The history of "displaced persons" is one of the major historical context of the postwar period. On the European continent, it lasts throughout the second half of the 1940s in the territory occupied by Germany, Austria and Italy. From our point of view, the study of the problem has a very strong historiographical focus, which is associated with a number of national studies. Therefore, this article is dedicated to one of the main problems, which are common to all national historiography: (...) the problem of publishing the "displaced persons". The study is based on analysis of visual journalism as a historical source on the history of ordinary life DPs. The main source is regarded magazine "DiPiniada", which V. Ellis and V. Odinokov, published in a DPs camp Pasing-Munich. On the pages of the satirical magazine in 1946-1947 addressed many current topics of ordinary life of displaced persons. In general, "DiPiniada" is an important visual historical source. On the basis of press of displaced persons, ex-DiPi memories, the author makes two main conclusions. Firstly, "Dipiniada" magazine tells the story of ordinary life in the camps DiPi both artistic "language", and contextual "language". Secondly, the satirical nature of the publication is the reason for its historical authenticity, because humor is possible only in conditions of a familiar image. It is noted that the investigation has prospects both in methodological and in the objective aspects. (shrink)

One of the most important philosophical principles in contemporary natural science is the principle of the universality of evolutionary development , which was argued with much force and depth in F. Engels's The Dialectics of Nature. For the more than a century that has passed since Engels's sweeping synthesis of knowledge in the natural sciences, his revelation of the unity of the processes of evolution in inanimate and animate nature, including the inevitably and law-governed appearance of its "highest flower, the (...) thinking mind," where appropriate conditions for that appearance arise, this principle of development has assisted in the achievement of many impressive advances. The general outlines of the evolutionary process of nature, in its infinite diversity, are now emerging in ever sharper relief, although our knowledge of that process still contains many rather serious lacunae. It is significant to note that the progress of natural science leads not only to modifications but often even to radical revisions of many notions about the evolution of nature, including those that seemed unchallengeable. (shrink)

This set reprints volumes that were orginally published by Routledge and Kegan Paul Ltd. in 1953. Landmark volumes at the time of their original publication, these titles do not merely expound the theoretical constructions of Russian philosophers, but also relate these constructions to the general conditions of Russian life. Volume One examines the historical conditions of the development of philosophy in Russia and explores the general features of Russian philosophy. It also surveys the principal works on the history of Russian (...) philosophy. Volume Two includes biographies and examination of the themes of the following philosophers; Vladimir Solovyov, V.D. Kudryavtsev, N.F. Fyodorov and Later Hegelians such as Chicherin, Debolski and Bakunin. This volume also provides analysis of various schools of thought in Russian philosophy in the twentieth century, for example; Neo-Leibzianism, Modern Positivism and New-Marxism to name but a few. (shrink)

The concept of activity focuses on the uniqueness of human social life, which consists of the fact that men purposively transform objective nature and social reality. The characteristic feature of the social life of human beings is that it is manifested only through their activity, which has various aspects and forms.

Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be illustrated in the (...) context of mathematical problem solving and used to explain the development of conceptual structure in mathematical problem solving. We focus on how acts of mental re‑presentation play a vital role in the gradual internalization and interiorization of solution activity. Method: A conceptual analysis of the actions of a college student solving a set of algebra problems was conducted. We focus on the student’s problem solving actions, particularly her emerging and developing reflections about her solution activity. The interview was videotaped and written transcripts of the solver’s verbal responses were prepared. Results: The analysis of the solver’s solution activity focused on identifying and describing her cognitive actions in resolving genuinely problematic situations that she faced while solving the tasks. The results of the analysis included a description of the increasingly abstract levels of conceptual knowledge demonstrated by the solver. Implications: The results suggest a framework for an explanation of problem solving that is activity-based, and consistent with von Glasersfeld’s radical constructivist view of knowledge. The impact of von Glasersfeld’s ideas in mathematics education is discussed. (shrink)

Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: Herr’s target article outlines a teaching approach that illustrates and explains how radical constructivism can be used to teach architectural design principles to a large cohort of students. Herr’s approach consists of a hybrid set of instructional activities whose implementation was supported by her establishment of a social climate in the classroom that encouraged the contributions of individuals in (...) the learning process. The activities included the integration of lectures with other teaching formats, the use of open‑ended problem solving tasks, and the use of small‑group projects. I will discuss each of these activities and offer a recommendation for future research. (shrink)