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10th International e-Conference on Studies in Humanities and Social Sciences
10IeCSHSS * 15-17 September 2024 * e-conference@centerprode.com
PARTNER INSTITUTIONS:
Faculty of Philosophy, South-West University “Neofit Rilski”, Blagoevgrad, BULGARIA
Faculty of Business and Management, University of Ruse
“Angel Kanchev”, Ruse, BULGARIA
Albanian University, Tirana, ALBANIA
Kaye Academic College of Education, Beersheba, ISRAEL
Texts and Participants * Discussion Window * Aims and Scope * Organisation
10IeCSHSS: CONFERENCE PROCEEDINGS (PDF)
ISBN (Online) 978-86-81294-13-0
https://doi.org/10.32591/coas.e-conf.10
Publisher: Center for Open Access in Science, Belgrade, SERBIA, 2024
The Conference Proceedings have applied for indexing in the Web of Science Conference Proceedings Citation Index (CPCI).
All articles published in the 10IeCSHSS: Conference Proceedings are licensed under a Creative Commons Attribution 4.0 International License.
Authors hold the copyrights of their own articles by acknowledging that their articles are originally published in the 10IeCSHSS: Conference Proceedings.
How to reference the articles? (each article has its own DOI): |
Jelčić Čolakovac, P. (2024). Metaphorical collocations through the prism of language teaching: Why and how they should be included in ESP vocabulary instruction? In T. V. Petkova & V. S. Chukov (Eds.), 10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 1-12). 15-17 September 2024, Belgrade: Center for Open Access in Science. https://doi.org/10.32591/coas.e-conf.10.01001j |
001: Metaphorical collocations through the prism of language teaching: Why and how they should be included in ESP vocabulary instruction?
Jasmina Jelčić Čolakovac
https://doi.org/10.32591/coas.e-conf.10.01001j
002: Transformative learning to change students’ perceptions of the teacher as a communicator
Silvia Tsvetanska, Poliksena Hardalova & Sonia Barbosa
003: Illocutionary force indicating devices in spoken maritime communications
Jana Kegalj
https://doi.org/10.32591/coas.e-conf.10.03013k
004: From multicultural pluralism to multicultural egoism
Tatyana Vasileva Petkova
https://doi.org/10.32591/coas.e-conf.10.04025p
005: Building and maintaining learning ecosystems in alignment with the digital and green transition
Tsvetelina Radenkova
https://doi.org/10.32591/coas.e-conf.10.05031r
006: Socio-pedagogical challenges and prospects for interdisciplinary and integrated support to families and children in the early years
Desislava Stoeva
https://doi.org/10.32591/coas.e-conf.10.06039s
007: Mapping educational ecosystems in Bulgaria: Types and trends
Silva Nikolaeva
https://doi.org/10.32591/coas.e-conf.10.07053n
008: Some aspects in the construction of a drama context for the application of Theater in Education (TiE)
Radka Vassileva, Poliksena Hardalova & Sonia Barbosa
https://doi.org/10.32591/coas.e-conf.10.08069v
009: Human evolution between Darwin and Blavatsky
Anna Kaltseva
https://doi.org/10.32591/coas.e-conf.10.09079k
010: How did the 1980s British political satire series “Yes, Mr. Prime Minister” criticize the social democratic policy in Great Britain?
Daniel Galily
https://doi.org/10.32591/coas.e-conf.10.10087g
011: Psychosomatics of children’s lying in preschool children
Lubomira Dimitrova
https://doi.org/10.32591/coas.e-conf.10.11095d
012: Empowering educators: The interplay of self-efficacy and professional identity during challenging times
Lubov Slutsky
https://doi.org/10.32591/coas.e-conf.10.12099s
013: Understanding the educational philosophy of John Dewey
Hanan Abu-Frih
https://doi.org/10.32591/coas.e-conf.10.13107a
014: The role and importance of school nurses in Greek schools
Maria Okoutsidou
https://doi.org/10.32591/coas.e-conf.10.14117o
015: The Israeli Law in Judea and Samaria: Areas B and C
Gal Simcha Biton (Boukra)
https://doi.org/10.32591/coas.e-conf.10.15127b
016: Fostering inclusive teaching practices: The crucial role of social philosophy in developing professional identity
Lubov Slutsky
https://doi.org/10.32591/coas.e-conf.10.16139s
017: Relations between the Israel police and Ethiopian Israelis: A comparative study with police-minority relations worldwide
Andalow Avraham Takala
https://doi.org/10.32591/coas.e-conf.10.17151t
018: The impact of immigrants on political-legal and legislative processes in Israel
Edmond Day
https://doi.org/10.32591/coas.e-conf.10.18161d
019: Greek school drama: Teachers vs. headmasters in 2024
Maria Okoutsidou
https://doi.org/10.32591/coas.e-conf.10.19187o
020: Formalism, positivism, and activism in Israeli laws
Gal Simcha Biton (Boukra)
https://doi.org/10.32591/coas.e-conf.10.20185b
021: The phenomenon of discrimination in Israeli society
Aleligne Admasu
https://doi.org/10.32591/coas.e-conf.10.21195a
022: The Sunni-Shia antagonism
Vladimir Stefanov Chukov
https://doi.org/10.32591/coas.e-conf.10.22211c
023: The effect of the Israeli Basic Law on human dignity and freedom on the use of incriminating evidence in Israeli courts
Michael Pilyavsky
https://doi.org/10.32591/coas.e-conf.10.23225p
001: Metaphorical collocations through the prism of language teaching: Why and how they should be included in ESP vocabulary instruction?
