The aim of this paper is primarily to consider some basic concepts and their meanings related to contemporary social interactions, starting from the classical sociological concepts of social relationship and social interaction, and to see what is changing and what remains the same in the age of networking and “moving” to virtual space. In other words, we want to re-examine their form and content in an age without the necessity of the spatial dimension for a relationship, in which new forms (...) and concepts occur, such as network, networking, virtuality, etc. The first chapter will show the meaning of social relations and social interaction, which imply those social relations in which contact/encounter or communication is present and which leads us to the concept of social interaction in the same space and at the same time. The topic of the second chapter is social interaction at the same time without space, when, with the application of information technology, individuals and societies enter the cyberspace of a new virtual reality. This leads us to the development of various forms of interaction on social networks, which is the topic of the third chapter. The fourth chapter discusses some of the risks and positive possibilities of virtual interactions over real ones. (shrink)

The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different experts dealing with education, but one name is particularly important, the name that links the notion of contemporary education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of the philosophy of education, (...) emphasizing the importance of education as a social function in the service of civilizational survival and progress. Social and technological advancement prompted Dewey to the idea of education reform, with focus on practical work and experimental method and with the aim of achieving a balance between knowledge and skills. A significant part of Dewey's philosophy of education is devoted precisely to education. This paper presents general reflections on education, its goals, purpose and definition, and morals as a significant educational aspect, all combining pragmatic approach, making experience and knowledge gained with practical work a priority. (shrink)

It is known that a semicomputable continuum S in a computable topological space can be approximated by a computable subcontinuum by any given precision under condition that S is chainable and decomposable. In this paper we show that decomposability can be replaced by the assumption that S is chainable from a to b, where a is a computable point.

Personality has widely been documented to play an important role in the cognitive appraisal and stress processes. Emerging studies highlight the stress mindset as a new concept that could add to the understanding of individual differences in stress experiences. This study aimed to examine the relative contribution of Big Five personality dimensions and stress mindset in accounting for measures of cognitive appraisals of stress among the competing athletes. The study was conducted on a sample of 125 collegiate athletes of both (...) genders who actively compete in sport. All the participants were regular undergraduate or graduate students at the Faculty of Kinesiology of the University of Zagreb. A questionnaire including demographic information about athletes and their sport career, stress mindset measure, situation-specific cognitive appraisal scale, sources of stress scale, and personality scale measured by IPIP-50 was administered in an online form using the Google Forms platform. Multivariate hierarchical regression procedures resulted in somewhat different predictor structures accounting for cognitive appraisals of threat, loss, and challenge, used as criterion variables. The set of Big Five personality dimensions and stress mindset measure proved to have a significant additive contribution to the explanation of each of the three cognitive appraisal criterion variances. The study results support the current body of literature suggesting a unique role of the stress mindset construct in explaining individual differences in cognitive stress appraisal among athletes above and beyond general personality dimensions. (shrink)