The emergence of the Cossack community on the southern border was conditioned by its population growth and the necessity to protect Ukrainian lands from Tatar expansion. The long stay of the Cossacks far from the volosts (rural municipalities) raise the need for uniting into cohesive troops led by an experienced ataman. They built fortified towns and small settlements to defend against Horde attacks and securely store their booty. Russian officials wanted to use the Cossack potential and repeatedly offered the ruler (...) of the Grand Duchy of Lithuania to build a powerful fortress on the border with the Crimean Khanate in the 20s and 40s of the ХVІ c. However, due to a shortage of resources, Prince Dmytro Vyshnevetskyi was only able to realize this idea later. There are different versions regarding the castle’s location, purpose, and architectural style. However, the idea of identifying Vyshnevetskyi “town” with the so-called “Khortytska Sich” seems doubtful. No direct evidence of the Sich’s functioning in the 50s of the XVI c. has been found in written sources. Only the presence of a “fortress” or “castle” in Zaporizhzhia is recorded. At the same time, a representative of an aristocratic family made great efforts to defend Ukrainian lands, thus contributing to the consolidation of the Cossack community. This marks the outstanding role of Prince-knight Dmytro Vyshnevetskyi in national history. The castle he built on the Kichkaskii cape of the Dnipro River, also documented in the sources as Mala Khortytsia, served as a prototype for fortifications of the Zaporozhian community. This community, established on the island of Tomakivka in the ХVІ с., came to be known as the Zaporozhian Sich. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

The article is devoted to populism as a political phenomenon and as an object of analysis in po- litical theory. The focus is on the debate around the definition of populism. The article reviews various approaches to the study of populism, particularly ideological and discursive approaches. The author also analyses populism from the point of view of the normative theory of democracy and discusses the issue whether populism is a threat to liberal democracy or a correction of it. The problem (...) of defining ‘the people’, a key populist concept, is considered separately, and it is concluded that nationalist and populist discourses essentially intersect, so it is impossible to separate them completely. The article argues for a discursive approach to populism. Populism’s primary feature is a claim to speak in the name of the people. Populism is an element of the representative demo- cracy and represents both its constant potential and a menace to it. Populism also appeals to the claim for democratic legitimacy that is a basic normative demand in modern societies. It is logi- cal to consider populism not as the essential characteristic of a political actor (party, movement, leader) who is or is not a populistic but as the aggregation of the populist repertoire, a combina- tion of its elements and their orientation. (shrink)

Uncertainty and instability haunt us every day in today’s new reality. The purpose is a theoretical justification and empirical study of the hardiness of the personality in critical conditions of life. Psychodiagnostic complex of hardiness is indicated as a factor of personality adaptation. High average and high levels of hardiness are characteristics of an independently developed personality with a high ability to adapt. It has been established that the average level of hardiness contributes to the optimal experience of situations of (...) uncertainty and involves a person’s choice of coping strategies to counteract the new difficulties in professional and personal life. It has been substantiated that respondents who have high rates of hardiness have a higher level of adaptation efficiency. It has been stated that “risk acceptance” as the component of hardiness of participants of the “Work and Travel” program is more pronounced than in the respondents of other samples. It has been proved that empirical research of semantic psychological parameters of personality hardiness in critical conditions of life allowed to draw significant conclusions. It is noted that the results of the study need to be operationalized in training, educational and developmental and psycho-correctional practices. It is emphasized that the obtained empirical results should be used in the training of applicants for psychological specialties. (shrink)

Researchers distinguish two approaches that are paradigmatic for the cluster of social theories: positivist and interpretivist. We have outlined the problematic core that contains the main differences between positivist and interpretivist sociology. In our opinion, the opposition between positivist and interpretive sociology is indicative of social theory, and we have shown the dual nature of social reality. We refuted the classification of social theories into nominalist and realist, showing that such a division does not reveal the dual nature of social (...) reality. The difference between interpretivism and positivism is that positivist sociology focuses on the study of social systems as an independent reality, while interpretive social theory thematises social reality as a socio-cultural universe, and from this perspective raises the question of social institutions. (shrink)