Jasmina Jelčić Čolakovac (PhD)
University of Rijeka, Faculty of Maritime Studies, Foreign Languages Department, Rijeka, CROATIA
jasmina.jelcic@uniri.hr * ORCID: 0000-0002-1241-1283
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 1-12). Belgrade: Center for Open Access in Science.
Abstract: Figurative language is part of our everyday interactions to a much larger degree than we are probably aware. Metaphorical collocations (MCs) are a specific subset of figurative expressions and as such are currently deemed a necessary part of any language teaching curricula. In MCs, the base, which is usually a noun, retains its literal meaning whereas the collocator (e.g., an adjective or a verb) is used figuratively (Stojić & Košuta 2021). In this paper, the presence of English (L2) metaphorical collocations in a specific set of maritime newspaper articles is explored from the perspective of L2 corpus frequency and the existence of L1 equivalent expressions. Finally, teaching methods are proposed on how to include MCs in ESP vocabulary instruction in a learner-friendly manner that should yield better retention than the traditional approach to vocabulary instruction.
Keywords: metaphorical collocations, ESP, vocabulary instruction, corpus frequency.
002: Transformative learning to change students’ perceptions of the teacher as a communicator
Silvia Tsvetanska (PhD)
Sofia University “St. Kliment Ohridski”, Faculty of Education, Department of Social Work, Sofia, BULGARIA
s.tsvetanska@uni-sofia.bg * ORCID: 0000-0002-9665-1072
Poliksena Hardalova (PhD)
poliksena@ese.ipp.pt * ORCID: 0000-0002-1238-5396
Sonia Barbosa (MA)
soniab@ese.ipp.pt * ORCID: 0009-0009-4534-2470
Polytechnical University of Porto, School of Education, Music and Drama Department, Porto, PORTUGAL
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. ---). Belgrade: Center for Open Access in Science.
Full text - PDF
Abstract: This article discusses the problem of undergraduate education students’ subjective perceptions of the role of the teacher as a communicator. The preparation of students is seen as transformative adult learning according to Mezirow’s concept. It is based on the understanding that students as adult learners transform their frames of reference through critical reflection on the assumptions underlying their interpretations, beliefs, and perspectives. The development of critical thinking and a change in attitudes toward the profession are sought using theatre and drama in preservice teacher education. This paper presents data from an empirical study of Portuguese and Bulgarian students’ views on how confident they feel about working as teachers and realizing active communication with students. The study results show some preferred ways of developing communicative skills in teaching pedagogy and allow comparison in a cross-cultural context.
Keywords: transformative learning, drama in education, communication skills, students in Pedagogy.
003: Illocutionary force indicating devices in spoken maritime communications
Jana Kegalj (PhD)
University of Rijeka, Faculty of Maritime Studies, Foreign Languages Department, Rijeka, CROATIA
jana.kegalj@uniri.hr * ORCID: 0000-0001-6134-709X
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 13-24). Belgrade: Center for Open Access in Science.
Abstract: The paper provides a corpus-driven analysis of different illocutionary force indicating devices (IFIDs) in a spoken corpus of maritime VHF communications. The study relies on the speech act theory (Austin, 1962) and the notion of IFIDs (Searle, 1969). IFIDs refer to various linguistic and non-linguistic devices that indicate the illocutionary force of an utterance, which might include lexical means (verbs, adverbs, etc.), word order, intonation and other means. The study is conducted on a spoken corpus which consists of about ten hours of communication between the ship and the shore. The analysis is performed by employing a combination of quantitative and qualitative approach. First, fifty exchanges are analyzed to identify possible IFIDs. This is followed by corpus analysis of the IFIDs identified in the previous stage. The aim is to shed light on the pragmatic aspect of maritime communications which are otherwise highly structured and institutionalized.
