The study examines a problematic hypothesis of possible approaches to identifying the quantum physical foundations of the functioning of consciousness. The authors proceed from the fact that in modern conditions, not a single science, nor all sciences taken together, gives a final answer to the question of the “mechanism” of the origin of thought. However, this does not mean at all that research in this direction needs to be stopped. The authors express confidence that modern and subsequent research into the (...) “quantum concept of consciousness” will lead to the identification of previously unknown patterns, opening the way to the formation of new principles and approaches. As an example, the corresponding Penrose - Hameroff concept is considered. Quantum mechanics complements the tools of neurobiology and other branches of neuroscience, which together form an interdisciplinary field of knowledge that is dynamically growing and developing. The authors are not apologists for the omnipotence of quantum physics. Quantum correlates of consciousness actually mean that it is not today’s quantum mechanics itself that explains the emergence of mental states, but the fact that in the birth of these states it is essential that in the very process of the formation of neurodynamic impulses in the neurons of the cerebral cortex that generate mental states, there are processes of quantum nature. It should also be recognized that the quantum-molecular level (nanolevel) of processes in the neurons of the brain really exists and it is this that is the source of proto-consciousness. Science strives to move forward, new research programs are emerging within the framework of quantum biology, quantum psychology, quantum information science, which in turn can shed light on the hypothesis of the “quantum concept of consciousness.”. (shrink)

In the article the necessity of the definition of non-academic education as an unusual phenomenon of the modern educational world is considered. Requests for lifelong learning are becoming more and more relevant and reflect not only the need but also the reflection of the country’s stability, because education is a mainstay of the social, professional and social sectors. A specialist can meet the fast-moving demands of the labor-market only when he is able to continuously study and optimally use the accumulated (...) educational capital. In the education system, there should be opportunities for unforeseen education, which must meet the newest needs of the economy. Life-long learning becomes a necessary and increasingly important element of contemporary educational systems, where non-academic education is increasingly playing a role, in most cases, through self-education of citizens. Non-academic education is determined by the organization of systematic studies of the nature of modern knowledge as a specific type of philosophical reflection, which can be defined by the categories of activities in education. It implies improving the quality of the professional training of those who are studying on the basis of the widespread use of information and communication technologies, the formation of their skills and skills in electronic simulation. Formed effective stereotypes of thinking and behaviour require an understanding of the essence of education and bringing it to an appropriate effective template that is adapted to the educational field. The development of non-academic knowledge, unlike academic, takes place at the personal level and forms the need for the personality to be realized in public life, raising the level of mass consciousness, transforming abstract knowledge into practical. It relates to those curricula that are outside the academic formal education system. That is, non-academic education is independent of state programs of education, helping a person in a short time to translate a dream into a professional plane. (shrink)

The controversial status of goluboi as a basic color term is discussed. Fuzzy logic alone cannot reliably attribute basic status to goluboi. Recent linguistic studies support a single basic blue category. Psychophysical data on color-space distances and color naming are currently ambiguous in this regard. Correspondence:p1 Institut für Arbeitsphysiologie an der Universität Dortmund, 44139 Dortmund, Germany [email protected] www.ifado.de/projekt-06/.

Tolstoy became acquainted with the works of Henry George as he was writing his treatise “What Then Should We Do?” George’s economic ideas fascinated him so much that he stepped away from the treati...

The non-academic education as the development of socio-cultural experience that takes place outside the pedagogically organized process is considered in the article. The freedom of human cognitive activity, the expansion of the range of his hobbies, the enrichment of the spiritual world is ensured through a network of institutions of non-academic education. Non-academic education institutions transfer the knowledge and skills necessary in the field of work, which does not belong directly to the scientific content of professional activity. The term “non-academic (...) education” is not yet widespread, it is used mainly by practitioners in the field of solving general problems of education, based on human educational needs. However, the reality it reflects is well known to all, it is learning in the process of daily life. In essence and content, it is the same process of acquiring knowledge and skills, deepening worldview and enriching personal potential, which is in academic education. The difference is that it takes place outside the walls of institutions that are part of the education system. Non-academic education takes place in social institutions that perform other functions in the social division of labor: in the family, in the field of work, in various formal and informal groups and associations. A clear training goal is not necessary. Non-academic education is spontaneous, without time limits, not certified, unlike academic. Non-academic education may have some kind of documentary evidence, albeit of a non-state type. A teacher in academic education is necessarily an employee of an educational institution, and in non-academic education it is an employee, a coach, and a teacher. Training in non-academic education can be carried out on the educational portal through social services, distance learning courses of various organizations, mass open courses. (shrink)