Since its inception, the theory of modernization has undergone so many transformations that it makes sense to speak of a «modernization discourse» rather than a theory and to consider the concept itself from the point of view of social epistemology in conjunction with social imagination. This paper is devoted to substantiating this approach. The concept of modernization is interesting in this regard because it contains not only hermeneutic but also prescriptive elements: by placing society in a broader historical framework of (...) past, present and future, it creates a normative horizon for self-understanding and social transformation. It allows us to imagine our society as a historical whole, to imagine a social ideal and social development as a path towards it. At the same time, it appeals to the images of the social imagination - the social imaginary, depending on the context. A separate question, therefore, is what semantic load this concept receives when it is adopted by a different socio-cultural and political context. Such research could help to understand the internal logic of political processes in a society and its destiny. The paper consists of three subsections: the first is devoted to an overview of theories of modernization and their transformation under the influence of social epistemology; the second deals with the imagination as an anthropological a priori for considering social imagination; finally, the last subsection, which also serves as a conclusion, justifies why, given the purpose of the study, it is more appropriate to consider the concept of modernization in the context of the social imagination rather than as an ideology. The concept of ideology refers to political bias, to the question of truth and a critique of power discourse. In contrast, the concept of social imagination is politically neutral and refers to a cultural background of politics. It thus circumvents Man nheim’s paradox by being conceptualized as constitutive of a political order. (shrink)