Keywords: illocutionary force indicating devices, maritime communication, spoken corpus, speech acts.
004: From multicultural pluralism to multicultural egoism
Tatyana Vasileva Petkova (PhD)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
tatianavas.tp@gmail.com * ORCID: 0000-0003-4567-8635
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 25-30). Belgrade: Center for Open Access in Science.
Abstract: This study aims to recall the ideas and activities of multiculturalism. In what form is multiculturalism possible today? Is it model, which is trying to establish itself in the societies of Europe? It is a fact that today globalization has covered all social spaces in which globalization processes are manifested depending on the readiness to accept its aspects. The fact is that it happens for this reason at “different speeds.” And, it is a fact that globalization is “shifting” as a global process from the West to the Southeast. The conclusion that can be drawn is that, despite all possible integration policies and ideological postulates, the current model of multiculturalism in Europe has minimized the possibilities and attempts of social dialogues through which we can try to perform, express and discuss deep social and cultural issues and to solve problems.
Keywords: multicultural pluralism, multicultural egoism, globalization.
005: Building and maintaining learning ecosystems in alignment with the digital and green transition
Tsvetelina Radenkova (PhD Candidate)
Sofia University, Faculty of Pedagogy, Department of Social Work, Sofia, BULGARIA
tsvetelina.radenkova@fp.uni-sofia.bg * ORCID: 0000-0002-6303-4158
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 31-38). Belgrade:
Abstract: In an era of rapid technological advancements and the need for continuous learning, creating and maintaining effective learning ecosystems is essential for fostering adaptive, lifelong learning. This paper explores the theoretical foundations and practical strategies for building learning ecosystems that are sustainable, inclusive, and responsive to diverse learner needs. A learning ecosystem integrates various elements – such as digital tools, physical spaces, pedagogical approaches, and community involvement – to support formal, non-formal, and informal learning. Drawing on interdisciplinary research from education, technology, and systems theory, this paper presents a framework for designing learning ecosystems that promote learner autonomy, collaboration, and adaptability. It also examines key challenges, such as scalability and evolving learner expectations, and proposes strategies for maintaining these ecosystems over time.
Keywords: learning ecosystems, double transition, formal education, non-formal education, informal education.
006: Socio-pedagogical challenges and prospects for interdisciplinary and integrated support to families and children in the early years
Desislava Stoeva (PhD)
Sofia University “St. Kliment Ohridski”, Faculty of Education, Sofia, BULGARIA
stoeva@montessorisofia.com * ORCID:
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 39-52). Belgrade: Center for Open Access in Science.
Abstract: The present report delves into the socio-pedagogical challenges and prospects for interdisciplinary support of education, social, and healthcare services to families and children in yearly years – from birth to first grade in Bulgaria. The analysis explores the adoption of related strategic documents in recent years in Bulgaria and examines indicators for the quality of ECEC in Bulgaria. A review of specialized literature, scientific studies, international reports, and analyses was conducted, with data spanning ten years, from 2014 to 2024. The study reveals that Bulgaria needs to place additional effort into a unified and consistent policy and regulatory framework for interdisciplinary educational, healthcare, and social services support for families and young children. However, our analysis showed that socio-pedagogical instruments must be implemented to improve the integration of the three service areas and to broaden the implementation of educational innovations to enhance the quality of ECEC in Bulgaria.
Keywords: early childhood development (ECEC), socio-pedagogical challenges and perspectives, Bulgaria.
007: Mapping educational ecosystems in Bulgaria: Types and trends
Silva Nikolaeva (PhD)
Sofia University “St. Kliment Ohridski”, Faculty of Education, Sofia, BULGARIA
s.nikolaeva@fp.uni-sofia.bg * ORCID: 0000-0002-2676-2260
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 53-68). Belgrade: Center for Open Access in Science.
Abstract: The paper presents the current results of a long-term research project focused on mapping educational ecosystems in Bulgaria. Based on a conceptual analysis of ecosystemic paradigm in formal and non-formal education the paper presents a classification of identified types of educational models and practices with ecosystemic features. The qualitative research is based on case studies of the 6 administrative regions of the country with the aim to map the typical educational ecosystems. The data show that their features and dynamics reflect the reached balance between proactive local culture(s), context and leadership, on one side, and the supportive external priorities and policies at regional, national and international level, on the other. This explains why some ecosystems are internally focused and resilient while others’ sustainability is seriously affected by the external context and dynamics.
