Glasnik SED 21 (1981) 1 10 awareness of the fact that a coherent progress of the science can only be ensured by the synthesis-oriented projects on the inside. One could hardly find a more adequate place for evaluating the accumulated knowledge, empirical research and theoretical verification. Within the largest ethnological project entitled Life Style of Slovenes in the 20& Century all Slovene ethnologists participated already during the preparation of eleven questionaries and their introduction. The department associates and students contributed the majority of chapters and the first two local monographs which are a part of this project. The majority of Slovene ethnologists already participate in the second phase of the project -- research of the Slovene ethnic territory within Slovene municipalities which will reveal the culturological problems of all Slovene municipalities and abroad. There is a special semminary at the Department of Ethnology where students work on various elaborations concerning cultural components in different places and areas of the analysed territory, A special semminary is dedicated to the study of life style of Slovene immigrants. Research work is being done in Slovenia, France, West Germany, Sweden, USA and Argentina and will shortly start in Australia as well. This work is based on an extremely valuable - indeed anachronistic regarding the broader social circumstances - idealims of students who travel around Slovenia and abroad at their own expense, collecting and researching valuable testimonies of immigrants and their children, obsen'ing their life style and collecting relevant documents. A student who raises the necessary funds by himself is a conditio sine qua non for this project and the most reliable source of work optimism. 'The associates and students of the Department of Ethnology also research the life style of Slovenes during the World War I. Two diploma papers and several semminary papers have already been written on this subject. MOJCA RA VNIK STUDENT'S VIEW OF ETHNOLOGY, STUDY AND WORK Much has been said about the methodological orientation of Slovene ethnology and about the questions deriving from it either directly or indirectly. A student's view of all this might prove useful. Our position would hardly be justly evaluated only through direct observation of ethnological activities: a comparison of the study possibilities and obligations in the past years would be welcome. We cannot, however, form an objective picture just from a few scarce data on the study of ethnology in the past. The major noticeable difference lies in the methodological shift within the science. Ethnology has rid itself of many limitations of descriptive nature. In comparison to courses that enable ind ¡pendent study, those courses which „bring everything on a platter" are now fewer. This is particularly true for junior and senior years of study in which we are systematically introduced to indipendeni work. During the study a student becomes acquainted both with theoretical problems of the science and with some bases of material, social and spiritual culture of Slovenes and other nations of Yugoslavia, Europe and other continents. Beside this a student has to become familiar with ethnological literature and contemporary ethnological activities. In junior and senior classes a particular accent is on the development of Slovene ethnology and a student thus realizes that correct guidelines in indipendent research work can only be reached through critical evaluation of history. Sooner or later 51 Glasrtik SED 21 (1981) 1 everybody realizes that the questions concerning method and methodology cannot be solved in a general way, by adopting certain findings of others. They are to be solved on a daily basis through indipendent research work, critical evaluation of ethnological activities and also by searching those questions within the society which should be of interest to ethnologists. A student has to prove the maturity of his views during obligatory literature exams and also in his seminary and diploma papers where he is compelled to critically evaluate the literature written about the problems he is writing about. Critical evaluation is a part of educational process that should never end. in this respect students do not miss anything. Quite to the contrary many of us feel that obligations in the form of ^Qftis and papers are far too numerous. Yet sooner or later everybody realizes that they are a „conditio sine qua non. " Practical work which is of seemingly secondary importance at the faculty is nevertheless an important part of education. It is performed in several ways, papers being the most common part of it. Thus many students arc introduced t<} field work for the first time, experiencing the pleasures and difficulties of a future ethnologist ■ both in the field and during collecting various material, during evaluating the literature and also during writing. Another way is practical work in various ethnological institutions or within ethnological activities (such as devitalization, „Science to Youth " projects etc.). In such a way there is no real discrepancy between desires and realistic Possibilities. Practical work enables the student to get acquainted with those areas that offer employment to ethnologists. ■4s ive arc comparatively numerous and the budgets of these institutions limited, the choice of practical work must c°nform to the options given. Therefore it is no longer necessary' that the four periods of field work be from four different areas. On the other side this also means an opening of perspectives concerning the so-called „guided education ": a student can perform all four field practices at the same institution and thus gets acquainted with all its activates. Although different institutions offer different experience, any kind of work - even "administrative - is instructive since a student learns about the character and nature of that particular work, it is desired that every field practice be a synthesis of experience gathered by the mentor ethnologist and that this synthesis be conveyed in a practical and not °nly verbal manner. This, of course, cannot always be done. We complain that we receive too little attention from our Mentor, buto do not realize that the mentor has other obligations as well. Possibilities for practical work are thus various, in accord with the expanding scope of ethnology. One of them is °Pcfation during therevitalization processes where a student deals with the