У статті розглядається діяльність УГКЦ в сфері збереження української ідентичності нової хвилі міграції. Використовуючи традиційну стратегію, Церква шукає нові підходи до мігрантів, спираючись на старі та відшуковуючи нові культурні коди, зрозумілі сучасному українцю в його інкультураційних намірах за кордоном.

Higher education can be successful only if special work on the development of two of its main components – value and cognitive. Among the values of education one should first call knowledge as the most valuable and education as value. Cognitive foundations of teaching epistemology reveal its core – that can determine its internal goal, which is the knowledge as a educational material. It should rather talk about the different principles and methods for technologization at various stages of training. Dealing (...) with different contexts of application knowledge, we have different ways to formalize it, including the use of various applications of computer processing. Only by defining the following general settings with formalize knowledge, you can successfully apply the techniques of informatization to educational process. Any research program, as well as, eventually, the very cognitive paradigm is essentially a plan of action. The difference is that this plan controls the behavior not of one person but of a social group, or rather the team of associates who share certain fundamental principles of science. Pedagogy is presented both as a system of knowledge and system of values at the institutional level, and especially at the level of society and its identification of these two systems facing the challenge of reconciliation, then individual knowledge and values merged – especially through education. Splitting knowledge and values is rather analytically possible, if the knowledge and values have their defenders in different social groups, it is evidence of social pathologies that can lead to a radical social change and the collapse of society as a whole. Higher education can be successful only if special work on the development of two of its main components – value and cognitive. Among the values of education one should first call knowledge as the most valuable and education as value. Also person receives education for the sake of the future of public recognition, which will provide access to a number of material and spiritual wealth, will provide the foundation for future family and other personal projects. Finally, carrying out a preliminary examination of values that have relevance to education can not be ignored and the values that formally belong to other spheres of social life and other social systems – economic, political, legal, religious, aesthetic, etc. values substantially, although and each in its own way, to motivate education. Cognitive foundations of teaching epistemology reveal its core – that can determine its internal goal, which is the knowledge as a educational material. Scholar, teacher and specialist practices operating information that coincides only partially. You should refer to the image of "black box" for that what happens inside is unclear, but clearly know that you must provide the "input" to the "black box" in order to get something that is expected. For pedagogy what is happening in science remains a "black box" incomprehensible to the end of the procedure, but the teacher rightly expects that the results of these procedures will give the result to be useful for education – what is commonly called the scientific data. Furthermore, for practitioners are not always clear operations that makes a teacher, they are to them as the "black box", but the result – professionally educated person who is ready to begin practice in a particular area and has the necessary professional competence. Thus, the "output" of each language game should be information that is required for the following language games – at least when talking about the pedagogy from the cognitive point of view. If we consider the educational process as a "black box" that can be considered its "input" scientific evidence, and "output" – professional competence. And as the very education system decides what constitutes appropriate scientific data, so only the future employer decides what constitutes adequate professional competence. Thus, the "input" should be such technologization on the principles to be agreed between science and education, the "output" – between education and the requirements of professional practice, and only inside the educational process are used purely educational technology. It should rather talk about the different principles and methods for technologization at various stages of training. Dealing with different contexts of application knowledge, we have different ways to formalize it, including the use of various applications of computer processing. Only by defining the following general settings formalize knowledge, you can successfully apply the techniques of informatization of educational process. Due to a clear outline boundaries of formalization one can carry a total computerization of learning, not just segmental, occasional use of information technology. It should be then reformatting all the educational material, making it more analytically organized. Actually, one can talk about pedagogy as logic that operates on specific variables to be only the rules of coordination, adherence and submission. Any research program, as well as, eventually, the very cognitive paradigm is essentially a plan of action. The difference is that this plan controls the behavior not of one person but of a social group, or rather the team of associates who share certain fundamental principles of science. Pedagogy is presented both as a system of knowledge and system of values at the institutional level, and especially at the level of society and its identification of these two systems facing the challenge of reconciliation, then individual knowledge and values merged – especially through education. Splitting knowledge and values is rather analytically possible, if the knowledge and values have their defenders in different social groups, it is evidence of social pathologies that can lead to a radical social change and the collapse of society as a whole. (shrink)

В центрі уваги автора статті робота Ж. Дельоза «Логіка смислу», своєрідний маніфест онтології епохи постмодернізму, де змальовується картина світу культури, котрий не має суб’єкт-об’єктного відношення, тобто це світ, де зникає центр, навколо якого ієрархічно організовувався увесь категоріальний апарат традиційної філософії, а тому втрачає сенс традиційний поділ філософії на онтологію, логіку та теорію пізнання. Предметом аналізу у Ж. Дельоза постає співвідношення сенсу і мови, мови і філософії, філософії і світу.