The process of the liquidation of the Hetmanate lasted for decades because of its scale and the constant need of Russia in the Cossack Army. Empress Elizabeth’s regime continued the centralizing policies introduced by Tsar Peter I. In anticipation of the possible consequences of this centralization, in the early 1860s Hetman Kyrylo Rozumovskyi tried to strengthen local governance by reforming his administrative system and judiciary, outlining the justification of his measures in an appeal to Empress Catherine II, entitled “Petition of (...) the Little Russian Nobility and Officers, Together with the Hetman Concerning the Restoration of Various Old Rights of Little Russia.” At the same time, Catherine II’s State Secretary, Grigorii Teplov expressed opposite views to the positions expounded in the “Petition,” in his so-called “Notes on Violations in Little Russia.” The main theses of Teplov’s memorandum were used by the Empress in secret guidelines issued to Petr Rumiantsev in his position as the President of the Second Little Russian Collegium. The reasoning of the above-mentioned documents formed the basis for Rumiantsev for the liquidation of the Ukrainian state. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The purpose of this article is to analyze the variability of the "Self-made-man" idea in the context of the Christian Middle Ages in its primarily historical and philosophical presentation. Research is based on the historical and philosophical analysis of the medieval philosophy presented foremost by the works of Aurelius Augustine, P. Abelard, Thomas Aquinas, and also by the modern researches of this epoch. Theoretical basis. Historical, comparative, and hermeneutic methods became fundamental for this research. Originality. The conducted analysis allowed to (...) draw a conclusion that, despite the still existing view of the Middle Ages as a kind of an ideological gap in the formation of the self-determination idea, the Christian philosophy of this period not only does not reject but also gives essentially the universal character of the ancient intention to recognize the individual’s right to self-determination and self-government, makes it not only religiously acceptable but also obligatory. Conclusions. Despite to general theocentrism, providentialism and fatalism of Christian medieval philosophy and culture in general, at its epicenter there is a man of a special type, focused on preserving spiritual autonomy and identity in the social dimensions of their existence, and at the same time, on personal responsibility for their own destiny. Such focus became a logical and somewhat unexpected result of the complex interaction of numerous factors of medieval culture, as well as the ideas and intentions inherited from Antiquity. In particular, the idea that a person who does not act freely cannot be morally responsible for what he does, as well as the intentions of the ancient sage to autonomy, autarky, and apoliticism. In the Middle Ages, this intention became essentially universal, as it became a right, even an obligation of every Christian to be free, at least from the worldly, in determining and realizing his own destiny. The gradual compromise recognition that personal salvation is possible only as a result of synergy, i.e. the co-participation of God’s grace and human freedom, legitimizes and strengthens its focus on active personal efforts and personal responsibility for one’s own salvation, in fact for one’s own destiny. All this in historical perspective was found in its radicalized and purified from all sorts of mystical and religious layers of expression in the idea of "Self-made-man". (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Purpose. The research is aimed at understanding the philosophical and journalistic heritage of M. Scheler during 1914-1919. "The philosophy of war" is regarded as the middle link between the phenomenological and anthropological stages of its philosophical evolution. The theoretical and methodological basis of the study is the philosophical legacy of Max Scheler, as well as the work of domestic and Western researchers devoted to this issue. Problems of Weltkriegsphilosophie become comprehensible based on the historical, logical and comparative principles of historical (...) and philosophical analysis, which allowed to theoretically reconstruct the cultural and historical context, philosophical sources and ideological intentions of the German philosopher. Originality. For the first time in domestic historical and philosophical thought, it proved that the works by Max Scheler of the First World War played an outstanding role in the formation of philosophical anthropology as a separate philosophical trend. Conclusions. The basis of the Weltkriegsphilosophie by Max Scheler is the philosophical comprehension of the war in which the thinker tries to see the high sacral meaning, where the sacrifices that the nation brings to the altar of victory are not in vain: the nation is rallying this sacrifice, its readiness for it. According to Scheler, war is the most effective means of forming the so-called "love communities", to which he refers combat brotherhood, family and nation as a "collective personality", which recognizes itself through war. The philosopher is disappointed to some part with militaristic enthusiasm in his later military journalistic works and calls for a spiritual and moral renewal of Europe, fed from Christian roots. At the heart of this renewal should be the principle of personal solidarity, based on the Christian idea of love. However, Catholic universalism is an insufficient means for the formation of a "love community" and a new man who is co-creator of God that constitutes the main core of the philosophical anthropology of Max Scheler, which emerges in the 20s of the twentieth century. Based on this, the article affirms the existence in Sheler’s works of an intermediate stage between his phenomenology and philosophical anthropology – Weltkriegsphilosophie. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

George V. Walsh examines the differences and similarities between Immanuel Kant and Ayn Rand in the area of metaphysics. He presents Kant's premises and conclusions on the major issues and provides a detailed discussion of Rand's criticisms of Kant. Walsh argues that Rand has seriously misread Kant on several points. Her interpretation—that Kant saw our sensory grasp of the world as "delusion," rather than knowledge—resembles that of Arthur Schopenhauer, except that the latter declares Kant's doctrine worthy of praise instead of (...) condemnation. (shrink)

Socioeconomic gradients in health behavior are pervasive and well documented. Yet, there is little consensus on their causes. Behavioral ecological theory predicts that, if people of lower socioeconomic position (SEP) perceive greater personal extrinsic mortality risk than those of higher SEP, they should disinvest in their future health. We surveyed North American adults for reported effort in looking after health, perceived extrinsic and intrinsic mortality risks, and measures of SEP. We examined the relationships between these variables and found that lower (...) subjective SEP predicted lower reported health effort. Lower subjective SEP was also associated with higher perceived extrinsic mortality risk, which in turn predicted lower reported health effort. The effect of subjective SEP on reported health effort was completely mediated by perceived extrinsic mortality risk. Our findings indicate that perceived extrinsic mortality risk may be a key factor underlying SEP gradients in motivation to invest in future health. (shrink)

We introduce proof nets and sequent calculus for the multiplicative fragment of non-commutative logic, which is an extension of both linear logic and cyclic linear logic. The two main technical novelties are a third switching position for the non-commutative disjunction, and the structure of order variety.