The article is devoted to context specific of folk songs from the collection “Songs of people of Galicia” by polish folklorist Z. Pauli. General and subjective problems and issues of Ukrainian society in 17th and 18th centuries were revealed. Song’s lyrics were analyzed and actual problems of baroque Ukrainian’s life were highlighted. Each of these problems and issues has it’s specific worldview expression. This worldview response to society and subjective problems of Baroque was presented in folk songs. Thus, the problems (...) of Ukrainian community and personal issues was considered in terms of worldview specific. So, in our point of view the main problems of Ukrainian Baroque society were “cossachyna” and conscription. Attitude of ordinary people to cossacks, their life and role in the state’s fate presented in historical songs, epic songs and Cossack songs. Context of these songs from Z. Pauli collection showed us some important worldview responses to the Cossacks. As a response to the historical events of the seventeenth and eighteenth centuries formed the cult of the warrior’s force. So the main virtues were agility and courage of the warrior. “Cossack glory” was one of the main values in the mass perception of Ukrainians. And was defeating during the battle was the most threat in terms of the relatives of warrior. In the song’s lyrics of 18th century the theme of soldier’s military duty hade wide spreading. Many families had to say good bye to their close relatives. That’s why the frequently motives of soldier songs are farewell, anguish and sorrow. Social problems such as insecurity, orphanhood and gender imbalance, caused by man’s military service, became a relevant for ordinary citizens. Personal existential problems presented in lyric songs and ballads. Widespread subjective problems such as freedom of someone own choice, choice contrary to the social or family opinion, contradictory feelings, emotions and actions outlined in folk-song’s lyrics. Frequently such song’s lyrics expressed metaphysical meditations about loneliness, person’s place in the world, happiness and desire to be happy, the influence of fate on human life etc. This group of songs present a typical Baroque pessimism. So, us our research showed ancient folk songs are real rich source for understanding worldview of our ancestors. (shrink)

The article deals with the specifics of pagan and Christian beliefs in the worldview of Ukrainians of the 17–18 centuries. The term “interreligious dualism” has been proposed to refer to the phenomenon of synthesis of religious beliefs. The research is based on the analysis of samples of the spiritual culture of early modern Ukraine. The purpose is to outline the specifics of interreligious dualism in the worldview of Ukrainians of the 17th–18th centuries. The research has been conducted with the use (...) of methods of analysis and generalization. The phenomenon of interreligious dualism lies precisely in the parallel and synthetic existence of Christian and archaic points of view. Enlightened progressive clergy attempted to overcome magical mysticism, emphasizing the superstitious nature and the falsehood of man’s magical powers. From the standpoint of Christianity, the magical power of man and his attempts to manifest it condemned as sinful communications with the devil. And from a secular standpoint, magical abilities were perceived as the knowledge and skills of individual members of the community who can influence nature, the elements, the harvest, health, relationships. The average Ukrainians focused on preserving and using traditional pre-Christian beliefs in everyday life. Resistance was not caused by Christian ideas themselves, but by strict church formality and rituality. The phenomenon of interreligious dualism in the 17th and 18th centuries looks like the search for a non-conflictual combination and compromise between the archaic and the Christian views. (shrink)

Aging is associated with decreased functional connectivity in the main brain networks, which can underlie changes in cognitive and emotional processing. Neurofeedback is a promising non-pharmacological approach for the enhancement of brain connectivity. Previously, we showed that a single session of infra-low frequency neurofeedback results in increased connectivity between sensory processing networks in healthy young adults. In the current pilot study, we aimed to evaluate the possibility of enhancing brain connectivity during aging with the use of infra-low frequency neurofeedback. Nine (...) females aged 52 ± 7 years with subclinical signs of emotional dysregulation, including anxiety, mild depression, and somatoform symptoms, underwent 15 sessions of training. A resting-state functional MRI scan was acquired before and after the training. A hypothesis-free intrinsic connectivity analysis showed increased connectivity in regions in the bilateral temporal fusiform cortex, right supplementary motor area, left amygdala, left temporal pole, and cerebellum. Next, a seed-to-voxel analysis for the revealed regions was performed using the post- vs. pre-neurofeedback contrast. Finally, to explore the whole network of neurofeedback-related connectivity changes, the regions revealed by the intrinsic connectivity and seed-to-voxel analyses were entered into a network-based statistical analysis. An extended network was revealed, including the temporal and occipital fusiform cortex, multiple areas from the visual cortex, the right posterior superior temporal sulcus, the amygdala, the temporal poles, the superior parietal lobule, and the supplementary motor cortex. Clinically, decreases in alexithymia, depression, and anxiety levels were observed. Thus, infra-low frequency neurofeedback appears to be a promising method for enhancing brain connectivity during aging, and subsequent sham-controlled studies utilizing larger samples are feasible. (shrink)

