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History of Bosnia and Herzegovina

Bosnia and Herzegovina is a country in Southeast Europe on the Balkan Peninsula. It has had permanent settlement since the Neolithic Age. By the early historical period it was inhabited by Illyrians and Celts. Christianity arrived in the 1st century, and by the 4th century the area became part of the Western Roman Empire. Germanic tribes invaded soon after, followed by Slavs in the 6th century.

In 1136, Béla II of Hungary invaded Bosnia and created the title "Ban of Bosnia" as an honorary title for his son Ladislaus II of Hungary. During this time, Bosnia became virtually autonomous, and was eventually proclaimed a kingdom in 1377. The Ottoman Empire followed in 1463 and lasted over 400 years. They wrought great changes to the political and administrative system, introduced land reforms, and class and religious distinctions. A series of uprisings began in 1831, which culminated in the Herzegovinian rebellion, a widespread peasant uprising, in 1875. The conflict eventually forced the Ottomans to cede administration of the country to Austria-Hungary through the Treaty of Berlin in 1878.

The establishment of the Kingdom of Yugoslavia in 1929 brought the redrawing of administrative regions into the Kingdom of Yugoslavia which purposely avoided all historical and ethnic lines, and removed any trace of Bosnian identity. The kingdom of Yugoslavia was conquered by Axis forces in World War II, and Bosnia was ceded to the Independent State of Croatia (NDH), which led to widespread persecution and genocide.

Following Axis defeat, Bosnia and Herzegovina achieved its current borders by becoming a federal unit within the Federal People's Republic of Yugoslavia, which was later renamed to the Socialist Federal Republic of Yugoslavia in 1963. After the breakup of Yugoslavia, three years of war began in 1992 which caused around 100,000 deaths and 2 million refugees. It was then when the country became an independent state.

Prehistory and Roman Era
Bosnia has been inhabited since Neolithic times. In the late Bronze Age, the Neolithic population was replaced by more warlike Indo-European tribes known as the Illyrians. Celtic migrations in the 4th and 3rd century BCE displaced many Illyrian tribes from their former lands, but some Celtic and Illyrian tribes mixed. Concrete historical evidence for this period is scarce, but overall it appears that the region was populated by a number of different peoples speaking distinct languages.

Christianity had already arrived in the region by the end of the 2nd century, and numerous artefacts and objects from the time testify to this. Following events from the years 337 and 395 when the Empire split, Dalmatia and Pannonia were included in the Western Roman Empire. The region was conquered by the Ostrogoths in 455, and further exchanged hands between the Alans and Huns in the years to follow.

Early Bosnia
By the 6th century, Emperor Justinian had re-conquered the area and large parts of the former Western Empire for the Eastern Roman Empire with its capital in Constantinople. The Slavs, a migratory people from southeastern Europe, were allied by the Eurasian Avars in the 6th century, and together they invaded the Eastern Roman Empire in the 6th and 7th centuries, settling in what is now Bosnia and Herzegovina and the surrounding lands. More South Slavs came in a second wave, and according to some scholars were invited by Emperor Heraclius to drive the Avars from Dalmatia on the coast of the Adriatic Sea. Around this time the Eastern Romans speaking Latin were evolving into what was called in later centuries as the Byzantine Empire, speaking the Greek (named for the ancient city of Byzantium, now the capital of Constantinople since the 330s, established by Emperor Constantine the Great).

Modern knowledge of Bosnia in the western Balkans during the Dark Ages is patchy. Upon the looter invasions by the Avars and Slavs from 6th-9th century, bringing Slavic languages, both probably gave way to feudalism only with the might by the Frankish penetrating into the region in the late 9th century (Bosnia probably originated as one such pre-feudal entity). It was also around this time that the Bosnians were Christianized. Bosnia, due to its geographic position and terrain, was probably one of the last areas to go through this process, which presumably originated from the urban centers along the Dalmatian coast.

In addition to the Slavic-speaking population, a good number of romanized people remained in south Bosnia by the year 1000. Speaking an Eastern Romance language (related to Romanian), and having retreated into mountainous areas and adopted a pastoralist way of life, they became known as Vlachs. With time they assimilated, though maintaining specific customs, and the word Vlach came to indicate any shepherd. Being well-versed with horse breeding, Vlachs came to dominate trade and caravan from coastal merchant town towards the interior, growing prosperous and coming to dominate entire regions of Hum, thus merging in Bosnia's medieval feudal society.

Banate of Bosnia
It is only from the 9th century that Frankish and Byzantine sources begin to mention early Slavic polities in the region. In this regard, the earliest widely acknowledged reference to Bosnia dates from the 10th century De Administrando Imperio written by Byzantine emperor Constantine Porphyrogenitus, during which period Bosnia is part of the Serbian state of Časlav, after whose death in battle in about 960, much of Bosnia finds itself briefly incorporated into the Croatian state of Krešimir II. Shortly thereafter, in 997, Samuel of Bulgaria marches through Bosnia and asserts his over-lordship in parts of it, however, only to be defeated by the Byzantine Empire in 1018 which annexes Bulgaria and asserts its suzerainty in Bosnia. This lasted until later in the century when some parts of Bosnia are briefly incorporated into Croatia and others into Duklja from which the latter Bosnia appears to have seceded in about 1101, upon which Bosnia's bans tried to rule for themselves. However, they all too often found themselves in a tug-of-war between Hungary and the Byzantine Empire. In the year of 1137, Hungary annexes most of Bosnia, then briefly losing her in 1167 to the Byzantine Empire before regaining her in 1180. Thus, prior to 1180 and the reign of Ban Kulin parts of Bosnia were briefly found in Serbian or Croatian units, but neither neighbor had held the Bosnians long enough to acquire their loyalty or to impose any serious claim to Bosnia.

