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Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socioloski Pregled is the property of Srpsko Sociolosko Drustvo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Education system is situated in formal educational and pedagogical institutions. However, considering that schools are not the only places for education, this paper examines the possibilities of teaching sociology in museums as a form of out-of-classroom learning. Teaching sociology in a museum provides opportunities for developing lasting basic knowledge and life-long learning, establishing and developing aesthetic and critical thinking aspects of students' personalities, and observing personal lives and experiences within a wider social context. The paper shows suggestions for this type of out-of-classroom learning, teacher's role in planning and visiting museums, teaching methods and units that can be attained in this form of learning, and a museum as an educational instrument. Learning through collaboration with other institutions in the local community shifts the learning context towards more complex cognitive processes. In the process of joint processing of a phenomenon, constructive discussion is encouraged and carried out in an unconventional form of class. At the same time, the cooperation between the local community and the school is being improved because the school upgrades its role of knowledge transfer to the role of a living centre in the community, and the school is actively involved in the needs of the local community. Among the teaching methods applicable to teaching in a museum, we have singled out a dialogical method and an interactive method because of their closeness to the constructivist approach in which the process of acquiring knowledge is conceived as the creation of the individual and the product of constructions. The essence of the teaching process in modern education lies in competencies among which the most important is that a student learns to learn and apply the acquired knowledge in practice.

This paper gives a concise overview of two specific methods – photo-elicitation and photovoice – which originated in anthropology, but found an application in sociology as well, mostly because of the closeness of these two disciplines on the theoretical and methodological level, as well as on the institutional. This closeness is, among other things, noticeable in the highly specific academic directions of these disciplines, such as those oriented towards the visual sphere, like visual anthropology and visual sociology. The specificity of the two mentioned methods is reflected in the fact that they are based on the visual and visual materials in general, and their use is, to a large extent, legitimated by a specific social context characterised by the predominance of the visual in many aspects (representational, communicative, political, urban to mention just a few) at both the global and local levels. Despite this situation, the mentioned methods, as well as those similar to them, are still used quite ‘shyly’ in research approaches to contemporary society. This paper discusses the central features and epistemological potential of photo-elicitation and photovoice, as well as their different formal variations, especially in the case of photo-elicitation. Basically, both methods are based in traditional research approaches like classic interviews and focus group discussions. Despite this, their use represents a visible and certainly significant expansion of the methodological range. In that sense, special attention is paid to the possible advantages of these methods which separate them in a certain way from other methodological practices. In order to prevent their uncritical glorification, the limitations and disadvantages of these methods are also discussed, which should offer a more nuanced methodological picture.

The paper discusses the need for an interdisciplinary approach in the study and understanding of society as a whole. An interdisciplinary approach through the study of sociology and social work is a necessity for both scientific approaches in the 21st century. In the first part of the paper, we talk about society and man, as well as the subject of study of sociology and social work. We emphasize that both scientific approaches, sociology, and social work, are relatively young in the context of their establishment. The basic conceptual determinants of sociology and social work are given, as well as the places of meeting and perspectives for both scientific approaches. The first part of the paper also talks about the Chicago School as a meeting place for sociology and social work, and about the causes and consequences of divergence, between sociology and social work, within the Chicago School. In the second part of the paper, we talk about the challenges in the demarcation of sociology and social work, where we emphasize the problem of partialization of scientific fields and processes present in the so-called „identification confusion“ and „jurisdiction“ of scientific fields. The content on the dialectical understanding of sociology and social work is thematic, with special reference to the branches of sociological theory – social spheres, spiritual life, and management. We emphasize that there is an inseparability in understanding between social work and sociology, especially in areas such as marriage and family, gender, age, education, deviant behavior, leisure, socialization, personality, social groups, lifestyle and health, youth, regulatory mechanisms, etc. We conclude our paper with special reference to the relationship between sociology and social work from the perspective of Bosnian society.