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Analysis was made using history textbooks. In these works there could be find a lot of story but lack of history!
Given in the simplest interpretation, the myth could be displayed as such: Lukic, Poznavanje drustva, udzbenik za V razred osnovne sk ole, Beograd Even if having been finished, historically, somewhere deep in history?
Perovic, M Strugar, Istorija za 7. I will not enter the discussion about ideological changes clearly evident, but some of them are to be mentioned. Is it possible to make some conclusions about the people who had adopted only these negative influences? It is gimnszije emphasized in history textbook for the first grade of gymnasium. It also supports the mythical character of the question. Approaching the end of essay, I would like to pay 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.
See references in the end of the text. Mihailovic, Poznavanje prirode i drustva za 3. The story never ends! Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness.
Much more relevant aspect than its chronological and territorial problem is its substance. The guilt for misfortunes and failings is regularly found in cruel otherness. 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.
Povijesna čitanka: za IV razred gimnazije – Ivo Perić – Google Books
Following simplified pattern of political, cultural, and economic backwardness, corruption and anarchy, all textbooks support the idea that the Ottomans disabled development of the Serbs for centurieswhile other European peoples were developing their culture and economy.
Where are or were the borders of their national area, if such area exists at all? According to authoritative theories  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. Examples are numerous, and it is impossible to mention them all. Of certain importance is the fact that this textbook gave some remarks which are affirmative for the Ottoman government.
Excerpts from the sources refers mostly to sufferings and unbearable terror over the Christians. Similar situation repeated when Austria governed northern Serbia 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.
Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest. Of course, it cannot be explicitly presented in History textbooks, but what happens, for instance, in Geography textbook  for III grade of gymnasium, which is my favorite one?
Why Is This a Myth? It remains, as dominant idea, that historiography is national discipline, aiming in producing patriotic emotions. Historical Myths in the Yugoslav Successors States. 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. In a few words, it is completely unsure how many years the Ottomans ruled over the Serbs?
Are or were the Macedonians Serbs? Sparavalo, Istorijska citanka za 7. From historiography through educational system, myth is transferred to the people. Grubac, Istorija za 7. If accepted, these interpretations introduce one logical question: Corovic, Istorija SrbaNis Textbooks I consulted writing this gijnazije cover almost entire XX century so it was possible to detect some similarities and differences towards this matter. Thus, the myth is born: Novakovic, Istorija za 3.
Pregled istorije jugoslovenskih narodaI-II, Beograd 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.
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, including modern textbooks. I also tried to cover wider 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 razfed education in Serbia in XX century.