Keywords: educational ecosystem, mapping, case study, Bulgaria.
008: Some aspects in the construction of a drama context for the application of Theater in Education (TiE)
Radka Vassileva (PhD)
Sofia University “St. Kliment Ohridski”, Faculty of Education, Sofia, BULGARIA
rvasileva@uni-sofia.bg * ORCID: 0009-0004-9410-3883
Poliksena Hardalova (PhD)
poliksena@ese.ipp.pt * ORCID: 0000-0002-1238-5396
Sonia Barbosa (MA)
soniab@ese.ipp.pt * ORCID: 0009-0009-4534-2470
Polytechnical University of Porto, School of Education, Music and Drama Department, Porto, PORTUGAL
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 69-78). Belgrade: Center for Open Access in Science.
Abstract: The guiding idea is that constructing a drama context is a process in which students actively participate with their own suggestions. The specific drama constructs are introduced and managed throughout the process by the drama leader of the session. The authors’ concept is based on theater and drama practices used for the first time in Edward Bond’s drama theory and their own theoretical and applied training experience. The aspects that are assumed to build an effective drama context for educational purposes focus around two constructs: the central line of the character and the central line of the conflict, which create opportunities for engagement where participants can question their generation’s ways of solving problems. In the educational environment of the dramatically prioritized non-linear situations and staged events, it is assumed that they can make sense of and form their own critical reflections in relation to the studied problem.
Keywords: drama in education, theater in education, drama theory, character, conflict.
009: Human evolution between Darwin and Blavatsky
Anna Kaltseva (PhD)
akaltseva67@gmail.com * ORCID: 0000-0003-0601-203X
Independent scientist, Sofia, BULGARIA
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 79-86). Belgrade: Center for Open Access in Science.
Abstract: The article reviews the common and different positions in Charles Darwin’s theories of human evolution and Helena Blavatsky’s on this fundamental issue. Both the common and overlapping elements in the statements of the two, as well as the differences, are emphasized. Until today sensational point of view on the development of man as a being and essence in his connections, influences and interactions with the surrounding world on Earth is presented. A hypothesis is formed about the evolutionary development of man as a support, as a foundation for the positive growth of human civilization.
Keywords: evolution, Darwin, Blavatsky, human, connection, growth.
010: How did the 1980s British political satire series “Yes, Mr. Prime Minister” criticize the social democratic policy in Great Britain?
Daniel Galily (PhD)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
daniel.galily@gmail.com * ORCID: 0000-0001-9111-4502
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 87-94). Belgrade: Center for Open Access in Science.
Abstract: This study aims to recall the ideas and activities in the field of political satire. A great example in this direction is the British series “Yes, Mr. Prime Minister.” It is considered by many to be the best series of its time in Britain and one of the best satirical series of all time made on British television. The series was made in the years 1985-1987 and is a continuation of the satirical comedy series “Yes, Mr. Minister” which was made between the years 1980-1984. The series shows the silent struggle that was going on in the 1980s between the politicians and civil service officials. The political satire is a complex genre, a field that requires deep knowledge of socio-cultural, economic-political and historical facts so that the satirical conclusions drawn are meaningful and not parodic.
Keywords: British, political satire, social democratic policy.
011: Psychosomatics of children’s lying in preschool children
Lubomira Dimitrova (PhD, Professor, Psychoterapist)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Psychology, Blagoevgrad, BULGARIA
lubomira16@abv.bg * ORCID: 0000-0001-5536-6761
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 95-98). Belgrade: Center for Open Access in Science.
Abstract: Children’s lying is often a defense mechanism of children. Adolescents are afraid of the authority of significant people around them – parents, grandparents, aunts, uncles, older brothers and sisters. These fearful experiences develop into a psychosomatic expression of the children’s experiences, emotions and feelings. They are unable to process this emotional burden and react with a somatic disorder. The children’s lie is an occasion to try to look into the world of the child in his growing up process from the 3rd to the 7th year. In this period of development, many new impressions, observations, sensations suddenly invade the child’s world intensively and from everywhere. With each new day, the child discovers more new things, some of which he learns from his parents, others – from his older brother and/or sister, third – from children’s movies, fourth – from fairy tales, fifth – from movies, sixth – from walks in the park, etc. When the child’s psyche is overwhelmed by so many new impressions, and when the child at the same time does not have the resources to deal with the arrangement of the newly received information from the surrounding world, confusion occurs; to mixing real with imaginary/fantasy; of what happened to me now with what happened to my comrade; of what happened to me now in this way with the way I wanted it to happen (as in the fairy tale or in the movie). The lack of ability to make such a difference between a reality and an imagined situation leads to qualifications as a “childish lie.” Usually, the adult closest to the child, who spends most of the time during the day with the adolescent, knows his mental world and could act as a “translator” of what the child really means. It is crucial to give the necessary time and attention, and for the child to be listened to, the parent should make for himself a distinction between fiction and a lie, and only then should a distinction be made between reality and a lie.