The first recorded Ban (viceroy) was Ban Borić, vassal to the Hungarian king. However, he was deposed when he backed the loser in a succession crisis over the Hungarian throne. In 1167, Byzantium reconquered Bosnia and eventually emplaced their own vassal as Ban – the native Ban Kulin (r. 1180–1204). However, this vassalage was largely nominal, and Bosnia had for all practical purposes made itself into an independent state under Kulin. Ban Kulin presided over nearly three decades of peace and stability during which he strengthened the country's economy through treaties with Dubrovnik and Venice. His rule also marked the start of a controversy with the Bosnian Church, an indigenous Christian sect considered heretical by both the Roman Catholic and Eastern Orthodox churches. In response to Hungarian attempts to use church politics regarding the issue as a way to reclaim sovereignty over Bosnia, Kulin held a council of local church leaders to renounce the heresy in 1203. Despite this, Hungarian ambitions remained unchanged long after Kulin's death in 1204, waning only after an unsuccessful invasion in 1254, which also fostered the schism of the Bosnian Church.

Kingdom of Bosnia
Bosnian history from then until the early 14th century was marked by the power struggle between the Šubić and Kotromanić families. This conflict came to an end in 1322, when Stjepan II Kotromanić became ban. By the time of his death in 1353, he had succeeded in annexing territories to the north and west, as well as Zahumlje and parts of Dalmatia. He was succeeded by his nephew Tvrtko who, following a prolonged struggle with nobility and inter-family strife, gained full control of the country in 1367. Under Tvrtko, Bosnia grew in both size and power, finally becoming an independent kingdom in 1377. Following his death in 1391 however, Bosnia fell into a long period of decline. The Ottoman Empire had already started its conquest of Europe and posed a major threat to the Balkans throughout the first half of the 15th century. Finally, after decades of political and social instability, Bosnia officially fell in 1463, while resistance was active and fierce for a few more centuries. Southern regions of Bosnia, nowadays known as "Herzegovina" would follow in 1483, with a Hungarian-backed reinstated "Bosnian Kingdom" being the last to succumb in 1527.

Ottoman Era (1463–1878)
The Ottoman conquest of Bosnia marked a new era in the country's history and introduced tremendous changes in the political and cultural landscape of the region. Although the kingdom had been crushed and its high nobility executed, the Ottomans nonetheless allowed for the preservation of Bosnia's identity by incorporating it as an integral province of the Ottoman Empire with its historical name and territorial integrity - a unique case among subjugated states in the Balkans. Within this sandžak (and eventual vilayet) of Bosnia, the Ottomans introduced a number of key changes in the territory's socio-political administration; including a new landholding system, a reorganization of administrative units, and a complex system of social differentiation by class and religious affiliation.

The four centuries of Ottoman rule also had a drastic impact on Bosnia's population make-up, which changed several times as a result of the empire's conquests, frequent wars with European powers, migrations, and epidemics. A native Slavic-speaking Muslim community emerged and eventually became the largest ethno-religious group (mainly as a result of a gradually rising number of conversions to Islam), while a significant number of Sephardi Jews arrived following their expulsion from Spain in the late 15th century. The Bosnian Christian communities also experienced major changes. The Bosnian Franciscans (and the Catholic population as a whole) were protected by official imperial decree, although on the ground these guarantees were often disregarded and their numbers dwindled. The Orthodox community in Bosnia, initially confined to Herzegovina and southeastern Bosnia, spread throughout the country during this period and went on to experience relative prosperity until the 19th century. Meanwhile, the native schismatic Bosnian Church disappeared altogether.

As the Ottoman Empire thrived and expanded into Central Europe, Bosnia was relieved of the pressures of being a frontier province and experienced a prolonged period of general welfare and prosperity. A number of cities, such as Sarajevo and Mostar, were established and grew into major regional centers of trade and urban culture. Within these cities, various Sultans and governors financed the construction of many important works of Bosnian architecture (such as the Stari most and Gazi Husrev-beg's Mosque). Furthermore, numerous Bosnians played influential roles in the Ottoman Empire's cultural and political history during this time. Bosnian soldiers formed a large component of the Ottoman ranks in the battles of Mohács and Krbava field, two decisive military victories, while numerous other Bosnians rose through the ranks of the Ottoman military bureaucracy to occupy the highest positions of power in the Empire, including admirals, generals, and grand viziers. Many Bosnians also made a lasting impression on Ottoman culture, emerging as mystics, scholars, and celebrated poets in the Turkish, Arabic, and Persian languages.

By the late 17th century, however, the Ottoman Empire's military misfortunes caught up with the country, and the conclusion of the Great Turkish War with the Treaty of Karlowitz in 1699 once again made Bosnia the empire's westernmost province. But they allowed some of the Bosnian tribes to immigrate into the Arabian countries (Palestine, Jordan). The following hundred years were marked by further military failures, numerous revolts within Bosnia, and several outbursts of plague.

According to an Ottoman Muslim account of the Austro-Russian–Turkish War (1735–39) translated into English by C. Fraser, Bosnian Muslim women fought in battle since they "acquired the courage of heroes" against the Austrian Germans at the siege of Osterwitch-atyk (Östroviç-i âtık) fortress. Bosnian Muslim women and men were among the casualties during the Battle of Osterwitchatyk. Bosnian Muslim women fought in the defense of the fortress of Būzin (Büzin). Women and men resisted the Austrians at the Chetin (Çetin) Fortress. The women of the Bosnians were deemed to be militaristic according to non-Ottoman records of the war between the Ottomans and Austrians and they played a role in the Bosnian success in battle against the Austrian attackers. Yeni Pazar, Izvornik, Östroviç-i âtık, Çetin, Būzin, Gradişka, and Banaluka were struck by the Austrians. A French account described the bravery in battle of Bosnian Muslim women who fought in the war.