problems which are not incorporated into e study of ethnology (i. e. statistics). ProH We en'jmeratcnuir Trans,ctions of professional texts often have to be put aside and yet they should be our primary goal, this Ct'"les t>w manner of language learning represents a problem as well - periodical study is out of the question and !S °ften in contrast with the habits of university study. W pro^em might be solved if ethnology became a one-subject study. Since, this is not yet possible, some areas r t would be very useful to ethnologists remain neglected. We have found out that many would benefit from the study thouhStiCS' history' psychology and its methods Many of us are also hindered by their inability to verbalize their coo s!u^'V obligations do not permit us to devote more rime to these subjects; therefore an interdisciplinary senioranon WUUM be useful A student does encounter some forms of interdisciplinary cooperation during his junior and lm r yean (courses on verbal literature and on the relation between ethnology and architecture), but not all are aqually rested in them and this should be taken into account. have^™0 pr°biems and difficulties derive from the lack of space at the Department of Ethnology, especially when we taupht° Cieterm'nC 'he hours f°r °Ptional courses which do not have a large audience. The majority of other classes are in the last two days of the week, when other departments already slacken their pace of work. WUhiJ0ijCa* suPPlemer>t of our study are field trips and excursions. Since they require large expenditures only trips "tuden 'a are frequent, especially during the sophomore year. But we broaden our knowledge in other ways: °Wri j}S traveUcd around and experienced different cultures can relay their experiecne through lectures of their ut such lectures are not frequent enough to be a substantial supplement to our regular study. link^^i saici before, education is not separated from other ethnological activities. Work at the department is a wa 'h the W°r!i "f°ther ethnological institutions. It is desirable that the themes for diploma papers be chosen in such m they are later incorporated into research projects New seminaries such as „The Life Style of Slovenes in the Glasnik SED 21 (1981) 1 10 20th Century" or „Ethnological Study of Slovene Immigration" have greatly enhanced these possibilities. Many field practices are a part of this as well. Student's work can be and is often acknowledged on ethnological symposiums, round-table discussions,students can publish their articles in the Bulletin of Slovene Ethnological Socicty or in the magazine Problemi. Thus the student's responsibility grows and indipendcnt work is a part of pedagogical process as well. An expression of a search along these lines is also a recently started publication of students of ethnology. Activities outside our study are closely linked to the study itself. They cannot be treated separately. This means that the study of ethnology is not a tedious learning of facts. It would be only appropriate that this liveliness be incorporated into our future work. Only if we can look at life as it is we will be able to avoid all methodological bypaths. MARJANA FT1CAR STUDY AND PRACTICE Study is a work process subject to the same laws as, for instance, technology in the field of material production. I presume that many improvements and renovations are called for. It is not my intention now to doubt the study of ethnology at the Faculty of Arts. What I would like to say is that I could hardly evaluate the study of ethnology ten years ago when I was a student from my contemporary practical experience because I should be more familiar wiht the present study program. It is my opinion that theoretically the practice of ethnologists who graduated ten years ago should be the same as the one in the present study program. The current professional problems remain the same for both students and graduate ethnologists. Judging by various initiatives coming from the Department of Ethnology. J can say that the department not only reflects the development of the science, but also gives it new impulses within the whole Slovene area. A few years ago an initiative for a merger of two Slovene ethnological associations came from the Department of Ethnology and the Slovene Ethnological Society was created in 1975. The department houses the headquaters of the Bulletin of the Slovene Ethnological Society. Furthermore, it initiated the Ethnological Topography of Slovene Ethnic Territory (ETSEOj in 1974 and the present ethnological research within Slovene municipalités. These are all activities which manifest the expansion of ethnology and its newly rediscovred importance in the contemporary Slovene society. Slovenia badly lacks an active central ethnological institution which could realize all the ideas emanting from the Department of Ethnology and its graduates at the republican level. The present situation is such that the realization of some large projects is being done with the aid of ethnologists employed in various local and regional institutions who, after all, have to fulfill their own obligations as well. Therefore they can participate in the projects at the republican level only occasionally and with extraordinary efforts besides their regular work. Furthermore I for one do not appreciate long-term projects in which individual liberty and satisfaction wear off during years. This is, of course, a very personal www point which does not diminish the value of large Slovene ethnological projects, but it does raise the question of their realization that is again partly the matter of technology of either study or practice. What seems the most important thing for me lately is the recent interest of ethnologists for the search and use of media of research work, especially visual media (i. e. exhibits, film and television). The film commitetee of the Slovene Ethnological Society takes great pains in developing ethnological film which would prove useful for all, not only some, ethnological institutions. A great deal has been done in this area in the last two years, the greatest shift being the awareness that visual ethnology is not only an accompanying medium, but rather an indipendent branch of ethnology such as, for instance, the ethnology in museums or monument protection. The importance of the present Department of Ethnology at the Faculty of Arts lies also in its support of the above mentioned endeavours and experiments. NAÊKO KRIZNAR, MUSEUM OF NO VA GORICA