Keywords: psychosomatics, children, adolescents, children’s lie.
012: Empowering educators: The interplay of self-efficacy and professional identity during challenging times
Lubov Slutsky (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
lubas@ortarad.ort.org.il * ORCID: 0009-0000-0868-920X
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 99-106). Belgrade: Center for Open Access in Science.
Abstract: With ever-increasing risks due to global disasters including the COVID-19, and continuous violent conflicts in various parts of the world, the education sector has had to embrace changes at a very high level of innovation. In actualization of these hardships, the constructs of teacher self-efficacy and professional identity have come up as some of the most important variables that can easily determine teachers’ capability to manage emergent situations. This article therefore explores the relationship between these two propositions more specifically concerning the consequences for teaching during crises. Teacher self-efficacy is the level of confidence that a teacher has in producing a favorable outcome for their students, while professional identity is the standards, perceptions, values, purposes, and history that shape the identity of a teacher. The article in question is devoted to the conceptions and significance of the mentioned notions and, while doing so, emphasizes on their co-dependency and synergy. Focus is placed on how crisis influences learning and the critical understanding of how teachers with high level of self-efficacy and professional work commitment demonstrate enhanced ability to manage changes and stress while embracing professional teaching responsibilities. Building on the idea of crisis teaching, this article also delves deeper into the relationships between self-efficacy, professional identity, and crisis teaching crucial for personal and professional growth through the factors that foster flexibility, perseverance, problem-solving strategies and entrepreneurship. Recommendations for increasing teacher self-efficacy and professional status are set out here, such as cultivating a conducive climate, fostering professional development and embracing mirroring and self-reflective practices. Furthermore, the article discusses ideas on the implementation of entrepreneurship education in teachers’ learning and professional experience and major opportunities, such as developing a mindset of growth, improving problem-solving, increasing the ability to cope with failures and changes, and learning leadership and innovation. Given the analysis of the coping patterns of self-efficacy and professional identity and their impact on the decision-making of teachers during crisis, this article offers useful information for strengthening the fulfilment of educators and the ways they can master adverse situations. This article provides a clear view and understanding of such important constructs and specifies the measures and ways to develop them and hence strengthening the education sector for adverse situations.
Keywords: teacher self-efficacy, professional identity, crisis teaching, resilience, entrepreneurship education.
013: Understanding the educational philosophy of John Dewey
Hanan Abu-Frih (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
hanan165@gmail.com * ORCID: 0009-0007-6543-4466
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 107-116). Belgrade: Center for Open Access in Science.
Abstract: John Dewey published many articles and books on various evolutionary, psychological, and philosophical topics. His influence was evident in the fields of philosophy and educational thought, but the differences of opinion regarding the extent of his actual influence on educational practice, and he was even received throughout his life with very extreme views, ranging from admiration to ridicule and reprimands. Several concluding statements can be made regarding Dewey’s influence on educators during the first half of the twentieth century. First, Dewey was often used by his contemporaries to reconcile positivist social science with pragmatist philosophy. Second, although Dewey’s book Democracy and Education has been identified as the “Bible of the then-emerging educational reform,” there were many Dewey texts quoted, often without any reference to others. Third, Dewey’s philosophy was used to support purposive reform agendas. To social control and social adjustment and also to social reconstruction and social justice.
Keywords: John Dewey, pragmatism, educational philosophy.
014: The role and importance of school nurses in Greek schools
Maria Okoutsidou (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Psychology, Blagoevgrad, BULGARIA
mariaokou1989@gmail.com * ORCID: 0000-0002-1534-782X
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 117-126). Belgrade: Center for Open Access in Science.