Primary headaches are highly prevalent and represent a major cause of disability in young adults. Neurofeedback is increasingly used in the treatment of chronic pain; however, there are few studies investigating its efficacy in patients with headaches. We report the results of a cross-over sham-controlled study on the efficacy of neurofeedback in the prophylactic treatment of tension-type headache. Participants received ten sessions of infra-low frequency electroencephalographic neurofeedback and ten sessions of sham-neurofeedback, with the order of treatments being randomized. The study (...) also included a basic psychotherapeutic intervention — a psychoeducational session performed before the main study phases and emotional support provided throughout the study period. The headache probability was modeled as a function of the neurofeedback and sham-neurofeedback sessions performed to date. As a result, we revealed a strong beneficial effect of neurofeedback and no influence of the sham sessions. The study supports the prophylactic use of infra-low frequency neurofeedback in patients with TTH. From a methodological point of view, we advocate for the explicit inclusion of psychotherapeutic components in neurofeedback study protocols. (shrink)

Russia’s relations with the European Court of Human Rights since the time of Russia’s accession to the Council of Europe have received a lot of attention on the part of academic scholars, practitioners, and media. Research on the ECtHR became especially important in the context of the twentieth anniversary of Russia’s acceptance of ECtHR jurisdiction that coincided with the unprecedented worsening of relations between Russia and the European countries due to the 2014 Crimea annexation. With voices that consistently advocate Russia’s (...) exit from the CoE, we believe it necessary to examine Russia-ECtHR relations as they are presented in the academic narrative. Drawing mostly on Russian-language sources, we want to highlight the variety of overarching themes and arguments relating to the crisis caused by the 2015 Constitutional Court Decision. We would like to examine various dimensions of this “crisis,” in order to be able to conclude whether Russia’s reaction to the Markin case and cases of non-compliance that followed was indeed part of a broader strategy of “backlash against international courts” we are currently witnessing worldwide. In the conditions when Russia’s exit from the Council of Europe is as likely as ever, the possibility of the “snowball effect” on the part of other member states threatens undermine the very raison d’être of the European human rights protection system. (shrink)

The paper is devoted to the analysis of theurgic aesthetics in relation to the concept of utopia that initiates a different understanding of the philosophy of the Russian diaspora representatives through the prism of utopian theurgy of beauty and art. Introducing the idea of utopian theurgy of beauty and art the authors emphasize its meaningful, axiological component. The authors interpret the utopian theurgy of beauty and art in the Russian diaspora philosophy of the first third of the 20th century as (...) an aesthetically mystical experience of the imperfection of human earthly existence that causes a gap with socio-historical reality with direct co-existence of the creative individual with God who is considered to be the true Beauty, the cosmic Harmony, and the universal Love. The meaning of the utopian theurgy of beauty and art is in achieving the goal of possible union with the deity, as well as in affirming persons actions as a co-creator of the world process. The utopian theurgy of beauty and art of an optimistic nature, associated with the light of hope directed to the transformation of earthly existence is reflected in N.S. Arsenyev's idea of spiritual joy achievable in the mystical experience of "longing for Beauty in God"; in B.P. Vysheslavtsev's reflections about the artistic and creative embodiment of eros as thirst, the birth of the God-Man in beauty, as well as in I.A. Ilyin's philosophy, in which, despite disappointments in social changes, the faith in art as the Mystery, as "a service and a joy" always following sacred traditions is preserved. The aesthetic and pessimistic foundations of utopian theurgy are realized in the aesthetic views of V.V. Weidle, according to which art has lost its orientation to high objective spirituality; in S.L. Frank's idea of unrealized Beauty as a dream of the ultimate transformation of the world that is opposed by the bitter reality of the split of being; as well as in the philosophy of N.A. Berdyaev, who postulates the tragedy of earthly existence caused by the unattainability of the full realization of the cosmic Beauty that considers as the goal of the world process. N.O. Lossky's metaphysics, intuitionism and value system are of particular importance, as the utopian theurgy of beauty and art consists in the following: there always remains a share of the absolute truth in art that is the world of illusions and artists imagination; the absolute value of beauty universally valid for all substantial personalities is affirmed. (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)