Purpose. The purpose of the study is to outline the links between individual and collective dimensions of the human worldview. This purpose requires solving two tasks: to update philosophical ideas formed by reflection on human and community worldview; to identify and generalize the relationship of singular and general in the context of the problem of human worldview. Theoretical basis. The study is based on philosophical reflections about manifestations of singular and general worldviews. Such reflections appeared in European philosophy quite a (...) long time ago. Ukrainian and foreign philosophical discourse considers both measures of the worldview. And a role of the carrier of worldview plays either human or society. We can see that in researches of S. Krymskyi, I. Nadolniy, V. Popov, N. Rozhanska, V. Tabachkovskyi, V. Shynkaruk, V. Poythress, D. Rousseau, D. Billingham, C. Gianolla and others. However the links between individual and collective dimensions of worldview are not clearly outlined. It is possible to note the research of V. Popov who focuses on the problem of socio-collective and individual dimensions of worldview. But the scientist focuses more on the use of the concept of worldview in these two meanings. Human as a social being interacts with worldviews of other individuals. That is why we can speak of two dimensions of the worldview function: individual and collective. This problem became topical due to acuteness of the links between human and society in modern life. Originality. The author outlined key links between individual and collective dimensions of human worldview functioning. The study identified a role of human as a carrier of the worldview in formation of collective worldview. Conclusions. Human as a worldview carrier plays a key role in formation of collective worldview. In philosophical discourse thoughts about links between individual and collective worldviews are different and sometimes conflicting. We have a discussion problem of uniformity and diversity of collective worldview. Collective worldview is showed as a circulation of different ideas and views of individuals. But collective worldview is showed as a whole system of individual views too. Collective worldview manifests as integrated phenomenon because it is based on common worldviews of individuals. At the same time the human is influenced by collective worldview in particularly as a past generation heritage. (shrink)

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of (...) Ukraine, in the 2011/2012 school year, about 40% of schools are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives. (shrink)

The subject of this research is the reflection of Russian realities of the mid XVIII century in cultural sphere. The article touches upon the problem of cross-cultural communication between Russia and France in the XVIII century: the theme of “French presence” in the Russian art and theater culture of the first half and the middle of the XVIII century. The acquired results elucidate the characteristic features of the relations between French and Russian people during this period. The research was conducted (...) with consideration of the unity of internal and external, subjective and objective factors within the framework of the cultural-historical process. The conclusions were made leaning on the analysis of the entire range of sources use and existing research traditions. The article reveals the contribution of the French representatives of art and culture while their stay in Russia, as well as describes the forms and manifestations of their activity that in prospect affected the image of Russia. The author believes that working at the Russian Court, the French representatives imposed the vision of their country on Russia, transforming the Russian images in the French spirit. The presented materials are valuable for the study of cross-cultural communication between Russia and France in the XVIII century. This article is important and relevant in the conditions of constantly developing cultural dialogue and determination of the new vectors of cooperation between the countries. (shrink)

У статті представлені головні філософські ідеї французьких, німецьких та польських персоналістів. У своїх працях німецькі та французькі філософи зосереджуються передусім на проблемах гідності особи, її прав та суспільній свободі. Головною тематикою польських персоналістів є спроба дати визначення, ким є особа, її буття, відносини індивідуальної особи з іншою особою та зі спільнотою осіб, а також з навколишнім світом. Відзначається, що головним представником французького персоналізму є Е. Муньє, який вирізняв дві форми персоналізму: теоретичну і прагматичну. Він також подав розрізнення особи та індивідууму, (...) наголошував на жертовному характеру особи та важливій ролі любові у її житті. У статті розглянуто філософські погляди польських персоналістів, таких як К. Войтила, Ч. Бартнік, В. Гранат, котрі піднімають проблеми щодо християнського персоналізму та його ролі, розуміння особи, її гідності, прав, суспільного виміру. (shrink)

У статті проаналізовано наукові дослідження компетентності професії бухгалтера як фахівця управління бізнес-процесами в переробній галузі АПК. Охарактеризовано етапи розвитку вимог до посад головного бухгалтера та фінансового директора. Визначено переваги бухгалтерської професії, систематизовано основні посадові вимоги до неї. Окремо розглянуто питання етичної поведінки бухгалтера і сформовано авторське бачення принципів такої поведінки. На думку автора, отримані в статті результати є підґрунтям для вирішення науково-теоретичних питань щодо проблем підвищення фахової компетентності бухгалтера.