The Porte's efforts at modernizing the Ottoman state were met with great hostility in Bosnia, where local aristocrats stood to lose much through the proposed reforms. This, combined with frustrations over political concessions to nascent Christian states in the east, culminated in a famous (albeit ultimately unsuccessful) revolt by Husein Gradaščević in 1831. Related rebellions would be extinguished by 1850. A renewed effort at Ottoman reforms occurred in the 1860s under the leadership of the governor Topal Şerif Osman occurred, as he founded a provincial printing press in 1866 that published in both Ottoman Turkish and Bosnian. Later, agrarian unrest eventually sparked the Herzegovinian rebellion, a widespread peasant uprising, in 1875. The conflict rapidly spread and came to involve several Balkan states and Great Powers, which eventually forced the Ottomans to cede administration of the country to Austria-Hungary through the Treaty of Berlin in 1878. While violent revolt prompted many to disparage Ottoman rule, it was in fact Ottoman reforms in the realm of cultural production and education that "created the conditions for greater intellectual production that continued during the Habsburg era."

Occupation by Austria-Hungary (1878–1918)

Though an Austria-Hungary military force quickly subjugated initial armed resistance upon take-over, tensions remained in certain parts of the country (particularly Herzegovina) and a mass emigration of predominantly Muslim dissidents occurred. However, a state of relative stability was reached soon enough and Austro-Hungarian authorities were able to embark on a number of social and administrative reforms which intended to make Bosnia and Herzegovina into a "model colony". With the aim of establishing the province as a stable political model that would help dissipate rising South Slav nationalism, Habsburg rule did much to codify laws, to introduce new political practices, and generally to provide for modernization. The Habsburgs took special care to integrate local Muslims into the fabric of empire, continuing, for example, to publish a provincial yearbook—much like the Ottomans—in Turkish for over a decade after the end of Ottoman rule. Many local officials moreover stayed the same, with the Mehmed-Beg Kapetanović Ljubušak, for example, remaining the mayor of Sarajevo under both polities and, moreover, obtaining the very same level of honor from both the Ottomans and the Habsburgs, with a Third Class Order of Mecidiye and an Order of the Iron Crown Third Class, respectively. All of this amounted to what one historian has called an "almost seamless transition from one empire to another."

Although successful economically, Austro-Hungarian policy - which focused on advocating the ideal of a pluralist and multi-confessional Bosnian nation (largely favored by the Muslims) - failed to curb the rising tides of nationalism. The concept of Croat and Serb nationhood had already spread to Bosnia and Herzegovina's Catholics and Orthodox communities from neighboring Croatia and Serbia in the mid 19th century, and was too well-entrenched to allow for the widespread acceptance of a parallel idea of Bosnian nationhood. By the latter half of the 1910s, nationalism was an integral factor of Bosnian politics, with national political parties corresponding to the three groups dominating elections.

The idea of a unified South Slavic state (typically expected to be spearheaded by independent Serbia) became a popular political ideology in the region at this time, including in Bosnia and Herzegovina. The Austro-Hungarian government's decision to formally annex Bosnia-Herzegovina in 1908 (the Bosnian Crisis) added to a sense of urgency among these nationalists. The political tensions caused by all this culminated on 28 June 1914, when a Young Bosnia revolutionary named Gavrilo Princip assassinated the heir to the Austro-Hungarian throne, Archduke Franz Ferdinand, in Sarajevo. The event set off a chain of events that led to the outbreak of World War I. Although 10% of the Bosniak population died serving in the armies or being killed by the various warring states, Bosnia and Herzegovina itself managed to escape the conflict relatively unscathed.

Kingdom of Yugoslavia (1918–1941)
Following World War I, Bosnia was incorporated into the South Slav kingdom of Serbs, Croats and Slovenes (soon renamed Yugoslavia). Political life in Bosnia at this time was marked by two major trends: social and economic unrest over the Agrarian Reform of 1918–19 manifested through mass colonization and property confiscation; also formation of several political parties that frequently changed coalitions and alliances with parties in other Yugoslav regions. The dominant ideological conflict of the Yugoslav state, between Croatian regionalism and Serbian centralization, was approached differently by Bosnia's major ethnic groups and was dependent on the overall political atmosphere. Although the initial split of the country into 33 oblasts erased the presence of traditional geographic entities from the map, the efforts of Bosnian politicians such as Mehmed Spaho ensured that the six oblasts carved up from Bosnia and Herzegovina corresponded to the six sanjaks from Ottoman times and, thus, matched the country's traditional boundary as a whole.

The establishment of the Kingdom of Yugoslavia in 1929, however, brought the redrawing of administrative regions into banates that purposely avoided all historical and ethnic lines, removing any trace of a Bosnian entity. Serbo-Croat tensions over the structuring of the Yugoslav state continued, with the concept of a separate Bosnian division receiving little or no consideration. The famous Cvetković-Maček agreement that created the Croatian banate in 1939 encouraged what was essentially a partition of Bosnia between Croatia and Serbia. However, outside political circumstances forced Yugoslav politicians to shift their attention to the rising threat posed by Adolf Hitler's Nazi Germany. Following a period that saw attempts at appeasement, the joining of the Tripartite Pact, and a coup d'état, Yugoslavia was finally invaded by Germany on 6 April 1941.

