politickoj teoriji. Ideoloska podvajanja se iz ovog aspekta prikazuju kao u jednakoj meri, samo na razlicite nacine, fiksirana za predstavu korena ljudske egzistencije ili dobro uredjenog drustva - i odgovarajucu sliku rascvetalog drveta ukoliko je izniklo na tim osnovama - u cijem su (...) povlascenom posedu i iz kojeg crpu pravo i na 'radikalno' postupanje. Razlika, pak, pocinje tek tamo gde jedni zagovaraju bezuslovno negovanje datog korena a drugi preku neophodnost njegovog zamenjivanja novim. U zakljucku rada se sugerise da bi napustanje floralnih metafora moglo ne samo da otvori prostor za razlozan disput o pitanjima na koja se mislilo da one pruzaju odgovore, nego i da bi tek takvo odstupanje od fascinacije korenom u savremenosti bilo zaista - korenito. (shrink)

This chapter provides a brief history of the concept of emancipation and its applications in and relationship with education, starting with the Enlightenment and considering both the continuation and the critique of this tradition that has further shaped the relationship between education and emancipation. The tension between two meanings of emancipation—personal, intellectual emancipation on the one hand, and political emancipation of the oppressed and the entire society on the other—comes into view in the divergence between Kantian and Marxists paths to (...) emancipation. The chapter goes on to consider the ideas by notable classic thinkers who further developed the Enlightenment ideal of emancipatory education by democratizing it (Freire, Habermas, Dewey, Popper), but also outright questioned some of its main aspects (Peirce, Berlin, Rancière). Nevertheless, even the critics of the Enlightenment mentioned here stay faithful to the ideals of equality and freedom that were formulated in the Age of Reason. And here we are, facing “new” and “old” challenges and media. The chapter then presents the content of this volume, commenting on each chapter and reflecting on how the book Rethinking Education and Emancipation tackles the relationship between emancipation and education by considering contemporary struggles and crises, as well as rethinking and recontextualizing the classic ideas (authors), and building on more recent work. (shrink)

Rad nastoji integrirati zapažanja Theodora W. Adorna o odgoju i obrazovanju, koja su rasuta gotovo po čitavome njegovom opusu. Namjera međutim nije doktrinarna: izdala bi se lojalnost autoru i podbacilo ispod njegove kritike kada bi takva integracija nastojala rekonstruirati neku neokupljenu ili neizrečenu Adornovu »prosvjetnu doktrinu«. Kod zakletog antisistematičara ni vizije prosvjetne teorije i prakse ne smiju prerasti u sistem. Riječ je prije o stavu ili držanju koje insistira na pokušaju da se antinomija obrazovanja – neslobodnim sredstvima do cilja slobode, (...) manipulacijom do nemogućnosti da se bude izmanipuliran – unese u školske, i ne samo školske, zadatke, kao cilj koji će onemogućiti ponavljanje Auschwitza, omogućiti autonomiju i osposobiti za autorefleksiju. The paper seeks to integrate Theodor W. Adorno’s observations about upbringing and education, scattered throughout his almost entire opus. The intention, however, is not doctrinal: loyalty to the author would be betrayed and it would fall short of his criticism if such integration would sought to reconstruct some uncollected or unspoken Adorno’s “educational doctrine”. With a sworn antisystematist, even visions of educational theory and practice must not grow into a system. It is rather about an attitude that insists on trying to bring the antinomy of education – by non-free means to the goal of freedom, by manipulation to the point of impossibility to be manipulated – into school and not only school tasks, as a goal that will prevent Auschwitz’s repetition, enable autonomy and empower for self-reflection. (shrink)

