The relevance of the study is that the analysis of education as a factor in the formation and development of a creative personality and the conditions conducive to the emergence of a "new creative class" is done. Formulation of the problem - the conceptualization of education as a factor in the formation and development of a creative personality, its main categories in terms of "creativity" and the demand of man as a creator of an innovative environment, based on a new (...) level of interaction "man-society-education", changing the model of sociality. Analysis of recent research and publications. In the study, we rely on the phenomenon of creativity, which is studied in the works of V. Andruschenko, V. Beh, V. Voronkova, A. Kravchenko, S. Kutsepal, O. Kivlyuk, R. Olexenko. The main focus is on Richard Florida's work "Homo creatives: How the New Class Conquers the World". The matrix of education as a factor in the formation and development of a creative personality focuses attention on the discourse thinking of the relationship "creative personality-education" and the influence of the information society on these relationships. Exemption of unexplored parts of the general problem - conceptualization of the concept of "creative personality" and its role in modern information society. At the heart of the study - the conceptualization of the basic schemes of creativity and this is a scientific novelty. The epistemological character of the statement and the praxeological solution of this problem in favor of a creative person and education show that the society must have the necessary and sufficient resources for the reproduction of a creative person and its effective development that affects the social sphere of man. The basic material. The analysis of formation and development of the creative person as the main factor of education is carried out; the definition of "creative personality" is presented; it is proved that the creative component is the dominant factor necessary for solving problems of efficiency of all spheres of activity, including economic ones; conditions that contribute to the growth of the creative component in the future are analyzed ; It was found that it is a "creative social class" as a new class of information society. The object of research is the concept of a creative personality as a new social and cultural phenomenon. The subject of research is the influence of the information society on the formation and development of a creative personality. Methodology is a method of cultural creation, which provides an opportunity for the formation and development of a creative personality. Conclusions - the concept of education as a factor in the formation and development of a creative personality in the conditions of the information society is formed. (shrink)

The urgency of the study of the interaction of man, culture and education in the information society is gaining momentum, as the information society needs to deepen this interaction. This problem arises because people are beginning to rethink the problem of the context of the interaction of culture and education, which affect the person as a creature. The purpose of the study is to conceptualize the interaction of man, culture and education in an information society that requires conditions under which (...) effective interaction is effected that influences the deployment of essential forces in these areas. Formation of the aims of the article: studying the problems of human interaction, culture and education in the conditions of the information society; Identification of the concept of "educational and informational culture" as the coexistence of educational and information culture; an analysis of the interaction of man, culture and education as a value-mutually determined phenomena of human existence, which saturate, enrich and complement each other. An analysis of recent researches and publications from which the solution to this problem was initiated: the use of articles by the authors of V.Andruschenko, T.Andruschenko, O.Bazaluk, A. Boyko, V.Vashkevich, V.Voronkova, L.Gorbunova, O.Kivlyuk, S. Klepko, A. Kravchenko, S. Kutsepal, O. Punchchenko, I. Radionova, N. Skotnoy. Among the Belarusian scientists, we distinguish works by P. Vodopianov, A. Zelenkov, A. Lazarevich, V. Starginsky, V. Tsepkalo. Among the foreign ones are works by Carol Dvec, Richard Florida, Mary Furst and Jurgen Trinks, Eric Brignolfsson and Andrew Macafi, and others. Research methodology is a method of cultural creativity, which contributes to the construction of a model of cultural and innovative education and polity as the main drivers of sustainable development. Scientific novelty - identification of problems of interaction of man, culture and education in the conditions of the information society, contributing to the formation of a new cultural and educational policy as a policy of sustainable development. The results of the research: the interaction of man, culture and education - it is a valuable inter-deterministic phenomena of human existence, which saturate, enrich and complement each other. Therefore, the emergence of the concept of educational culture, and sometimes there is a scientific and educational culture, or educational and information culture, is not accidental in the information age. It is also complemented by the concept of "cultural and educational policy". Conclusion - we formed the concept of interaction of man, culture and education in the information society, based on a new cultural and educational policy that contributes to the formation of a policy of sustainable development. (shrink)