There has been noted that in the process of the development of economic relationship, improvement and technology integration, innovations and transformations implementation, increase in productivity and activity outcomes the principles of management, development and system functioning are changed, complemented and transformed. There has been found that to meet the goals of industrial enterprises development, encourage co-operation of all units in the system during development, make financial and economic, production and technical managerial decisions on the basis of systemic approach to management, (...) analysis of systems principles, development and management of phenomena and processes it is necessary to take into account the developed basic and additional principles of formation of the strategic management system of the industrial enterprise development. The basic principles are: flexibility, integrity, optimality, efficiency, productivity; the additional ones: rationality, correspondence, dynamism, control. The multitude of the mentioned principles has been formed according to managerial actions that correspond to the stage of the formation of the development goal (correspondence and dynamism principles), stages of development management (flexibility, integrity, optimality, rationality, control principles) and stages of development goals realization (efficiency and productivity), which ensures specification of the role and principles in the process of the industrial enterprise development. The principles are subdivided according to subsystems of inner state (production and realization - flexibility principle, financial state - integrity, resource state - flexibility principle), the subsystem of outer state (correspondence and dynamism principle). There have been determined principles that characterize the functioning of all subsystems within the system of strategic management of development during the formation of managerial decisions (optimality, rationality and control principles) and during the results of the industrial enterprise development (efficiency and productivity principles). (shrink)

У статті сформульовано концепцію формування системи стратегічного управління розвитком підприємства, яка є комплексним поєднанням внутрішніх ключових аспектів забезпечення стійкого функціонування й факторів зовнішнього впливу, що дозволяє досягти чіткої взаємодії, координації, узгодженості управлінських рішень при їх упровадженні у фінансово-господарську діяльність за умов пріоритету цілей розвитку. Емпірична, теоретична й методологічна основи концепції генерують практичну значущість отриманих результатів дослідження.

У статті обґрунтовано науково-методичний підхід до формування системи управління інноваційною активністю підприємства в умовах розвитку, який упорядковує застосування стратегій управління інноваційною активністю відповідно до видів інновацій, внутрішніх і зовнішніх умов їх реалізації, дозволяє зіставити різні групи і види стратегій, що забезпечує комплексне прийняття управлінських рішень і дозволяє підвищити ефективність стратегічного управління розвитком підприємства. У роботі отримав розвиток понятійний апарат теорії інновацій у частині проробки понять "інноваційна активність" і "управління інноваційною активністю" суб'єкта господарювання. Запропоновано комплексний підхід до визначення інноваційної активності, яка (...) трактується автором як процес, що забезпечує досягнення цілей інноваційного розвитку на основі формування інноваційного потенціалу, активізації, стимулювання та інтенсифікації інноваційної діяльності в умовах стратегічного управління розвитком промислового підприємства. Даний підхід враховує як потребу у розвитку, так і основні базиси досліджуваного процесу, що є відмінністю від існуючих формулювань поняття, в яких вказані аспекти подаються розрізнено. Визначено мету інноваційної активності, що полягає в пошуку механізмів, які забезпечують здійснення інноваційного процесу на промисловому підприємстві для своєчасного реагування на ринкові виклики в умовах розвитку. Сформульовано основні характеристики інноваційної активності в системі різноманітних видів активності, виділено організаційно-економічні стимули до реалізації інноваційної активності: результативне управління ресурсами, особливо інтелектуальними, інвестиційними та фінансововими; інтенсифікація змін зовнішнього середовища; державна політика, пов'язана з розвитком бізнесу, регулюванням конкурентного ділового середовища, створенням інноваційної інфраструктури. Під управлінням інноваційною активністю пропонується розуміти систему стратегічних управлінських рішень, спрямованих на забезпечення інтенсивного та ефективного здійснення інновацій у процесі розвитку промислового підприємства. (shrink)

The purpose of the study is to reveal the main determinants for improving quantitative criteria in the future of improving the strategic management of a regional territory, based on the developed mechanism of a structured approach in a strategic plan for each participant in the construction of territorial indicators. The work highlights the problems of strategic management in a regional context, special attention is paid to research in the field of evaluation criteria in strategic planning. In particular, the problems of (...) determining the effectiveness of making and implementing management decisions are considered. Particular attention is paid to the preparation and development of the process of strategic forecasting, namely the use of the quantitative forecasting method in assessing strategic management. Obviously, when developing a strategic direction, the adapted elements require adjustments and additions, which is being carried out at the present time. Such changes and additions are promoted not only through legislative and regulatory activities, but also by scientific research, which, in turn, develop new directions of strategies for the development of the country's territories. Scientific novelty lies in the disclosure of the main determinants for improving quantitative criteria in assessing the strategic management of a regional territory, based on the developed mechanism of a structured approach for all participants in territorial indicators. As a result of the study, a new approach to solving the problem of quantitative assessment of strategic management for economic entities and sectors of the economy of the territories was developed. (shrink)