The paper seeks to integrate Theodor W. Adorno’s observations about upbringing and education, scattered throughout his almost entire opus. The intention, however, is not doctrinal: loyalty to the author would be betrayed and it would fall short of his criticism if such integration would sought to reconstruct some uncollected or unspoken Adorno’s “educational doctrine”. With a sworn antisystematist, even visions of educational theory and practice must not grow into a system. It is rather about an attitude that insists on trying (...) to bring the antinomy of education – by non-free means to the goal of freedom, by manipulation to the point of impossibility to be manipulated – into school and not only school tasks, as a goal that will prevent Auschwitz’s repetition, enable autonomy and empower for self-reflection. (shrink)

U prvom delu ovog clanka je rec o pretpostavkama, strukturi i dometima onog misljenja coveka koje je vrlo ambiciozno preduzela "filozofska antropologija" s pocetka dvadesetog veka. Potom se izlazu razlicite varijante filozofske kritike, kao i antropoloske samokritike statusa i ogranicenja ove "discipline". Najzad, u zavrsnom delu rada se signaliziraju glavni orijentiri recentnih kontroverzi oko mogucnosti i karaktera radikalnog odbacivanja i/ili svojevrsne reafirmacije filozofeme "covek".

This paper tries to extricate philosophical education from the restrictions of social and school systems and to commend some independent and subversive views. This is to be accomplished through a conceptual dissection of the term ‘education’. On the one hand, there is education seen as transmitter of the tradition, where to be educated is seen as being able to fit into an established community. There is also another education to which the authority of tradition is a permanent target of resistance, (...) always trying to undermine any educational uniformity. This second history of education, genuinely philosophical, is radically opposed to the history of institutionalized mass-education. However, intention of this paper is not to proclaim this as an "alternative" model, or to build it up as a new mythology. On the contrary, it is being written as a history of continuous subversion. Viewed from this vantage point, autonomous philosophical education is not a subsystem of a social system. This education has itself as a measurement, and always resists the wider community that has accidentally befallen it. Its honor is exactly in this attitude of resistance, in being watchful against any conscription and integration. Understood in this manner, philosophical education is not a useful "implemented" function of society, but is rather its dysfunction. (shrink)

This paper tries to extricate philosophical education from the restrictions of social and school systems and to commend some independent and subversive views. This is to be accomplished through a conceptual dissection of the term?education?. On the one hand, there is education seen as transmitter of the tradition, where to be educated is seen as being able to fit into an established community. There is also another education to which the authority of tradition is a permanent target of resistance, always (...) trying to undermine any educational uniformity. This second history of education, genuinely philosophical, is radically opposed to the history of institutionalized mass-education. However, intention of this paper is not to proclaim this as an "alternative" model, or to build it up as a new mythology. On the contrary, it is being written as a history of continuous subversion. Viewed from this vantage point, autonomous philosophical education is not a subsystem of a social system. This education has itself as a measurement, and always resists the wider community that has accidentally befallen it. Its honor is exactly in this attitude of resistance, in being watchful against any conscription and integration. Understood in this manner, philosophical education is not a useful "implemented" function of society, but is rather its dysfunction. Rad nastoji da izdvoji filozofsko obrazovanje iz ogranicenja drustvenog i skolskog sistema i da sugerise mogucnost njegovog nezavisnog i "subverzivnog" sagledavanja. Potonje se postize pojmovnim razlaganjem termina "obrazovanje". S jedne strane, postoji obrazovanje kao transmisija tradicije, u kom slucaju se obrazovanost vidi kao sposobnost da se uklopi u ustanovljenu zajednicu. Postoji, medjutim, takodje i jedno drugacije obrazovanje, u cijem registru je autoritet tradicije permanentna tacka otpora. Ono istrajno pokusava da potkopa svaku obrazovnu jednoobraznost. Ova druga istorija obrazovanja, radikalno je suprotstavljena istoriji institucionalizovanog masovnog obrazovanja. Namera ovog rada nije, medjutim, da nju proglasi "alternativnim" modelom ili da je uspostavi kao novu mitologiju. Naprotiv, ona je pisana kao istorija neprestanih diverzija. Sa ovog stanovista sagledana, autonomna filozofska obrazovanost nije podsistem drustvenog sistema. Ovo obrazovanje ima svoju meru u samom sebi i uvek se odupire zajednici koja ga okruzuje i koja ga slucajem dopada. Njegova cast je upravo u ovom stavu otpora, u budnosti prema svakom podvodjenju i integraciji. Na ovaj nacin shvaceno, filozofsko obrazovanje nije tek na jedan odredjeni nacin "implementirana" funkcija drustva, vec pre njegova disfunkcija. (shrink)