The relevance of the study is that creativity is analyzed, which is the basis for the formation of creative and innovative potential of a person as a factor in the formation of an information-digital society. Goal setting is to conceptualize a person's creative and innovative potential as a factor in formation of an information-digital society, a key factor in business, education, healthcare, law, or any other field. The creative and innovative potential of man has caused and will cause profound changes (...) in the ways of our work, in values and desires, in almost every aspect of our daily existence. Analysis of recent research and publications. In the study we rely on the phenomenon of creativity, which are explored in the works of V. Andrushchenko, V.Bech, V.Voronkova, A.Kravchenko, S.Kutsepal, O.Kyvliuk, O.Punchenko. The focus is on Richard Florida's work, Homo creatives: How the new class is conquering the world. The matrix of creative-innovative potential of a person actualizes attention to the discourse-understanding of the relations "creative personality-digital society" and the influence of the information-communicative society on these relations. The purpose of the study is to conceptualize the creative and innovative potential of a person as a factor in the formation of an information-digital society. The basis of the research is the conceptualization of basic schemes of creativity, which is a scientific novelty. Economy is the defining basis of a creative and digital society. Because information and innovation potential is the driving force of economic development, it is aimed at transforming the economy into a digital and innovative one by its degree of influence. Presenting main material. The analysis of formation and development of creative and innovative potential of a person as a factor of formation of information and digital society is carried out; the definition of "creative and innovative potential of a person as a factor of formation of information and digital society is presented; it is proved that the creative component is the dominant solution of problems of innovative and digital activity, including economic; conditions that contribute to the growth of human creative and innovative potential are analyzed; revealed that it represents the "creative and innovative potential of man" as a new dimension of information and digital society. The object of the research is the concept of creative and innovative potential as a new social and cultural phenomenon. The subject of the research is the influence of the information-digital society on the formation and development of creative and innovative potential. Methodology - a methodology of cultural creativity that enables the creation and development of creative and innovative potential. Conclusions - the concept of creative and innovative potential of a person as a factor of formation of information and digital society is formed. (shrink)

The relevance of the research topic is that the theme of education is relevant in the information society, which is called "the society of knowledge", digital society, smart society, which requires the formation of an appropriate model of creative education and creative personality. The purpose of the article is the conceptualization of the creative model of education as a factor of innovative development of society. Objectives of the research: to develop a model of creative education of the society of the (...) e-era, where the algorithms and digital technologies dominate; to reveal the conditions and directions of the development of the technological revolution 4.0 and globalization 4.0, which distinguishes the incredible speed during which changes are taking place; to reveal the essence of the creative process and the consequences of its implementation in the model of creative education. Using the methodology of system analysis, forecasting and modeling, to explore the conceptualization of the influence of the creative model of education on the development of an innovative society in the conditions of technological revolution 4.0 and globalization 4.0. An analysis of recent research and publications, which launched the solution to this problem. We rely on the research of O. Bazaluk, V. Bekh, V. Andrushchenko, O. Kivlyuk, R. Oleksenko, M. Kyrichenko, V. Kremen, V. Melnyk, V. Nikitenko, A. Punchchenko, D.Sviridenko, S. Terepischiy, in whose works a creative model of the information society was launched. Among the foreign authors, we highlight the work of such authors as Al-Khalili Jim, E. Brignolfsson, E. Makafi, K. Kevin, O 'Riley Tim, D. Rose, K. Stainer, V. Stargins, V. Tsekalo, P. Florida, M. Ford and others, who presented the theme of creativity in the conditions of technological revolution 4.0 and globalization 4.0. The scientific novelty of the research is the conceptualization of the creative model of education as a factor of innovative development of society. Results of the research: the conditions of the formation of an innovative society were found out, based on which the creation of a model of creative education and creative personality; the definition of creative education and creativity personality and the need to form a new model of education and personality. Conclusion - Higher school should equip young people to work in the conditions of the innovation era - new knowledge, prepare to master the necessary skills and competencies, to be constantly prepared for the constant updating of knowledge of their profession and obtaining new demanded skills of digital society, namely, to develop creative competencies, with the communication, information, digital competencies of the digital era. (shrink)