World War II (1941–1945)
"Bosnia was the geographical mother of the partisan movement, providing ample space amongst its mountains for training and development." Once the kingdom of Yugoslavia was conquered by Nazi forces in World War II, all of Bosnia was ceded to the Independent State of Croatia (NDH). The NDH rule over Bosnia led to widespread persecution and genocide. The Jewish population was nearly exterminated. Hundreds of thousands of Serbs died either in Ustaše concentration camps or in widespread mass killings by Ustaše militia. Many Serbs themselves took up arms and joined the Chetniks, a Serb nationalist movement with the aim of establishing an ethnically homogeneous 'Greater Serbian' state. The Chetniks were responsible for widespread persecution and murder of non-Serbs and communist sympathizers, with the Muslim population of Bosnia, Herzegovina and Sandžak being a primary target. Once captured, Muslim villages were systematically massacred by the Chetniks. The total estimate of Muslims killed by Chetniks is between 80,000 and 100,000, most likely about 86,000 or 6.7 percent of their population (8.1 percent in Bosnia and Herzegovina alone). Several Bosnian Muslim paramilitary units joined the NDH forces to counter their own persecution in the hands of the Serbs in Bosnia. On 12 October 1941 a group of 108 notable Muslim citizens of Sarajevo signed the Resolution of Sarajevo Muslims by which they condemned the persecution of Serbs organized by Ustaše, made distinction between Muslims who participated in such persecutions and the wider Muslim population, presented information about the persecutions of Muslims by Serbs and requested security for all citizens of the country, regardless of their identity. According to the US Holocaust Museum, 320,000-340,000 ethnic Serbs were murdered. According to the Yad Vashem Holocaust Museum and Research Center, "More than 500,000 Serbs were murdered in horribly sadistic ways, 250,000 were expelled, and another 200,000 were forced to convert" during WWII in the Independent State of Croatia (modern day Croatia and Bosnia).

Starting in 1941, Yugoslav communists under the leadership of Josip Broz Tito organized their own multi-ethnic resistance group, the Partisans, who fought against Axis, Ustaše, and Chetnik forces. They too, committed numerous atrocities, mainly against political opponents of all ethnicities. Some Bosnian Muslims joined the Waffen-SS and the SS "Handschar" division, an SS division of the Nazis that pledged allegiance to both Adolf Hitler and NDH leader, Ante Pavelić. The division was the first SS division which was constituted of non-Germans. On 25 November 1943 the Anti-Fascist Council of National Liberation of Yugoslavia with Tito at its helm held a founding conference in Jajce where Bosnia and Herzegovina was reestablished as a republic within the Yugoslavian federation in its Ottoman borders. Military success eventually prompted the Allies to support the Partisans. On 6 April 1945 Sarajevo was captured by the Partisans. The end of the war resulted in the establishment of the Federal People's Republic of Yugoslavia, with the constitution of 1946 officially making Bosnia and Herzegovina one of six constituent republics in the new state.

Socialist Yugoslavia (1945–1992)
Because of its central geographic position within the People's Republic for much of the 1950s and 1960s, the 1970s saw the ascension of a strong Bosnian political elite. While working within the communist system, politicians such as Džemal Bijedić, Branko Mikulić and Hamdija Pozderac reinforced and protected the sovereignty of Bosnia and Herzegovina Their efforts proved key during the turbulent period following Tito's death in 1980, and are today considered some of the early steps towards Bosnian independence. However, the republic could not escape the increasingly nationalistic climate of the time unscathed.

Independence and Bosnian War (1992–1995)
The first multi-party parliamentary elections held on 18 and 25 November 1990 led to a national assembly dominated by three ethnically based parties, which had formed a loose coalition to oust the communists from power. Croatia and Slovenia's subsequent declarations of independence and the warfare that ensued placed Bosnia and Herzegovina and its three constituent peoples in an awkward position. A significant split soon developed on the issue of whether to stay with the Yugoslav federation (overwhelmingly favored among Serbs) or seek independence (overwhelmingly favored among Bosniaks and Croats). A declaration of sovereignty on 15 October 1991 was followed by a referendum for independence from Yugoslavia on 29 February and 1 March 1992. The referendum was boycotted by the great majority of Bosnian Serbs, so with a voter turnout of 64%, 98% of which voted in favor of the proposal. Bosnia and Herzegovina became an independent state on 3 March 1992.

While the first casualty of the war is debated, significant Serbian offensives began in March 1992 in Eastern and Northern Bosnia. Following a tense period of escalating tensions the opening shots in the incipient Bosnian conflict were fired when Serb paramilitary forces attacked Bosniak villages around Čapljina on 7 March 1992 and around Bosanski Brod and Goražde on 15 March. These minor attacks were followed by much more serious Serb artillery attacks on Neum on 19 March and on Bosanski Brod on 24 March. The killing of a Bosniak civilian woman on 5 April 1992 by a sniper, while she was demonstrating in Sarajevo against the raising of barricades by Bosnian Serbs, is widely regarded as marking the start of warfare between the three major communities. Open warfare began in Sarajevo on 6 April. International recognition of Bosnia and Herzegovina meant that the Yugoslav People's Army (JNA) officially withdrew from the republic's territory, although their Bosnian Serb members merely joined the Army of Republika Srpska. Armed and equipped from JNA stockpiles in Bosnia, supported by volunteers, Republika Srpska's offensives in 1992 managed to place much of the country under its control. By 1993, when an armed conflict erupted between the Sarajevo government and the Croat statelet of Herzeg-Bosnia, about 70% of the country was controlled by the Serbs.