U ovom prilogu izlazu se dva konkurentska prosvetiteljska modela tolerancije i iskusava njihov status i domet. U prvom delu rada se ukazuje na granice one?religijske tolerancije? umerenog toka prosvetiteljstva koju reprezentuju Lok i Volter i koja do danas dominira u javnom i akademskom diskursu. Drugi deo kroz likove Spinoze, Bejla i Didroa, izlaze koncepciju?univerzalne? ili?filozofske? tolerancije radikalnih prosvetitelja. Zakljucuje se da, uprkos njenoj teorijskoj nadmoci, izgledi drustvene implementacije potonje, srecom ili ne, i dalje nisu veci nego sto su bili u (...) sedamnaestom i osamnaestom veku. (shrink)

Inspiracija ili provokacija za ovaj clanak dosla je od onih teoreticara dobrobiti zivotinja i envajarmentalistickih filozofa koji su doveli u pitanje opravdanost nase - stvarne ali i simbolicke - prakse jedenja mesa i, odatle stavili na kusnju celokupnu nasu mesozdresku i, uopste, prozdrljivu kulturu. Autor priloga taj motiv - motiv jedenja, gutanja, zdranja - nastoji da propita na tragu onih njegovih manifestovanja, izlaganja, nalaza ili dalekoseznijih tematizacija koji su se vise ili manje usputno odigravali u nekim tekstovima pojedinih stozernih mislilaca (...) moderne i savremene filozofske tradicije. Sugerise se da je pronicanje figure prozdiranja, sagledane iz perspektive njenog neprimetnog i vremenom gotovo obrednog prerastanja u samorazumljivi gest teorije - i niukoliko ne samo teorije - jedan u najmanju ruku instruktivan i inspirativan aktuelni momenat samosvesti celokupnog misljenja, odnosno vid njegove kriticke rekonstrukcije i dekonstrukcije. (shrink)

Using the representations of science, fiction and science fiction, this article attempts to sketch out a certain line of development in the history of representation of the enhanced human. First it was thought that chemicals could temporarily or permanently improve his natural abilities, then artificial substitutes, inserts and accessories dominated the vision of his improvement. The most recent possibility announced is the fundamental morphological transformation of his biological composition into a completely unrecognizable, amorphous?entity? capable of taking any form. This trajectory (...) of?improvement? of human capacities could be regarded as a gradual advancement in the realization of the pledge of traditional humanism: that man is special precisely for being able to become anything he chooses. (shrink)

Led by Adorno and Horkheimer’s understanding of the three conceptual orienteers - subject, reason and emancipation - this work attempts to sketch a status that they have attributed to the Enlightenment. Ulysses and Oedipus are here used not only in the way those two authors have done, not only to illustrate dialectical contradictions that this "project" falls into and is marked by, but also in a way that signalize possibilities of different interpretations that have relied upon them. Adorno and Horkheimer’s (...) "to enlighten the enlightenment about itself" is thus displayed, extended and examined also in the fields of contemporary thought where they have, in different ways, inspired and provoked new generation of Critical theory, and on the other hand, the postmodern authors. (shrink)