The article presents a research work in a context of highlighting the peculiarities of development of Ukrainian choral art. The research describes the main theoretical and methodological approaches to defining the essence of choral art and postmodernism as a basis for the formation of a new worldview, a new thinking, which is a sign of a challenge of modernity. The basic context of formation of choral art is researched. The results of the research form the main historical trends in a (...) development of choral art in the context of a basis of a human worldview and factors shaping an idea of worldview as a cultural manifestation of an era. In the research the tendencies are identified in postmodern influence on the development of a culture, in particular choral art. Postmodernism is defined by a worldview that has become a challenge to the social development in the post-industrial era. In postmodern period appear art movements of surrealism, abstractionism, impressionism, symbolism and other cultural and art movements, which are reflected in an unrealistic way, indicating new trends in a new society. We used analytical and research methods, a characteristic of music and game activities. Methods of a synthesis, an analysis and interpretation of choral art in a context of development of the Ukrainian culture were used for the research. The results of the research confirmed that in the conditions of postmodernism new tendencies of choral art are formed, which presents mental features in a context of information, a post-industrial society. (shrink)

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

The purpose of the article is to analyse Friedrich Nietzsche’s ideas about the radical social division of society and the domination of the elite over the masses in the context of the latest socio-economic, technological and political realities of the post-industrial society. The authors emphasize the existing social demand for the study of threats that arise from social divisions due to the influence of the information society. In these processes, the authors trace a peculiar kind of recent interpretation of Nietzsche’s (...) ideas about the “Übermensch,” owing to a radical change in the information space under the influence of the technological revolution. It is stated that the modern information society forms a new radical social division into the upper class of intellectuals and the general mass of consumers, provokes the emergence of a “divided civilization,” where under the slogans of supporting the idea of meritocracy, a society with new social divisions is formed. Ignoring the humanistic meaning of rights and freedoms, perceiving them exclusively as a technological tool for the introduction of irresponsibility make it possible to justify the rule of Nietzsche’s “Übermensch.” The “Übermensch” is now the bearer of knowledge, which is necessary for modern civilization. Nietzsche’s calls for the destruction of cultural tradition are used as a justification for the rejection of personal freedom, human rights, as well as the rejection of state institutions capable of protecting them. The authors conclude that the information society, which is based on technological innovations, faces a range of socially dangerous consequences, as well as the deformation of the system of established values. Thanks to the manipulative tools generated by technological progress, new formats of inequality are emerging and taking root. The appearance of powerful information resources strengthens the ability to control the behaviour of the individual, expands the power of a small group of people who control the information space. This is what actualizes Nietzsche’s statements about the radical division of society and the domination of the elite over the masses in the new socio-economic and technological realities. (shrink)

We study experimentally a coordination game with N heterogeneous individuals under different information treatments. We explore the effects of information on the emergence of Pareto-efficient outcomes, by means of a gradual decrease of the information content provided to the players in successive experiments. We observe that successful coordination is possible with private information alone, although not on a Pareto-optimal equilibrium. Reinforcement-based learning models reproduce the qualitative trends of the experimental results.

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 article explores the concept of humanism both in modern discourse and in historical retrospective. Human has always been at the center of philosophy, regardless of what spheres of being were studied. Anthropology, cultural studies, psychology, philosophy, and many other sciences explore various manifestations of a person, all of which are ultimately designed to answer perhaps one of the most critical questions – what makes us human? However, this discourse significantly changed over the course of two thousand years. For example, (...) Martin Heidegger points out an important nuance of the emergence of the concept of humanism, namely, as a kind of chauvinism – the division into humans (Romans) and non-humans (barbarians). This point of view is often overlooked, but it is critical to understanding the essence of this phenomenon. In the subsequent era of the Middle Ages, human was understood as the opposite of the divine, but in such realities, there were humanistic ideals and values. Already in the Renaissance, a return to the traditions of antiquity was announced, but the understanding of a person acquired a romantic character. Humanism clearly saw something more in a person than a person himself could demonstrate. It is for this metaphysical image that many critics of humanism have criticized this phenomenon. However, where there is criticism, there is progress, which is why this concept has gained a new round of discourse, which is why new trends have appeared that have brought the concept of humanism to a new theoretical level. As a historical phenomenon, humanism is faced with certain difficulties of new eras; because of these collisions, humanism is modified and adapted. Among humanism’s problems are multiculturalism, technological breakthroughs, and the need to search for new theories. In its development, the course of humanism takes on various forms and iterations. It is worth mentioning transhumanism (the idea of becoming someone more than just a human), posthumanism (philosophical views on human nature as a posthuman), and global humanism. (shrink)

Business and Society Review, Volume 126, Issue 1, Page 25-35, Spring 2021.