In March 1994, the signing of the Washington accords between the Bosniak and ethnic-Croatian leaders led to the creation of a joint Bosniak-Croat Federation of Bosnia and Herzegovina. This, along with international outrage at Serb war crimes and atrocities (most notably the Srebrenica massacre of as many as 8,000 Bosniak males in July 1995 ) helped turn the tide of war. The signing of the Dayton Agreement in Paris by the presidents of Bosnia and Herzegovina (Alija Izetbegović), Croatia (Franjo Tuđman), and Yugoslavia (Slobodan Milošević) brought a halt to the fighting, roughly establishing the basic structure of the present-day state. The three years of war and bloodshed had left between 90,000 and 110,000 people killed and more than 2 million displaced.

Post-war Bosnia and Herzegovina (1995–present)
Since its 1992 independence and the 1995 Constitutional framework of the Dayton Agreement, Bosnia and Herzegovina has followed a path of state-building, while remaining under final international supervision through the figure of the High Representative for Bosnia and Herzegovina. Bosnia and Herzegovina is a federation of two Entities - the Federation of Bosnia and Herzegovina and the Republika Srpska, as well as the district of Brčko. Each of the Entities has its own Constitution and extensive legislative powers.

Bosnia and Herzegovina is a potential candidate country for accession into the EU; the EU-BiH Stabilization and Association Agreement (SAA) was signed in 2008 and entered into force in June 2015. Bosnia and Herzegovina submitted its formal application for EU membership on 15 February 2016; the EU Council conditioned its consideration to further progress on the implementation of the Reform Agenda, as well as to the adaptation of the SAA to take into account the EU accession of Croatia, and to an agreement on a functioning Coordination Mechanism on EU matters. These conditions were fulfilled by the Summer 2016.

The accession of Bosnia and Herzegovina to NATO is in the negotiation phase, and a Membership Action Plan was signed in April 2010. It requires Bosnia and Herzegovina to define the issue of property over defence assets before NATO may consider the next steps. Bosnian political parties have different attitudes towards NATO: while Bosniak and Bosnian Croat parties support it, Bosnian Serb parties are more cautious and, while not opposing it in principle, require it to be put to a referendum first.

On 4 February 2014, the protests against the government of the Federation of Bosnia and Herzegovina, one of the country's two entities, began in the northern town of Tuzla. Workers from several factories which were privatised and which have now gone bankrupt united to demand action over jobs, unpaid salaries and pensions. Soon protests spread to the rest of the Federation, with violent clashes reported in close to 20 towns, the biggest of which were Sarajevo, Zenica, Mostar, Bihać, Brčko and Tuzla. The Bosnian news media reported that hundreds of people had been injured during the protests, including dozens of police officers, with bursts of violence in Sarajevo, in the northern city of Tuzla, in Mostar in the south, and in Zenica in central Bosnia. The same level of unrest or activism did not occur in the Republika Srpska, but hundreds of people also gathered in support of protests in the town of Banja Luka against its separate government. The protests marked the largest outbreak of public anger over high unemployment and two decades of political inertia in the country since the end of the Bosnian War in 1995.

General history

 * Oriental Institute Sarajevo
 * Bosniak Institute Sarajevo
 * Bosnian Institute
 * About the Slavic, East European and Central Asian Collection at Yale University Library (Excellent web source)
 * General sources for the study of Bosnian Civilization
 * Brief history of Bosnia and Herzegovina
 * History of Bosnia and Herzegovina: Primary Documents
 * A Brief History of Bosnia-Herzegovina by Andras Riedlmayer, Harvard University
 * WWW-VL: History: Bosnia & Herzegovina
 * Timeline: Bosnia-Hercegovina at BBC News

Bosnian War and post-war history

 * John K. Cox: Teaching about Conflict and Crisis in the Former Yugoslavia: The Case of Bosnia-Hercegovina
 * TIME Daily short timeline of Bosnian conflict
 * OHR ethnic maps of Bosnia and Herzegovina
 * Washington Post: An overview of war
 * Bosnia: a single country or an apple of discord?, Bosnian Institute, 12 May 2006

title: History of Bosnia and Herzegovina


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Socialization

In sociology, socialization (Modern English; or socialisation - see spelling differences) is the process of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus "the means by which social and cultural continuity are attained".

Socialization is strongly connected to developmental psychology. Humans need social experiences to learn their culture and to survive.

Socialization essentially represents the whole process of learning throughout the life course and is a central influence on the behavior, beliefs, and actions of adults as well as of children.

Socialization may lead to desirable outcomes—sometimes labeled "moral"—as regards the society where it occurs. Individual views are influenced by the society's consensus and usually tend toward what that society finds acceptable or "normal". Socialization provides only a partial explanation for human beliefs and behaviors, maintaining that agents are not blank slates predetermined by their environment; scientific research provides evidence that people are shaped by both social influences and genes.

Genetic studies have shown that a person's environment interacts with their genotype to influence behavioral outcomes.

It is the process by which individuals learn their own societies culture.

History
Notions of society and the state of nature have existed for centuries. In its earliest usages, socialization was simply the act of socializing or another word for socialism. Socialization as a concept originated concurrently with sociology, as sociology was defined as the treatment of "the specifically social, the process and forms of socialization, as such, in contrast to the interests and contents which find expression in socialization". In particular, socialization consisted of the formation and development of social groups, and also the development of a social state of mind in the individuals who associate. Socialization is thus both a cause and an effect of association. The term was relatively uncommon before 1940, but became popular after World War II, appearing in dictionaries and scholarly works such as the theory of Talcott Parsons.

Stages of moral development
Lawrence Kohlberg studied moral reasoning and developed a theory of how individuals reason situations as right from wrong. The first stage is the pre-conventional stage, where a person (typically children) experience the world in terms of pain and pleasure, with their moral decisions solely reflecting this experience. Second, the conventional stage (typical for adolescents and adults) is characterized by an acceptance of society's conventions concerning right and wrong, even when there are no consequences for obedience or disobedience. Finally, the post-conventional stage (more rarely achieved) occurs if a person moves beyond society's norms to consider abstract ethical principles when making moral decisions.