The relevance of the research topic is that various approaches are analyzed on the essence of globalization, which is represented as an objective, qualitatively new process of internationalization and integration of all fields of activity of the modern civilizational structure. Analysis of the literature. The works of A. Appadarui, Z. Bauman, U. Beck, Z. Bzezhinski, F. Braudel, I. Wallerstein, E. Giddens, P. Drucker, M. Castells, T. Levitt, I. Tirikyan, K. Waite, F. Fernandez-Armestro, S. Huntington. In the post-Soviet space, the ideas (...) of globalization were developed in the works of V. Inozemtsev, V. Stepin, A. Chumakov, P. Vodopyanova, V. Voronkova, O. Punchenko, A. Zelenkova, C. Kirvel, A. Lazarevich, V. Nikitenko, A. Sosnin, A.Utkin and many others. The aim of the article is to concretize the concept of “globalization”, and also through the analysis of tectonic shifts in the world sociological system, to represent the main socio-political, cultural and civilizational dimensions of this concept. Research objectives - in the context of the stated goal, the essence of the social dynamics of a globalizing world is revealed. Research Methodology. The methodology is based on an integrated approach, due to its interdisciplinary nature. The result of the study. Sociodynamics is revealed as the process of its deployment in time and space in conjunction with the social organization of social organization, as well as with social changes and upheavals affecting the progressive course of its development. The contradictory nature of globalization has been proved, its brilliance and poverty are revealed with specific examples. The whole range of problems of globalization as a multidimensional phenomenon is actualized. The reasons that prevented the implementation of the concept of Western ideologists about building a unipolar world and the creation of a single governing body under the auspices of the United States are revealed. Sociodynamics of the global world, in the context of the goal set, is reflected through the prism of the financial and economic dimension; through the formation of frontiers, fraught with the charge of aggravation, instability, risks, dynamic chaos. Conclusions. The mechanisms of regulation of the emerging chaos in social relations - threats, sanctions, crisis fluctuations, the use of “soft power”, conflicts, etc. are substantiated. Such dimensions of sociodynamics as environmental and demographic are described, the negativity of their development at the present stage is revealed. (shrink)

The present article analyzes the foreign language teaching approaches in the studying process of social and cultural sciences such as social philosophy, political science, cultural studies, psychology, sociology, history and others that possess a number of units and structural elements of the social and humanitarian sciences; The article defines the importance of facing to the cultural and geocultural values during the foreign languages studying and reveals its significance. Each of the above sciences studies the specific features of geoculture which can (...) extend our knowledge by the means of foreign language on the one hand and to master the foreign language with the help of the mentioned subjects from the other hand. (shrink)

This article is aimed at examining the impact of Jesuit philosophical education, particularly the Cursus Conimbricensis, on the intellectual culture existing during the 18th and 19th centuries in the Slavic territories now part of Belarus, Russia, and Ukraine. We have sought to trace the movement of Coimbra Aristotelianism to the East and discern the most promising directions for further research. Although any direct references to the Coimbra Course made by Russian-speaking intellectuals of the period are hard to find, we propose (...) an examination of the circulation and provenance of the actual volumes as a means of establishing the link between Slavic thought and Coimbra Jesuit Aristotelianism. (shrink)

The urgency of the study of the formation of the concept of information and communication society in the context of theoretical and methodological analysis is conditioned by the development of information and communication technologies and the Internet in the XXI century. One of the results of the development of Internet technologies is the emergence of an information and communicative society through the Internet as a social system that needs a theoretical and methodological context of measurement. In today's conditions of the (...) information revolution, the communicative clarification of social reality, the place and role in it of the individual, the study of communicative actions and communicative competences of the individual is important. The central problem is the phenomenon of an information and communication society as a complex social phenomenon. The problem of the research is to analyze theoretical and methodological principles of the formation of the concept of an information and communication society, based on advanced information and communication technologies. Methods and approaches - synergistic, anthropological, axiological, which allowed penetrating the essence of the information and communication society, analyze the socio-anthropological, socio-economic and socio-cultural dimensions of the information and communication society. The result of the research - the modern information world, informationalism and the economy are completely dependent on networks and are created by information technologies, which in general forms an information and communication paradigm of society. Information resources are presented digitally or electronically using electronic means. Conclusion. The intensive use of information and computer technologies has been acquired at the present stage of social development of a global nature, which forms new contours of modern civilization. Information and communicative development of society as a civilizational paradigm of the XXI century forms such a kind of society, which was called the informational, determined by the informatization of life, caused by information and computer revolution. (shrink)