The article provides analysis of the findings of the interdisciplinary studies presented in the book "Interdisciplinarity in Philosophy and Science: Approaches, Issues, Prospects" (edited by V. Bazhanov and R. Scholtz. M. : Navigator, 2015) published in 2015. In the paper, the collective monograph is described as the first Russian book on the interdisciplinarity issues which covers such abroad range of subjects and has been written with the participation of the leading foreign specialists in the field of interdisciplinarity. Specifics of philosophical (...) issues of interdisciplinarity and issues of interdisciplinarity in science are analysed in the article following the authors ofthe book. The author ofthe article points out significance of education and educational environments the formation of the idea of interdisciplinarity itself. It is concluded in the paper that learning about the issues of interdisciplinarity might be usefulfor a broad range of scholars from a great variety of fields of scientific knowledge. (shrink)

The relevance of the research. Consideration of continuous professional education as a social institution determines the relevance of the integration approach, which involves the use of a complex of measures for the integration and interdisciplinary of modern scientific knowledge, the search for new contexts of education as a productive direction for the development of scientific research, where non-academic education acts as an activity paradigm requiring theoretical analysis and scientific justification. The purpose of the paper is to analyze the peculiarities of (...) non-academic education as a modern paradigm that allows the formation of a creative specialist to be able of professional and personal self-development, for the theoretical justification of changing the educational field. Analysis of recent research and publications. The concept of continuing education as a modern educational paradigm was considered in works: V. Byashenko [1], V. Voronkova [3], T. Desiatova [4], О. Kyvliuk [8], L. Lukyanova [9], V. Orlov [10] and others. Research methodology. The systematic, informational, synergetic methods and approaches are used for analyzing the modern paradigm of non-academic education in the scientific research. Presenting main material. The making of non-academic education is considered as a socio-cultural phenomenon, which reflects the growing need of an individual in obtaining various educational services. This educational system has such features as: organization, system, professional orientation, continuity, topicality in existing knowledge acquired by a person outside the academic educational system. The main principles of non-academic education according to the research of native and foreign scientists and Ukrainian state programs are: orientation of training to meet the actual needs of its subjects; communication with practice, which manifests itself in the pursuit of life skills and preparation for active participation in society; availability of mobile flexible programs, individual educational strategies aimed at expressing, accepting and respecting individual peculiarities. Conclusions. The modern paradigm of non-academic education acts as an activity form of the development of a personality and a specialist, based on the principles of creating a productive and not reproductive system of transmitting and receiving knowledge, taking into account the whole variety of subjective and objective challenges of our time. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“We all love with the same part of the body, don’t we?”Iuliia Voznesenskaia’s Zhenskii Dekameron, New Women’s Prose, and French Feminist TheoryYelena Furman (bio)Starting out as a poet who eventually turned to fiction, Iuliia Voznesenskaia was also one of the main figures of the Soviet feminist movement, a fact that makes her biography both unusual and courageous. In the 1970s, Voznesenskaia’s involvement with the dissident movement in Leningrad resulted (...) in several arrests, imprisonment, and time in the camps.1 Although she was not initially interested in women’s issues, her incarceration in all-women’s camps and prisons convinced her that “the situation of women in our country demands special attention” (“Zhenskoe dvizhenie v Rossii” [“The Women’s Movement in Russia”] 41). Along with several other women dissidents, she founded the Soviet feminist movement, putting out the