Stages of psychosocial development
Erik H. Erikson (1902–1994) explained the challenges throughout the life course. The first stage in the life course is infancy, where babies learn trust and mistrust. The second stage is toddlerhood where children around the age of two struggle with the challenge of autonomy versus doubt. In stage three, preschool, children struggle to understand the difference between initiative and guilt. Stage four, pre-adolescence, children learn about industriousness and inferiority. In the fifth stage called adolescence, teenagers experience the challenge of gaining identity versus confusion. The sixth stage, young adulthood, is when young people gain insight into life when dealing with the challenge of intimacy and isolation. In stage seven, or middle adulthood, people experience the challenge of trying to make a difference (versus self-absorption). In the final stage, stage eight or old age, people are still learning about the challenge of integrity and despair. This concept has been further developed by Klaus Hurrelmann and Gudrun Quenzel using the dynamic model of "developmental tasks".

Behaviorism
George Herbert Mead (1863–1931) developed a theory of social behaviorism to explain how social experience develops an individual's self-concept. Mead's central concept is the self: It is composed of self-awareness and self-image. Mead claimed that the self is not there at birth, rather, it is developed with social experience. Since social experience is the exchange of symbols, people tend to find meaning in every action. Seeking meaning leads us to imagine the intention of others. Understanding intention requires imagining the situation from the other's point of view. In effect, others are a mirror in which we can see ourselves. Charles Horton Cooley (1902-1983) coined the term looking glass self, which means self-image based on how we think others see us. According to Mead, the key to developing the self is learning to take the role of the other. With limited social experience, infants can only develop a sense of identity through imitation. Gradually children learn to take the roles of several others. The final stage is the generalized other, which refers to widespread cultural norms and values we use as a reference for evaluating others.

Contradictory evidence to behaviorism
Behaviorism makes claims that when infants are born they lack social experience or self. The social pre-wiring hypothesis, on the other hand, shows proof through a scientific study that social behavior is partly inherited and can influence infants and also even influence foetuses. Wired to be social means that infants are not taught that they are social beings, but they are born as prepared social beings.

The social pre-wiring hypothesis refers to the ontogeny of social interaction. Also informally referred to as, "wired to be social". The theory questions whether there is a propensity to socially oriented action already present before birth. Research in the theory concludes that newborns are born into the world with a unique genetic wiring to be social.

Circumstantial evidence supporting the social pre-wiring hypothesis can be revealed when examining newborns' behavior. Newborns, not even hours after birth, have been found to display a preparedness for social interaction. This preparedness is expressed in ways such as their imitation of facial gestures. This observed behavior cannot be contributed to any current form of socialization or social construction. Rather, newborns most likely inherit to some extent social behavior and identity through genetics.

Principal evidence of this theory is uncovered by examining Twin pregnancies. The main argument is, if there are social behaviors that are inherited and developed before birth, then one should expect twin foetuses to engage in some form of social interaction before they are born. Thus, ten foetuses were analyzed over a period of time using ultrasound techniques. Using kinematic analysis, the results of the experiment were that the twin foetuses would interact with each other for longer periods and more often as the pregnancies went on. Researchers were able to conclude that the performance of movements between the co-twins was not accidental but specifically aimed.

The social pre-wiring hypothesis was proved correct, "The central advance of this study is the demonstration that 'social actions' are already performed in the second trimester of gestation. Starting from the 14th week of gestation twin foetuses plan and execute movements specifically aimed at the co-twin. These findings force us to predate the emergence of social behavior: when the context enables it, as in the case of twin foetuses, other-directed actions are not only possible but predominant over self-directed actions."

Primary socialization
Primary socialization occurs when a child learns the attitudes, values, and actions appropriate to individuals as members of a particular culture. Primary socialization for a child is very important because it sets the groundwork for all future socialization. It is mainly influenced by immediate family and friends. For example, if a child's mother expresses a discriminatory opinion about a minority or majority group, then that child may think this behavior is acceptable and could continue to have this opinion about that minority or majority group.

Secondary socialization
Secondary socialization refers to the process of learning what is the appropriate behavior as a member of a smaller group within the larger society. Basically, it involves the behavioral patterns reinforced by socializing agents of society. Secondary socialization takes place outside the home. It is where children and adults learn how to act in a way that is appropriate for the situations they are in. Schools require very different behavior from the home, and children must act according to new rules. New teachers have to act in a way that is different from pupils and learn the new rules from people around them. Secondary socialization is usually associated with teenagers and adults and involves smaller changes than those occurring in primary socialization. Examples of secondary socialization may include entering a new profession or relocating to a new environment or society.

Anticipatory socialization
Anticipatory socialization refers to the processes of socialization in which a person "rehearses" for future positions, occupations, and social relationships. For example, a couple might move in together before getting married in order to try out, or anticipate, what living together will be like. Research by Kenneth J. Levine and Cynthia A. Hoffner identifies parents as the main source of anticipatory socialization in regard to jobs and careers.

Resocialization
Resocialization refers to the process of discarding former behavior-patterns and reflexes while accepting new ones as part of a life transition. This can occur throughout the human life-span. Resocialization can be an intense experience, with individuals experiencing a sharp break with their past, as well as a need to learn and be exposed to radically different norms and values. One common example involves resocialization through a total institution, or "a setting in which people are isolated from the rest of society and manipulated by an administrative staff". Resocialization via total institutions involves a two step process: 1) the staff work to root out a new inmate's individual identity; and 2) the staff attempt to create for the inmate a new identity. Other examples include the experiences of a young person leaving home to join the military, or of a religious convert internalizing the beliefs and rituals of a new faith. Another example would be the process by which a transsexual person learns to function socially in a dramatically altered gender-role.