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)

"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)

This article interprets the formation of personal value orientations in the context of the artistic perception of the world. Personality is formed in the process of socialization and self-realization. Every person in the world is an individual, and individuality is formed in the process of acquiring value orientations, as well as in the conditions of cultural and educational development. Thus, an individual perceives the world and the environment in own way. His or her idea is a consequence of the value (...) perception of the world, which arose as a result of certain life experience and educational activitiy. Human has a value attitude to oneself, to people, to art, to work, to society and state, and such an attitude is formed individually for everyone, but on equal conditions. After all, each individual has own characteristics, own worldview, dreams, and ideas. The perception of art is phenomenological in the formation of value orientations of human. After all, works of art are already a consequence of a certain value representation of a creator, which is interpreted through the work of art. In the course of our research the integration method of synthesis and the analysis of figurative structure, and, the characteristic of works of art are used. The methods of synthesis, analysis and interpretation contribute to the scientific perception of works of art that influence the formation of human values to culture. The results of our study reveal that in general, value attitude are formed throughout a person's life. (shrink)

BackgroundGenealogical research and ancestry testing are popular recreational activities but little is known about the impact of the use of these services on clients’ biological and social families. Ancestry databases are being enriched with self-reported data and data from deoxyribonucleic acid analyses, but also are being linked to other direct-to-consumer genetic testing and research databases. As both family history data and DNA can provide information on more than just the individual, we asked whether companies, as a part of the consent (...) process, were informing clients, and through them clients’ relatives, of the potential implications of the use and linkage of their personal data.MethodsWe used content analysis to analyse publically-available consent and informational materials provided to potential clients of ancestry and direct-to-consumer genetic testing companies to determine what consent is required, what risks associated with participation were highlighted, and whether the consent or notification of third parties was suggested or required.ResultsWe identified four categories of companies providing: 1) services based only on self-reported data, such as personal or family history; 2) services based only on DNA provided by the client; 3) services using both; and 4) services using both that also have a research component. The amount of information provided on the potential issues varied significantly across the categories of companies. ‘Traditional’ ancestry companies showed the greatest awareness of the implications for family members, while companies only asking for DNA focused solely on the client. While in some cases companies included text recommending clients inform their relatives, showing they recognised the issues, often it was located within lengthy terms and conditions or privacy statements that may not be read by potential clients.ConclusionsWe recommend that companies should make it clearer that clients should inform third parties about their plans to participate, that third parties’ data will be provided to companies, and that that data will be linked to other databases, thus raising privacy and issues on use of data. We also suggest investigating whether a ‘generational consent’ should be created that would include more than just the individual in decisions about participating in genetic investigations. (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)

Can parents who choose not to vaccinate their children be held legally liable for any harm that results? The state of laboratory and epidemiological understanding of a disease such as measles makes it likely that a persuasive causal link can be established between a decision to not vaccinate, a failure to take appropriate precautions to isolate a non-vaccinated child who may have been exposed to measles from highly vulnerable persons, and a death. This paper argues that, even if a parent (...) chooses to not vaccinate a child under a state law permitting exemptions, that decision does not create complete protection against liability for the adverse consequences of that choice. (shrink)

Consider this hypothetical scenario involving a choice not to vaccinate a child. Ms. S has a niece who is autistic. The girl's parents are suspicious that there is some relationship between her autism and her Measles Mumps and Rubella vaccination. They have shared their concerns with Ms. S. She then declines to have her own daughter, Jinny S., vaccinated with the MMR vaccine. To bypass the state's mandatory vaccination requirement, Ms. S claims a state-legislated philosophical exemption, whereby she simply attests (...) to the fact that she is opposed to vaccinating her daughter due to a conscientiously held belief. At the age of four, Jinny goes on a trip by airplane to Germany with her mother. After returning to the United States, she attends daycare despite having some mild cold symptoms. Subsequently, she develops a classic measles rash, at which point her mother brings her to a pediatrician and keeps her home from daycare. (shrink)