The article critically analyses the recent discourse on “post-truth” and addresses the long-term current efforts to determine the epistemic and social status of truth. The first part of the article attempts to define the reason for the appearance and scope of conceptual intervention of the recently popular term “post-truth”. The second part of the paper is devoted to the “prehistory of post-truth” and the introduction of the concept of one authoritative truth in the monotheism of early Judaism. The author then (...) presents contemporary critiques of the fixation of thinking on truth and proposals for a “different thinking”. In the last part of the paper, the author points out the contradiction of situating truth between the extremes of its absolutisation and relativisation, and the necessity of philosophy to dwell in it. (shrink)

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...) camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

Ovaj clanak pokusava da oznaci one dileme, demontaze i prekompozicije filozofije, koje su primetne u njenom samorazumevanju u poslednjih nekoliko decenija. Kao odgovor na kardinalno postavljeno pitanje svoje vlastite dalje odrzivosti i opravdanosti, izdvajaju se tri njena razlicita i konkurentska lika - koje sugerisu i reprezentuju Adorno, Habermas i Rorti - pod kojima ona veruje da bi dalje mogla nastupati. Posebna se paznja posvecuje u tom kontekstu pojmu kritike. Detektuje se da je problem prezivljavanja i legitimacije kritike u modernoj filozofiji (...) isprva identifikovan sa pitanjem opstanka same filozofije. Filozofija koja se nasla u defanzivi, a da jos uvek nije izgubila sve iluzije o svojoj misiji, cini se da je u svojoj kritickoj funkciji, tradicionalno shvacenoj kao neprekidna i bespostedna potraga za istinom, videla poslednju odstupnicu i sigurno pribeziste. Sa politickim situiranjem, depatetizacijom, pa cak i abdikacijom te prosvetiteljske figure, izgleda medjutim da se filozofskoj teoriji - doduse, u manjoj ili vecoj meri preobrazenoj - i dalje otvara prostor autonomnog kritickog delovanja, koji ne bi bio lisen i neposrednih drustvenih konsekvenci.. (shrink)

Namera ovog rada je da jos jedanput iznova propita samo ono pitanje statusa filozofije koje su unazad nekoliko decenija postavili Adorno i Habermas, kao i drugi savremeni mislioci u drugacijim formulacijama. Autor sugerise da filozofija danas potrebuje konacni raskid sa idejom posedovanja jednog i perenijskog lika - sto bi joj ne samo dozvolilo, nego upravo i omogucilo da bez norme i granice postavljene unapred, slobodno iskusa svoje razlicite likove. U isto vreme, stvaranjem ovakve "liberalne" atmosfere u pogledu vlastitog odredjenja i (...) samorazumevanja, ona vise ne bi bila zastrasena mogucim odgovorom, pa stoga vise ne bi ni dramatizovala samo pitanje "cemu jos?". Cak i ukoliko se posle vlastitog dovodjenja u pitanje ispostavi da je njeno znacenje mnogo manje nego ona misija koju je jednom sebi namenila. (shrink)

This edited collection responds to the contemporary need for deeper analysis and rethinking of the relation between education and emancipation in a world beset by social, digital, educational and ecological crises. Among the diverse interdisciplinary perspectives explored are: rethinking the Anthropocene in the time of environmental emergency, the concept of relational thinking as emancipatory practice and a more encompassing concept of relational pedagogy that includes questions about the environment and digitalisation, the notion of indoctrination from the perspective of political education, (...) reconnecting with the body as a form of emancipatory education and how schools reproduce socio-cultural ideologies in synergy with material and visual culture. The book chapters also consider the role of social media, postcolonialism and feminism in understanding emancipatory education and a historical reception of John Dewey’s ideas in other than Western contexts. This volume will be of interest to those seeking well-known as well as further and novel acquaintance with the philosophical and critical issues surrounding different forms and ideas of emancipation and/or/through education, including related practical propositions and examples. Educators, scholars in education, social justice, philosophy, sociology and curriculum developers will find this collection valuable in contemplating, practising and theorising the futures of emancipatory education across contexts and themes. (shrink)