Organizational socialization
Organizational socialization is the process whereby an employee learns the knowledge and skills necessary to assume his or her role in an organization. As newcomers become socialized, they learn about the organization and its history, values, jargon, culture, and procedures. Acquired knowledge about new employees' future work-environment affects the way they are able to apply their skills and abilities to their jobs. How actively engaged the employees are in pursuing knowledge affects their socialization process. New employees also learn about their work group, the specific people they will work with on a daily basis, their own role in the organization, the skills needed to do their job, and both formal procedures and informal norms. Socialization functions as a control system in that newcomers learn to internalize and obey organizational values and practices.

Group socialization
Group socialization is the theory that an individual's peer groups, rather than parental figures, become the primary influence on personality and behavior in adulthood. Parental behavior and the home environment has either no effect on the social development of children, or the effect varies significantly between children. Adolescents spend more time with peers than with parents. Therefore, peer groups have stronger correlations with personality development than parental figures do. For example, twin brothers with an identical genetic heritage will differ in personality because they have different groups of friends, not necessarily because their parents raised them differently. Behavioral genetics suggest that up to fifty percent of the variance in adult personality is due to genetic differences. The environment in which a child is raised accounts for only approximately ten percent in the variance of an adult's personality. As much as twenty percent of the variance is due to measurement error. This suggests that only a very small part of an adult's personality is influenced by factors which parents control (i.e. the home environment). Harris grants that while siblings do not have identical experiences in the home environment (making it difficult to associate a definite figure to the variance of personality due to home environments), the variance found by current methods is so low that researchers should look elsewhere to try to account for the remaining variance. Harris also states that developing long-term personality characteristics away from the home environment would be evolutionarily beneficial because future success is more likely to depend on interactions with peers than on interactions with parents and siblings. Also, because of already existing genetic similarities with parents, developing personalities outside of childhood home environments would further diversify individuals, increasing their evolutionary success.

Stages
Individuals and groups change their evaluations of and commitments to each other over time. There is a predictable sequence of stages that occur as an individual transitions through a group: investigation, socialization, maintenance, resocialization, and remembrance. During each stage, the individual and the group evaluate each other, which leads to an increase or decrease in commitment to socialization. This socialization pushes the individual from prospective to new, full, marginal, and ex member.

Stage 1: Investigation This stage is marked by a cautious search for information. The individual compares groups in order to determine which one will fulfill their needs (reconnaissance), while the group estimates the value of the potential member (recruitment). The end of this stage is marked by entry to the group, whereby the group asks the individual to join and they accept the offer.

Stage 2: Socialization Now that the individual has moved from a prospective member to a new member, the recruit must accept the group's culture. At this stage, the individual accepts the group's norms, values, and perspectives (assimilation), and the group may adapt to fit the new member's needs (accommodation). The acceptance transition-point is then reached and the individual becomes a full member. However, this transition can be delayed if the individual or the group reacts negatively. For example, the individual may react cautiously or misinterpret other members' reactions in the belief that they will be treated differently as a newcomer.

Stage 3: Maintenance During this stage, the individual and the group negotiate what contribution is expected of members (role negotiation). While many members remain in this stage until the end of their membership, some individuals may become dissatisfied with their role in the group or fail to meet the group's expectations (divergence).

Stage 4: Resocialization If the divergence point is reached, the former full member takes on the role of a marginal member and must be resocialized. There are two possible outcomes of resocialization: the parties resolve their differences and the individual becomes a full member again (convergence), or the group and the individual part ways via expulsion or voluntary exit.

Stage 5: Remembrance In this stage, former members reminisce about their memories of the group and make sense of their recent departure. If the group reaches a consensus on their reasons for departure, conclusions about the overall experience of the group become part of the group's tradition.

Gender socialization
Henslin (1999:76) contends that "an important part of socialization is the learning of culturally defined gender roles". Gender socialization refers to the learning of behavior and attitudes considered appropriate for a given sex: boys learn to be boys and girls learn to be girls. This "learning" happens by way of many different agents of socialization. The behavior that is seen to be appropriate for each gender is largely determined by societal, cultural, and economic values in a given society. Gender socialization can therefore vary considerably among societies with different values. The family is certainly important in reinforcing gender roles, but so are groups - including friends, peers, school, work, and the mass media. Social groups reinforce gender roles through "countless subtle and not so subtle ways" (1999:76). In peer-group activities, stereotypic gender-roles may also be rejected, renegotiated, or artfully exploited for a variety of purposes.

Carol Gilligan compared the moral development of girls and boys in her theory of gender and moral development. She claimed (1982, 1990) that boys have a justice perspective - meaning that they rely on formal rules to define right and wrong. Girls, on the other hand, have a care-and-responsibility perspective, where personal relationships are considered when judging a situation. Gilligan also studied the effect of gender on self-esteem. She claimed that society's socialization of females is the reason why girls' self-esteem diminishes as they grow older. Girls struggle to regain their personal strength when moving through adolescence as they have fewer female teachers and most authority figures are men.

As parents are present in a child's development from the beginning, their influence in a child's early socialization is very important, especially in regard to gender roles. Sociologists have identified four ways in which parents socialize gender roles in their children: Shaping gender related attributes through toys and activities, differing their interaction with children based on the sex of the child, serving as primary gender models, and communicating gender ideals and expectations.

Sociologist of gender R.W. Connell contends that socialization theory is "inadequate" for explaining gender, because it presumes a largely consensual process except for a few "deviants", when really most children revolt against pressures to be conventionally gendered; because it cannot explain contradictory "scripts" that come from different socialization agents in the same society, and because it does not account for conflict between the different levels of an individual's gender (and general) identity.

