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It remains, as dominant idea, that historiography is national discipline, aiming in producing patriotic emotions. 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.
Authors of the textbooks are not even informed about how frequently devshirme took place and also where. And, of course, our youths were favorite because of their moral and physical superiority. In the view of this example, it is interesting to mention another general remark given by the author of the textbook: They are usually the only source of information for lots of people, accordingly and most influential.
Historical Myths in the Yugoslav Successors States. Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest. The story never ends!
Rudolf Pečjak – Wikipedija, prosta enciklopedija
Is it possible to make some conclusions about the people who had adopted only these negative influences? 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?
Perovic, M Strugar, Istorija za 7. I would mention just a few interesting details. Of certain importance is the fact that this textbook gave some remarks which are affirmative for gimnazie Ottoman government.
Citnaka, Istorija srednjeg veka za vise razrede gimnazijeBeograd Istorija Osmanskog Carstvaed. Much more relevant aspect than its chronological and territorial problem is its substance. Strugar, Istorija za 7. Are or were the Macedonians Serbs? Sparavalo, Istorijska citanka za 7.
My intention is to explain the mythical characteristics of the problem such defined, to show how gimnazie functions as a myth. If accepted, these interpretations introduce one logical question: Without any serious gimnazijr about real conditions during the Ottoman rule, gimnazine fashioned simplified model, which was and still is very influential.
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. Novakovic, Istorija za 3. Sometimes the myth gets also the form of joke: Kuljic, Prevladavanje proslostiBeogradp.
Istorija naroda JugoslavijeII, Beograd 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. Mantran, Beogradpp.
According to one it was every year, another believes that it was in every fifth, and maybe in every seventh year. For period after the World War the Second I consulted two  textbooks used in the period betweenfor elementary school, and three textbooks used gimnazime to nowadays .
In a few words, it is completely unsure how many years the Ottomans ruled over the Serbs?
It is particularly emphasized in history textbook for the first grade of gymnasium. The idea of disturbing, undesirable and dangerous otherness is the dominant idea in portrayal of Ottoman government, the Turksin history textbooks in Serbia.
Literatura – knjige
The image remains negative at all. This point is suggested in the title of the work. In some manner the myth presented in this work got an official approve. See references in the end of the text.
From historiography through educational system, myth is transferred to the people. I will not enter the discussion about ideological changes clearly evident, but some of them are to be mentioned. I also tried to cover wider chronological space in order to show that negative and dazred 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.