Abstract: This study aims to present the philosophical-religious and political-social theses of Martin Luther, as well as the time-specific social construction in which his concepts were born. The research methodology is philosophical-historical, implying the following content of the text: Introduction; Erasmus of Rotterdam and Thomas More - they are perceived as harbingers of free thought in Europe, but at the same time, in principle, both Erasmus and More remained to a greater or lesser extent convinced Catholics. It is no accident that most of their works are studies of religious texts; The Reformation was a consequence of violent socio-economic and political transformations; Martin Luther; A conclusion outlining the influence of Luther's theses and how his teaching played an extremely important role in creating a paradigm in interfaith relations in the Middle Ages. The Reformation was not only the cause of the Western Schism (1374-1417), which modeled relations in Europe and the Christian world. It created a system of international relations, parts of whose profile leave imprints to this day.
Keywords: Reformation, Martin Luther, anti-Semitism, Islam.
015: The Israeli Law in Judea and Samaria: Areas B and C
Gal Simcha Biton (Boukra) (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
galbiton.te@gmail.com * ORCID: 0009-0001-1635-9275
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 127-138). Belgrade: Center for Open Access in Science.
Abstract: In September 1995 the State of Israel signed the Oslo II Accords with the Palestine Liberation Organization, in which Judea, Samaria, and the Gaza Strip were divided into three areas: A, B, and C. Each of these areas has different administrative and security arrangements. These areas are typically separated, to a large extent, according to the degree of responsibility given to the Palestinian Authority, which was established by this agreement for the territories in question. Even today, after more than half a century in which the Israeli Supreme Court hears Judea and Samaria cases, it has not yet found a strong normative source on which to base its authority and continues to indicate the two shaky sources of authority that did not satisfy it back in the 1970s: the consent of the parties and the definition of military rule as ostensibly acting according to Israeli law. The Supreme Court is aware of the cloud hanging over its authority to hear Yesha cases, but in its view, “the humanitarian consideration must prevail in this case over the legal-technical consideration,” and therefore it hears those cases.
Keywords: Oslo Accords, the West Bank, Judea and Samaria, the Gaza strip, Israeli supreme court.
016: Fostering inclusive teaching practices: The crucial role of social philosophy in developing professional identity
Lubov Slutsky (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
lubas@ortarad.ort.org.il * ORCID: 0009-0000-0868-920X
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 139-150). Belgrade: Center for Open Access in Science.
Abstract: This article argues that social philosophy is key for teachers. It helps them create inclusive classrooms and develop a strong professional identity. By reflecting on social justice and cultural perspectives, teachers can refine their practices and make ethical decisions. This article also explores how social philosophy can prepare future teachers by examining how social factors shape their identity. Finally, it emphasizes the importance of a strong professional identity for teachers and highlights the role of social philosophy in teacher education programs.
Keywords: teacher, education, identity, social philosophy.
017: Relations between the Israel police and Ethiopian Israelis: A comparative study with police-minority relations worldwide
Andalow Avraham Takala (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Sociology, Blagoevgrad, BULGARIA
takala978@gmail.com * ORCID: 0009-0007-4227-8587
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 151-160). Belgrade: Center for Open Access in Science.
Abstract: This study examines the complex relationship between the Israel police and the Ethiopian-Israeli community, comparing it to police-minority relations in other countries. The research is based on historical, sociological, and psychological analysis of the relationship’s development from the 1980s to the present. It explores the historical roots of existing tensions, the impacts of institutional and personal racism, and the unique challenges faced by the Ethiopian-Israeli community in the context of law enforcement. Through international comparison, the study identifies similar and different patterns in police-minority relations across countries, analyzing how global experience can contribute to solving challenges in Israel. It emphasizes the uniqueness of the Israeli case, particularly the complexity arising from the shared Jewish identity of the Ethiopian community and the majority in Israel. Finally, the study proposes a comprehensive set of solutions to improve relations between the police and the Ethiopian-Israeli community, emphasizing the utilization of the community’s uniqueness as a national asset.
Keywords: Israel studies, Ethiopian-Israelis, Israeli police, police-minority relations.
018: The impact of immigrants on political-legal and legislative processes in Israel
Edmond Day (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
Dayii724@gmail.com * ORCID: 0009-0005-6348-0472
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 161-176). Belgrade: Center for Open Access in Science.
Abstract: This article deals with illegal immigrants from Africa, specifically from Eritrea and Sudan to Israel between 2007 and 2018 (this is the focus group) and its influence on the immigration policy processes in Israel. The infiltration from Africa to Israel began in the mid-90s of the 20th century. It expanded considerably from 2007 until the end of 2012 when the project to build the border fence between Israel and Egypt was largely completed. Most of the infiltrators from Africa entered through the Israel-Egypt border, which was previously fenced or in parts that still needed to be fenced. However, the research may also involve refugees and migrant workers from those countries during this period as part of analyzing processes relevant to the research and the focus group. The data presented in this work and their analysis led to the general conclusion that the asylum seekers who infiltrate Israel from African countries are not refugees. The vast majority of the infiltrators arrive in Israel on their own, leaving their family members in their countries of origin. This fact is consistent with migration for work purposes, which is typical of the globalization process and does not indicate an attempt to save lives. Indeed, the factual data presented in the work show that Israel has become a destination for immigration from African countries. This immigration began in 1993 out of economic considerations and pressure from interested parties in the construction and agricultural sectors to obtain cheap labor to replace the Palestinian workers, whose entry into the country was prohibited for security reasons.