Актуальність дослідження в тому, що проаналізовано умови формування «кліпової культури» віртуальної людини у віртуальному світі. Термін « кліпова культура» введений в обіг О.Тоффлером і порівнюється з віртуальною культурою інформаційного суспільства. Постановка завдання. Проблема аналізу викликана тим, що особистість сьогодні формується у штучно створеному віртуальному світі, що спотворює особистість і формує її розірваний і нецілісний образ. Даний тип суспільства як віртуально-онлайнового потребує його тлумачення та аналізу нового понятійно-категорійного апарату. Аналі з останніх досліджень і публікацій. О. Тоффлер як один з найбільших теоретиків (...) інформаційного суспільства достатньо чітко визначив атрибути нової народжуваної культури – її образний, демасифікований, віртуальний характер. Про цю ситуацію відмічав З. Бауман, який писав про суспільство індивідуумів, уразливих фрагментацією, «індивідуалізованого суспільства постмодерну». Проблемикліпової культури» віртуальної людини епохи постмодерну розглядали також Дж.Байрем, Д.Белл, Дж.Гелбрейт, М.Кастельс, Й.Масуда, В.Фрексіс та інші. Виділення недосліджених частин загальної проблеми – концептуалізація поняття «кліпова культура» та її виявлення в суспільстві постмодерну. В основі дослідження – концептуалізація базових схем «кліпової культури», яка є синонімом віртуальної, та виявлення її впливу на розвиток та самоідентифікацію особистості. Постановка завдання – використання синергетичної методології, що дає можливість проаналізувати «кліпову культуру» епохи постмодерну та її вплив на особистість. Виклад основного матеріалу. Проаналізувати феномен «кліпової культури» як соціального та культурного феномена; виявлено вплив кліпової культури на особистість у постмодерному суспільстві; визначено атрибути кліпової культури – її образний, демасифікований, віртуальний характер. Висновки – сформовано концепцію кліпової культури та її вплив на розвиток і самоідентифікацію особистості в інформаційному суспільстві. (shrink)

Актуальність дослідження полягає в тому, що сьогодні туризм став невід'ємною частиною стабільного і стрімкого розвитку кожної країни світу, оскільки він є одним з найбільш динамічних та вигідних серед усіх галузей світової економіки, сприяє посиленню та поширенню економічних, соціальних та культурних зв'язків. У сучасному світі туризм розглядається як соціально-економічний феномен, який безпосередньо і опосередковано впливає на розвиток інформаційного суспільства та всієї пов'язаної з ним інфраструктури. Сучасний туризм базується на високому рівні розвитку транспорту, соціальної сфери та послуг, що, в кінцевому рахунку, перетворює (...) його у високоприбуткову галузь економіки. Дослідження, проведені Всесвітньою туристичною організацією, показують, що стан світової індустрії туризму, незважаючи на об'єктивні труднощі останніх років, в цілому стабільний, і промисловість підтримує позиції найбільшого, високодохідного та швидкого розвитку, зростаючий сектор світової економіки. Мета статті. У статті ми намагаємося проаналізувати та осмислити дослідження щодо пріоритетних напрямків розвитку туристичного бізнесу в умовах інформаційного суспільства. Проблема дослідження пов'язана з впливом туризму на людину на духовному рівні та самореалізацією в інформаційному суспільстві та глобалізації; розглядаються ризики, які можуть виникнути в результаті реалізації проектів, пов’язаних із туристичним обслуговуванням. Метою дослідження є виявлення впливу туризму на людину в контексті глобалізації та інформаційного суспільства та визначення напрямків розвитку туризму в інформаційному суспільстві та глобалізації. Методи дослідження, які використовувались: теоретичний аналіз, синтез та узагальнення. Результати: намічені напрями розвитку туризму в інформаційному суспільстві та глобалізація, а саме: активно активізувати туристичне законодавство, сприяти розвитку діяльності туристичних операторів на рівні державних структур, стимулювати приватну ініціативу місцевих туристичних фірм, приділяти особливу увагу підвищенню ролі туристичної безпеки, сприяти розвитку наукового дискурсу туризму, сприяти поглибленню взаємодії та різноманітності підприємств, державних та громадських організацій та об'єднань, сприяти зміцненню соціальної орієнтації туризму, доступному для всіх верств населення, вивчити досвід країн, які активно займаються туристичним бізнесом. (shrink)

The inclusion of Eastern Slavs in the sphere of religious and cultural influences of Byzantium was a tremendous event both in national and in world history. Since then, the main center of the culture of Kievan Rus, incorporating a complex of ideas and functions of the spiritual, public and private life of ancient Russian society, became the Eastern Christian temple in its local version.

