The author of the paper explains Foucault's basic ideas related to the use of panopticon in public institutions and society, with the aim to control and impose identity, in order to accomplish the interests of centres of power. The aim of this paper is to explain the ways in which panopticon operate in today's society, through procedures of supervision and punishment. The author tries to apply Foucault's initial ideas to today's reality and explain the way in which the panopticon functions by forcing certain points of view in science which validity has not been empirically confirmed, forming a consumer society through imposed identities. The application of panopticon is based on the fear of people that they will be excluded from society and lose their positions, if they do not follow the roles imposed on them. They very easily give up their own identity for the sake of existential security and social status. The task of those scientists, psychologists and psychiatrists who have decided not to serve the interests of the centres of power is to be as clear and effective as possible, pointing out all the factors that lead to the formation of an unhealthy consumer society, as well as the mechanisms of their action.

The aim of this study was to determine the differences in motor abilities in preschool boys, depending on the level of their physical activity. The total sample consisted of 30 boys aged between 6 and 7, who attended kindergartens "Plavi zec" and "Kolibri" in the city of Paracin. The sample was divided into two subsamples. The first subsample consisted of 15 boys who, in addition to physical activity in the kindergarten (according to the plan and program implemented by the preschool institution), were, in the previous six months, members of the soccer club "Vuk" from Paracin. The frequency of children's exercises in the football club was three times a week for 60 minutes. The second subsample consisted of 15 boys who did not have additional (organized) physical activity outside the plan and program implemented in the preschool institution. Motor abilities were determined by using a standardized battery of motor tests, taken from the research of Bale and Popovic (2007). Running speed (20 meter run from a standing start), frequent arm movement (arm taping), explosive leg strength (standing depth jump), explosive arm strength (throwing a 1kg medicine ball) and body coordination (polygon backwards) were tested. Differences in motor abilities were calculated by T-test and by using a small and independent sample size. The results of this study indicate that boys who were involved in additional physical activities (r < .05).

The article deals with education as one of the key factors for better social integration and improvement of living conditions of the Roma population. The research is focused on the attitudes of parents of Roma and nonRoma children in order to find concrete solutions to overcome the problem of education of Roma children in the municipality of Ub. The research included 55 parents of non-Roma children, 50 parents of Roma children and three parents of Roma children with disabilities. The results show that Roma children need support in terms of education from an early age, that it is important to raise the awareness of Roma parents and children about the need for education, that parents must be involved in school events and the child's progress. Greater engagement of teaching staff is needed in order for everyone in the school environment to feel equal, to enable education that would qualify them for working with Roma children, and to adapt teaching materials to the needs of children. Children from the majority community need basic knowledge of Roma culture to help Roma peers integrate more easily.

The work of the Kruševac kindergarten in the period 1929-1935 is described based on statistical information which was sent to Ministry of education of Kingdom of Yugoslavia. It describes how the kindergarten was financed, how much it received funds from the local self-government and Kingdom itself. The structure of children by age, nationality and religion in that period is given. It also reports on children's illnesses, absences, the number of enrolled children in one school year. Data are also given about the entertainer (educator) who was in the kindergarten, her affiliation with various other organizations such as Red Cross. The structure of parents and their occupations are also given. For the school year 1931/32. there are no data.

Abstract: Scientific article entitled "THE INFLUENCE OF PROJECT TEACHING ON CREATIVITY AND ACHIEVEMENTS OF STUDENTS IN STUDYING SOCIAL CONTENTS WITHIN THE SUBJECT NATURE AND SOCIETY", authored by Aleksandar P. Janković, Andrijana Lj. Davidović and Dragan M. Lambić, published in issue 17 of the journal Sinteze - journal for pedagogical sciences, literature and culture, dated 10.12.2020, doi:10.5937/sinteze9-25402 and corections doi:10.5937/sinteze9-30998, is being retracted due to plagiarism.

Margaret Atwood's Maddaddam trilogy depicts a civilization devastated by a lethal virus developed in a laboratory. The portrayal of isolated and marginalized individuals who perpetrate the construction of the virus, as well as the state of crisis and fear immanent to the apocalyptic narrative, lead to the analysis of the trilogy in reference to the social conditions following the 9/11 terrorist attacks. The New historical conception of literature as an equal participant of the process of circulation of the historical and cultural practices provides grounds for the interpretation of the novels within the field of a public imaginary which stems from the equalization of the terrorist threat with undefeatable contagious diseases. However, the trilogy's cooperation with the system it attempts to uncover will hinder its subversive property and a critical distance. Despite its employment of parody in order to unveil the system, the trilogy (re)enforces the space where fear and apocalyptic thought dwell, therefore obstructing its separation and corroborating the culture of fear and terror it originated from.

Student centered learning implies the pedagogical approach based on constructivism and theories related to it, and it is characterized by the methods used to make a student actively contribute the learning process. It is recognized in the mindset and culture of the faculty, and focused on the needs and opinions of students. This paper presents the main elements of this approach in the context of higher education system. It starts with the perspective that placing the student at the center, the "heart" of the educational process, is a response to numerous social challenges and the reform process. The first part of the paper highlights a dichotomy resulting from the need to reconceptualize the traditional educational system in order to respond the needs of the knowledge society. It further points out the particularities and the differences between the teaching paradigm and the learning paradigm and elaborates the (im)possibility of combining them. The second part of the paper is dedicated to the analysis of the possibilities for implementing student-centered approach in higher education institutions and making it an integrative part of their climate and learning culture.

Globalization has permeated all aspects of social life (economic, political, cultural) and affected the daily life of people. Postindustrial society and postmodern culture have made a significant impact on the transformation of identities, which have truly become liquid - multidimensional, discontinuous, decentralized, fragmented, unstable and inconstant. Parallel with this, new tendencies in culture have almost completely narrowed the boundary between high and popular creativity, thus challenging the status of the established, until then recognized values. These changes have also become evident in the contemporary Serbian society, which is obsessed by preserving the tradition and long-developed identities. By chance, that society has had one foot in the postmodern information world, with the other stuck in the quagmire of old habits and misconceptions inherited from the period of premodern social awareness. By analysing crucial value aspects (traditionalism, conformism, authoritarianism and nationalism), the author of this paper attempts to provide an explanation (which is the basic precondition for the resolution) of the ambivalent and, seemingly, inescapable situation in which the culture of Serbian society finds itself.