Keywords: immigration, migrant workers, refugees, asylum seekers.
019: Greek school drama: Teachers vs. headmasters in 2024
Maria Okoutsidou (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Psychology, Blagoevgrad, BULGARIA
mariaokou1989@gmail.com * ORCID: 0000-0002-1534-782X
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 177-184). Belgrade: Center for Open Access in Science.
Abstract: We all know how high school was basically one big popularity contest, the jocks, the nerds, the outcast, the cliques. Well, it turns out that the drama doesn’t end after graduation and only to students. The struggles and conflicts are carried right over into the teachers’ lounge and the headmaster’s office. In this article we try to find the reasons for this conflict and strategies to improve their relationship.
Keywords: teachers, headmasters, school drama, strategies.
020: Formalism, positivism, and activism in Israeli laws
Gal Simcha Biton (Boukra) (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
galbiton.te@gmail.com * ORCID: 0009-0001-1635-9275
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 185-194). Belgrade: Center for Open Access in Science.
Abstract: The article explores two philosophical approaches and how they are reflected in Israeli Supreme Court rulings. The first approach that I will explore addresses the rise or rather not necessarily the rise of legal formalism in Israeli law and its connection to legal positivism and legal activism. Ultimately, the issue has not yet been decided by our scholars as to whether the decline of formalism has indeed occurred according to Prof. Mautner (who bases his arguments on dominating legal issues from the broad spectrum), or not necessarily its rise according to Prof. Bendor (who focuses on public law). We can only discern the rise of judicial activism in Israeli law as evolving since the Bergman case until today, with the publication of the historical precedent regarding the annulment of the cause of reasonableness.
Keywords: Israel studies, Israeli laws, Israeli Supreme Court, legal formalism.
021: The phenomenon of discrimination in Israeli society
Aleligne Admasu (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
alliad2015@gmail.com * ORCID: 0009-0007-0092-0842
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 195-210). Belgrade: Center for Open Access in Science.
Abstract: In this paper, I will try to examine the situation of the phenomenon of discrimination regarding the situation of ethnic population groups, Jews and Arabs, women and men, veterans and immigrants, and others who suffer from the intersection of the social structure of Israeli society which causes discriminatory phenomena on the background of the affiliation of population groups in Israeli society since Israel was established from 1948 until today. We can say that the phenomenon of discrimination started from the principle of defining the State of Israel as the nation-state of the Jewish people, the Land of Israel is the historical homeland of the Jewish people, where the people exercise their natural, cultural, religious, and historical right to self-determination. The Israeli government defined the State of Israel as a “Jewish State,” the nation-state of the Jewish people with clear democratic characteristics from 1948 until the period of 1992.
Keywords: Israel studies, Israeli policy, discrimination, minority studies.
022: The Sunni-Shia antagonism
Vladimir Stefanov Chukov (PhD)
University of Ruse “Angel Kanchev”, Faculty of Business and Management, European Studies Department, Ruse, BULGARIA
vladimir_chukov@abv.bg, vlach1@gmail.com * ORCID: 0000-0002-4544-3708
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 211-224). Belgrade: Center for Open Access in Science.
Abstract: This study presents the doctrinal and dogmatic differences related to Sunni-Shia antagonism. The Sunni-Shia dispute is a historical religious dispute between the two largest Islamic denominations. To a very large extent, it is based on the understanding of the concept of “sect” used for centuries by Sunni theologians of the Shiite school of dogma. It was not until the 1960s that orthodox Islam was forced to recognize the existence of a minority with which it had doctrinal and legal differences. Jafarism was the first Islamic movement that the dominant Sunni theologians recognized as part of the Islamic religion. This is after accepting the existence of Iran as a real statist establishment and a functioning legal system as a fait accompli. The restoration of diplomatic relations between two of the symbols of Sunnism and Shiism, namely Saudi Arabia and Iran, after a seven-year break, is proof that Islam in the current 21st century is different from that of the Middle Ages.
Keywords: Sunni-Shia antagonism, doctrinal and dogmatic differences.