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

The urgency of the study lies in the fact that modern socio-economic development is characterized by a constant updating of the system of scientific knowledge, an intensive increase in the number and complexity of information. In these conditions, the task of highly qualified specialists, who on a qualitatively new theoretical and methodological basis, can analyze the complexities of the modern world deeply and systematically, make optimal solutions for society as a whole and for the economy, in particular rises as the (...) main task of high school. The central problem is the study of methods and approaches of scientific knowledge, through which one can deeply penetrate into the essence of the investigated phenomena and processes of objective reality. The objectives of the study are to analyze a set of methods and approaches that, in their totality, constitute a methodology and organization of scientific research and are useful for social sciences and humanities and behavioral sciences. Methodology - - the doctrine of the rules of thinking in the creation of the theory of science. The methodology is considered as a doctrine of the scientific method of cognition or as a system of scientific principles, on the basis of which the research is based and the choice of a set of cognitive means, methods and means of research is carried out. The result of the study. Philosophical methodology carries out two types of functions: 1) reveals the meaning of scientific activity and its interrelation with other spheres of activity, that is, examines science in relation to practice, society, human culture; 2) solves the problem of improvement, optimization of scientific activity, going beyond the limits of philosophy, although based on the ideological and general methodological guidelines developed by it. Methodology is a conceptual statement of the purpose, content, research methods, which provide the obtaining of the most objective, accurate, systematic information about the processes and phenomena being investigated. Conclusions. The methodology and organization of scientific researches investigates the regularities of the functioning and development of science, the structure and dynamics of scientific knowledge, deep penetration into the essence of the investigated phenomena and processes. (shrink)

The urgency of the study of "stem-education" as a factor in the development of "smart-society" is that this kind of society is a continuation of information and "knowledge society", which is developing on the basis of smart technologies. The concept of smart society is at the heart of modern state-owned development programs of South Korea and Japan. In South Korea, the National Social Agency has developed a "Smart Society Strategy" that introduces the technological foundations of smart societies. The central issue (...) of Smart-society is business, which makes managing more intelligent and activities aimed at using knowledge and innovation. The objectives of the study are to identify the "stem-education" endpoint through the use of electronic and collective technologies, which become more massive and effective, and through the use of natural, engineering and maternal education. It is no coincidence that this concept is documented in the Europe 2020 Strategy: Smart Growth Strategy, which includes the development of an economy based on knowledge and innovation, fosters sustainable growth, more efficient use of resources, and inclusive growth and strengthening of high employment. Countries such as the United States, China, Australia, the United Kingdom, Israel, and Singapore carry out state-of-the-art stem-education programs. The methodological basis of the study is systematic, structural, axiological, synergetic methods and approaches that have allowed disclosing stem-education as the leading trend in the world of educational space. Conclusion - It is proved that stem-education is an innovation that combines the traditions of natural and mathematical education, is based on the principles of fundamentalism and knowledge-based, combining technological, organizational, material and technical resources and human capital. As a result of the development of stem-education at the expense of ICT, business processes, governance, and management reform are undergoing change, leading to economic, social and managerial processes at a higher level in some of those societies. Smart society is a new quality of society in which the combination of the use of new technologies will allow people to improve the quality of their lives. This article presents philosophical and educational reflection of smart-society as a new model of the information society and presents its impact on human capital. It reveals timeliness of this topic, which is innovative and hardly developed. It analyses international experience in establishment and growth of smart-society and dimensions of axiological field of smart-society, which is based on axiological matrix of information and knowledge, which are considered and being civilized dimensions of modern society. The main idea is to prove the evolution of the information society to smart-society and the possibility of establishment of smart-society in Ukraine. The analysis of smart-society formation was made and its characteristics were defined, which claims priority role in the world information space formation and contribute to the competitiveness of Ukraine in the international information space. (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. 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)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (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)

The importance of communities in strengthening the ethics of international collaborative research is increasingly highlighted, but there has been much debate about the meaning of the term ‘community’ and its specific normative contribution. We argue that ‘community’ is a contingent concept that plays an important normative role in research through the existence of morally significant interplay between notions of community and individuality. We draw on experience of community engagement in rural Kenya to illustrate two aspects of this interplay: (i) that (...) taking individual informed consent seriously involves understanding and addressing the influence of communities in which individuals’ lives are embedded; (ii) that individual participation can generate risks and benefits for communities as part of the wider implications of research. We further argue that the contingent nature of a community means that defining boundaries is generally a normative process itself, with ethical implications. Community engagement supports the enactment of normative roles; building mutual understanding and trust between researchers and community members have been important goals in Kilifi, requiring a broad range of approaches. Ethical dilemmas are continuously generated as part of these engagement activities, including the risks of perverse outcomes related to existing social relations in communities and conditions of ‘half knowing’ intrinsic to processes of developing new understandings. (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)

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.