29 MAY 2017

Organized by:

The Centre for Southeast European Studies of the University of Graz
Institute for Philosophy and Social Theory of the University of Belgrade
Center for Ethics, Law and Applied Philosophy, Belgrade
Center for Advanced Studies for Southeast Europe of the University of Rijeka
Faculty of Political Sciences of the University of Sarajevo

The main objective of this workshop is to analyses the possibilities and constraints of different contemporary forms of public social engagement which seek to challenge the spreading trends of abandoning the imperative of democratic procedures and weak institutions. The workshop will introduce the idea of Social Engagement Studies, in their pursuit for new ideas and potential partners in advancing this prospective field. The event’s objective is also to establish friendly academic collaboration and to enable critical recourse to specific forms of social engagement challenging democracy in contemporary world.

Crisis of democracy spreads both in societies with long traditions of liberal democracy (embedded democracy) and in those in which a functional democracy has only existed for a short while. The ongoing socioeconomic transformation threatens the democratic order in a number of ways: the growing socioeconomic inequality decreases electoral participation, delegitimize democratic institutions and threatens to gradually transform both the established and the young democratic states into mere electoral oligarchies or liberal democracies (defective democracies). The event will provide space for elaborating on social engagement as a collective political action that asserts a strong intrinsic connection between the intensification of democracy (in particular its deliberative aspects) and the growth of a society’s capacity to solve its most fundamental problems (lack of social justice, economic crisis etc.).


Round Table “Gender and Education in Elementary School”

The Centre for Ethics, Law and Applied Philosophy, in cooperation with the Institute for Philosophy and Social Theory, would like to invite representatives of schools and scientific institutions, representatives of associations of professionals and parent/student associations, all citizen groups that deal with education, youth, and gender, as well as the media, and all other interested parties, to apply to the round table:

“Gender and Education in Elementary School”

to be held on September 27th, 2013, starting at 10am,

at the conference room of the Institute for Philosophy, Kraljice Natalije street, Belgrade, first floor.

The goal of the conference is to gather the representatives of various subjects who have a part in the process of creating and executing education policy, that is, institutions, civil society and the scientific community, so as to present to the public their views on the application of the politics of gender equality in the education process, with an emphasis on elementary education. With this gathering, CELAP aims to open and continue the debate about the prevalence of certain topics that deal with gender inclusion in the early phases of the education process, such as:

1. What kind of support is expected from the managerial and logistical structures in the process of gender stabilization, and during the introduction of principles of gender equality in education (including both subject matter and general upbringing) in elementary schools?

2. In what way do the participants of the process of education and instruction in children, in elementary school (the school staff, psychologists, guidance councilors, parents and caretakers) take part in the transmitting or deconstructing of gender stereotypes in the everyday interaction with children?

3. What is the role of men in the care and attention paid to children from the earliest age? Does the road to the lowering of cases of juvenile delinquency and prevention of domestic violence necessarily mean a more active involvement on the part of fathers and male relatives in school and extracurricular work with male and female children?

4. In what way do children and youth as the active creators of their own identity understand the influence of stereotypical gender roles on their own life choices and life path?

The conference will present the report “Principles and Practice of Gender Inclusion in Elementary Schools in Europe.” The report considers the definition of gender in education systems of selected European states, the influence of gender stereotypes on success in school and selection of choice of further schooling, as well as the principles on which activities that encourage the abolition of gender discrimination are based in schools in Europe. Further, examples of activities that prevent various forms of discrimination will be presented.

The author of the report, Verica Pavić Centner thinks that “neither political nor economic inequality can be resolved without an educated and engaged female political cadre, as well as training for entrepreneurship and other lucrative branches. The next step is the increase in number of influential female politicians which in turn increases the investments in social services and social policy in general. To form a critical mass of women who make decisions, and in such an environment increase investment in children, health services, education, care for the elderly, cultural capital, to the detriment of the large gap between the rich and poor – that is, to insist on social responsibility.

The round table is being held as part of the project “Raising Awareness of Gender in Serbia,” financed by the Royal Norwegian Embassy in Belgrade. The gathering will be moderated by Sanja Bojanić, with panels led by Jelena Ćeriman, Nađa Duahček, and Melita Ranđelović.

To apply, please e-mail or call 011 2646 242. Contact person is Gazela Pudar. Application deadline is September 20th, 2013. The conference is open to the public.



Workshop on “Empirical Evidence and Philosophy”


Workshop on
“Empirical Evidence and Philosophy”
22-23 May 2012 Belgrade

Many philosophers think that philosophy should not merely rely on a priori reasoning, but that it should take into account evidence from experience, including experimental evidence from the sciences as well. That seems to be a reasonable methodological principle, at least if we accept the existence of something like a mind-independent reality. However, the ways philosophers consider empirical evidence to constrain philosophical tenets vary considerably different approaches. On one hand, “classical” empiricists tend to be constructionists (and more broadly anti-realists) while rationalists have an overall realist approach to theoretical tenets. On the other hand, the new trend of “experimental philosophy” aims to dismiss a priori reasoning of any sort as valuable in assessing philosophical theses. It argues that we should test philosophers’ intuitions as hypotheses about the behavior of the “ordinary” people. The philosophers who oppose that trend tend to grant a special status to the intuitions of “experts” even if they do not share an overall confidence into a priori theorizing. How should we appraise the relevance of empirical evidence in philosophical discussions? When is a priori reasoning legitimate? Can we regard that evidence based on intuitions has a different status from the experimental evidence from the sciences? The workshop aims at promoting a discussion about these and related topics.