023: The effect of the Israeli Basic Law on human dignity and freedom on the use of incriminating evidence in Israeli courts
Michael Pilyavsky (PhD Student)
South-West University “Neofit Rilski”, Faculty of Philosophy, Department of Philosophical and Political Sciences, Blagoevgrad, BULGARIA
Goldjob2007@gmail.com * ORCID: 0009-0008-8669-5785
10th International e-Conference on Studies in Humanities and Social Sciences: Conference Proceedings (pp. 225-230). Belgrade: Center for Open Access in Science.
Abstract: Is there a place for a distinction between immunity from self-incrimination based on oral answers to questions asked by a person, and immunity from self-incrimination related to the delivery of documents held in a person's hand? Value considerations should be preferred over the assessment of the truth and its discovery, provided that these considerations are expressly fixed in the law, according to th provision of the Basic Law on Human Dignity and Freedom if a person's body is searched.
Keywords: Israeli Basic Law on human dignity and freedom, incriminating evidence, Israeli courts.
Your presentations (regarding to your own abstract), and different kinds of comments, analyses, critics, etc. (regarding abstracts, presentations or posts of other participants) are going to be posted here... Send to e-conference@centerprode.com ... |
#1 003: Illocutionary force indicating devices in spoken maritime communications 15 September 2024, 00:01 AM (GMT+01:00) - Presentation |
#2 006: Socio-pedagogical challenges and prospects for interdisciplinary and integrated support to families and children in the early years 15 September 2024, 00:01 AM (GMT+01:00) - Presentation |
#3 007: Mapping educational ecosystems in Bulgaria: Types and trends 15 September 2024, 00:01 AM (GMT+01:00) - Presentation |
#4 012: Empowering educators: The interplay of self-efficacy and professional identity during challenging times 15 September 2024, 00:01 AM (GMT+01:00) - Presentation |
#5 016: Fostering inclusive teaching practices: The crucial role of social philosophy in developing professional identity 15 September 2024, 00:01 AM (GMT+01:00) - Presentation |
#6 009: Human evolution between Darwin and Blavatsky 15 September 2024, 09:16 PM (GMT+01:00) - Presentation |
#7 002: Transformative learning to change students’ perceptions of the teacher as a communicator 17 September 2024, 09:10 AM (GMT+01:00) - Presentation |
#8 008: Some aspects in the construction of a drama context for the application of Theater in Education (TiE) 17 September 2024, 09:10 AM (GMT+01:00) - Presentation |
#9 COAS Editorial Office, Belgrade, SERBIA 17 September 2024, 24:00 (GMT+01:00): The end of the Conference Dear participants, we would like to inform you that the 10th COAS e-Conference is officially finished. We are so grateful to you for performing activities of posting presentations in these 3 days, and we think that it contributed to the conference to be more successful. We thank you so much for all efforts you made in previous days. |
The aim of the e-Conference was to bring together scholars, administrators and students from different countries, and to discuss theoretical and practical issues in different areas of Humanities and Social Sciences. The e-Conference was organized as a kind of a multi-disciplinary forum which provided the appropriate opportunities for inter-disciplinary communications.
These are the following areas of study covered by the e-Conference: Philosophy, Anthropology, Psychology, Science of Education, History, Linguistics, Arts, Sociology, Political Science, Law, and Economics.
The e-Conference is organized exclusively as an online conference, and the English was the only language of the conference.
The e-Conference had realized on 15-17 September 2024, starting by exposing accepted abstracts at the COAS website (15 September 2024, 00:00 AM, GMT+01:00). It was followed by the posting at the COAS website different textual contents sent by the e-Conference participants, such as discussions, analyses, critics, comments, suggestions, proposals, etc., regarding exposed abstracts and other contents. All textual contents were reviewed and posted at the COAS website by the e-Conference moderators, appointed by the Scientific Committee.
All submitted full texts went through two reviewing processes: (1) double-blind (at least two reviewers), and (2) non-blind (two members of the Scientific Committee). The accepted abstracts and full texts are published online in the Conference Proceedings, with regular eISBN number (all articles are enabled with DOI), or in the one of COAS Open Journals (authors choose the option). The key conclusions from the e-Conference discussions had also published as part of the Conference Proceedings, by decision of the Scientific Committee. The Conference Proceedings have submitted for indexing in different international databases.
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The COAS plans and organizes e-conferences, as a kind of online international sessions, in different areas of science. E-conferences will be organized with different academic partners (institutions of higher education, research institutes, governmental institutions, NGOs, scientific associations, etc.).
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