Racial socialization
Racial socialization, or racial-ethnic socialization, has been defined as "the developmental processes by which children acquire the behaviors, perceptions, values, and attitudes of an ethnic group, and come to see themselves and others as members of the group". The existing literature conceptualizes racial socialization as having multiple dimensions. Researchers have identified five dimensions that commonly appear in the racial socialization literature: cultural socialization, preparation for bias, promotion of mistrust, egalitarianism, and other. Cultural socialization, sometimes referred to as "pride development", refers to parenting practices that teach children about their racial history or heritage. Preparation for bias refers to parenting practices focused on preparing children to be aware of, and cope with, discrimination. Promotion of mistrust refers to the parenting practices of socializing children to be wary of people from other races. Egalitarianism refers to socializing children with the belief that all people are equal and should be treated with common humanity. In the United States, white people are socialized to perceive race as a zero-sum game and a black-white binary.

Oppression socialization
Oppression socialization refers to the process by which "individuals develop understandings of power and political structure, particularly as these inform perceptions of identity, power, and opportunity relative to gender, racialized group membership, and sexuality". This action is a form of political socialization in its relation to power and the persistent compliance of the disadvantaged with their oppression using limited "overt coercion".

Language socialization
Based on comparative research in different societies, and focusing on the role of language in child development, linguistic anthropologists Elinor Ochs and Bambi Schieffelin have developed the theory of language socialization. They discovered that the processes of enculturation and socialization do not occur apart from the process of language acquisition, but that children acquire language and culture together in what amounts to an integrated process. Members of all societies socialize children both to and through the use of language; acquiring competence in a language, the novice is by the same token socialized into the categories and norms of the culture, while the culture, in turn, provides the norms of the use of language.

Planned socialization
Planned socialization occurs when other people take actions designed to teach or train others. This type of socialization can take on many forms and can occur at any point from infancy onward.

Natural socialization
Natural socialization occurs when infants and youngsters explore, play and discover the social world around them. Natural socialization is easily seen when looking at the young of almost any mammalian species (and some birds). On the other hand, planned socialization is mostly a human phenomenon; all through history, people have made plans for teaching or training others. Both natural and planned socialization can have good and bad qualities: it is useful to learn the best features of both natural and planned socialization in order to incorporate them into life in a meaningful way.

Political socialization
Socialization produces the economic, social, and political development of any particular country. The nature of the compromise between nature and nurture also determines whether society is good or harmful. Political socialization is described as "the long developmental process by which an infant (even an adult) citizen learns, imbibes and ultimately internalizes the political culture (core political values, beliefs, norms and ideology) of his political system in order to make him a more informed and effective political participant."

A society's political culture is inculcated in its citizens and passed down from one generation to the next as part of the political socialization process. Agents of socialization are thus people, organizations, or institutions that have an impact on how people perceive themselves, behave, or have other orientations. In contemporary democratic government, political parties are the main forces behind political socialization.

Socialization enhances business, trade, and foreign investment globally. Building technology is made easy, is improved and carried out due to the ease with which interaction in interest services and media work can be connected. Citizens must instil in themselves excellent morals, ethics, and values and must preserve human rights or have sound judgment to be able to lead a country to a higher developmental level in order to construct a decent and democratic society for nation-building. Developing nations can transfer agricultural technology and machinery like tractors, harvesters, and agrochemicals to enhance the agricultural sector of the economy through socialization.

Positive socialization
Positive socialization is the type of social learning that is based on pleasurable and exciting experiences. Individual humans tend to like the people who fill their social learning processes with positive motivation, loving care, and rewarding opportunities. Positive socialization occurs when desired behaviors are reinforced with a reward, encouraging the individual to continue exhibiting similar behaviors in the future.

Negative socialization
Negative socialization occurs when socialialization agents use punishment, harsh criticisms, or anger to try to "teach us a lesson"; and often we come to dislike both negative socialization and the people who impose it on us. There are all types of mixes of positive and negative socialization, and the more positive social learning experiences we have, the happier we tend to be—especially if we are able to learn useful information that helps us cope well with the challenges of life. A high ratio of negative to positive socialization can make a person unhappy, leading to defeated or pessimistic feelings about life.

Bullying can examplify negative socialization.

Institutions
In the social sciences, institutions are the structures and mechanisms of social order and cooperation governing the behavior of individuals within a given human collectivity. Institutions are identified with a social purpose and permanence, transcending individual human lives and intentions, and with the making and enforcing of rules governing cooperative human behavior.

Productive processing of reality
From the late 1980s, sociological and psychological theories have been connected with the term socialization. One example of this connection is the theory of Klaus Hurrelmann. In his book Social Structure and Personality Development, he develops the model of productive processing of reality. The core idea is that socialization refers to an individual's personality development. It is the result of the productive processing of interior and exterior realities. Bodily and mental qualities and traits constitute a person's inner reality; the circumstances of the social and physical environment embody the external reality. Reality processing is productive because human beings actively grapple with their lives and attempt to cope with the attendant developmental tasks. The success of such a process depends on the personal and social resources available. Incorporated within all developmental tasks is the necessity to reconcile personal individuation and social integration and so secure the "I-dentity". The process of productive processing of reality is an enduring process throughout the life course.

Oversocialization
The problem of order, or Hobbesian problem, questions the existence of social orders and asks if it is possible to oppose them. Émile Durkheim viewed society as an external force controlling individuals through the imposition of sanctions and codes of law. However, constraints and sanctions also arise internally as feelings of guilt or anxiety.

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title: Socialization