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CITANKA ZA 3 RAZRED GIMNAZIJE PDF

Čitanka () (Group of authors) Čitanka za 3. razred gimnazije (Zagreb: Školska knjiga). Dujmović-Markus, Dragica, and Sandra Rosetti-Bazdan (). DOWNLOAD CITANKA ZA 3 RAZRED SREDNJE SKOLE Texas, Volume 3: Nell’s Cowboy & Lone Star Baby (Heart of Texas #) – How to Make Your. DOWNLOAD CITANKA ZA 3 RAZRED SREDNJE SKOLE. Page 1 Your Tinnitus In 3 Days or Less? – Horoscope & Astrology Leo: The Complete.

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Jugovic, Istorija srednjeg veka za vise razrede gimnazijeBeograd Given in the simplest interpretation, the myth could be displayed as such: Such situation in politics and historiography is fertile ground for speculations and manipulation of these who are used to mythologize, aiming on creation of public consciousness.

citanla In the view of this example, it is interesting to mention another general remark given by the author of the textbook: Possible upper time-borders are also, or Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest.

This point is suggested in the title of the work. Mihailovic, Poznavanje prirode i drustva za 3. Excerpts from the sources refers mostly to sufferings and unbearable terror over the Christians.

Historical Myths in the Yugoslav Successors States

Is it possible to make some conclusions about the people who had adopted only these negative influences? Pregled istorije jugoslovenskih narodaI-II, Beograd 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.

If accepted, these interpretations introduce one logical question: Novakovic, Istorija za 3. This textbook allows to get more measured picture about Ottoman period, but more emotional, too, when compared with textbooks from period after The World War the Second, gimnazijje 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.

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In some manner the myth presented in this work got an official approve. Sometimes the myth gets also the form of joke: Thus, the myth is born: The guilt for misfortunes and failings is regularly found in cruel otherness. Taken as a whole, the picture of the Turks turns out as dominantly negative, mostly because of sharp qualifications.

Following simplified pattern of political, cultural, and economic backwardness, corruption and zaa, all textbooks support citqnka idea that the Ottomans disabled development of the Serbs for centurieswhile other European peoples were developing their culture and economy. Analysis was made by D. The Turksaccording to common opinion, were not interested in economic development of these areas, and if they had citankq something, they had done it wrongly.

In these works there could be find a lot of story but lack of history! Such ignorance is not regarded as a problem, because there are poetic descriptions of event, just enough to replace the lack of knowledge. First edition M. Analysis was made using history textbooks.

I would mention just a few interesting details.

Authors of the textbooks are not even informed about how frequently devshirme took place and also where. Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness.

Školski pribor

All these questions are involved xa 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. 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.

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Cvijic [19]which persists even in modern times, one, one and half, or two centuries sic! See references in the end of the text. Of certain importance is the fact that this textbook gave some remarks which are affirmative for the Ottoman government. Strugar, Istorija za 7. Corovic, Istorija SrbaNis Stojanovic, who took part on the conference.

From historiography through educational system, myth is transferred to the people. The story never ends! In the lesson about protection of nature sic! Of course, it cannot be explicitly presented in History textbooks, but what happens, for instance, in Geography 33 [12] for III grade of gymnasium, which is my favorite one? In a few words, it is completely unsure how many years the Ottomans ruled over the Serbs? Without any serious knowledge about real conditions during the Ottoman rule, historiography fashioned simplified model, which sa and still is very influential.

And, of course, our youths were favorite because of their moral and physical superiority. After negative experience with Hungarian and Austrian authorities, lots of the Serbs, settled in southern Hungary, got back to Turkey, where they found themselves in a better position.

jani :: Chitanka za 2 razred srednje skole pdf

This, let me say, spiritual yoke is mirrored, as it is mostly acceptedin low level of social life of the state, spreading from corruption and backwardness in the economy and administration, over the entirely peculiar, oriental taste in the music, up to the unclean public water closets. Even if having been finished, historically, somewhere deep in history? Similar situation repeated when Austria governed northern Serbia