samizdat women’s journal Zhenshchina i Rossiia (Woman and Russia), which precipitated immediate reprisals from the KGB. A women’s club, Mariia, and a journal by the same name followed, as did more KGB reprisals. For her feminist activity, Voznesenskaia was expelled from the Soviet Union in 1980, settling in West Germany.2In 1985, in West Germany, Voznesenskaia wrote her first and best-known novel, Zhenskii Dekameron (The Women’s Decameron). The novel is set in a Leningrad maternity ward containing ten new mothers from different backgrounds with different life experiences: Larisa, Emma, Natasha, Nelia, Galina, and Valentina are educated and all have careers except Galina, whose occupation, admittedly strange for a feminist novel, seems to be a dissident’s wife; Ol’ga works in a shipyard; Irishka is a secretary; Al’bina is an Aeroflot flight attendant doubling as an escort on the KGB’s payroll; Zina is homeless and has served time in the camps; Valentina is a Party worker, whereas Galina is part of the dissident community. Quarantined together for ten days because of a spreading infection and inspired by Emma’s reading of Boccaccio’s Decameron, the women begin to tell each other stories to pass the time. As its title makes clear, Voznesenskaia’s novel is heavily indebted to Boccaccio’s, borrowing its structure and many of its themes, such as an emphasis on storytelling and sexual explicitness. The humor and poignancy of the women’s stories make it a highly enjoyable read, and the focus on female sexuality and the author’s play with the narrative set this novel apart from other Soviet writers’ works.3 The novel also features what is surely a unique occurrence in Russian and Soviet literature: an openly feminist character (Larisa), referred to by the authornarrator as “zhenshchinoi vpolne emansipirovannoi, mogushchei ukrasit’ soboi liuboe zapadnoe feministicheskoe obshchestvo” [“a completely emancipated woman, capable [End Page 95] of adorning any Western feminist group”] (13), who is moreover depicted in a wholly positive light.4Yet despite enjoying a modicum of success, including being translated into several languages and staged as a play, Zhenskii Dekameron remains an under-read and underrated work.5 The reasons for its relative obscurity are closely allied with Voznesenskaia’s political activities in the 1980s. Exiled abroad for being politically undesirable to Soviet authorities, she could not have her work published in the Soviet Union; rather, the novel came out in Russian in Israel in 1987 (Curtis 186n2).6 The lack of visibility from which she suffered in her native country changed only in the (post)glasnost’ period: in 1991, the novel was published in Russian in Tallinn, and in 1992, in Moscow.7 Despite being able to be published, however, Zhenskii Dekameron seems not to have made a strong impact on either readers or critics, and there does not appear to be any discussion of it in Soviet/ Russian literary journals.The novel likewise suffers from a lack of familiarity in the West. The interest Voznesenskaia generated among Western European and American feminists in the early 1980s was for her feminist activism in the Soviet Union, which preceded her novel writing. Zhenskii Dekameron seems to have made a modest impact on readers; scholars, too, discuss it only occasionally. The most comprehensive treatment of the work to date has been Jerzy Kolodziej... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 375 7he Westminster Dictionary of Christian Ethics. Edited by JAMES F. CHILDRESS and J mrn MACQUARRIE. Philadelphia: The Westminster Press, 1986. Pp. xvii + 678. $29.95. This is a second, revised edition of The Dictionary of Christian Ethics, prepared by John Macquarrie and published in 1967. This new edition follows Macquarrie's conception of a dictionary, but expands it. It includes several subject areas, basic ethical concepts, biblical (...) ethics, theological ethics, philosophical ethics, non-Cbistian ethics; psychological, 8ociological, political, and other relevant concepts; and articles on substantial issues such as war and abortion. The criterion for selection, as stated by the editor, was the importance of the topic for Christian ethical reflection. The aim was to indicate both what is agr.eed upon and what is controversial. About 40% of the entries from the first edition have been included. These are generally updated so as to include recent developments. The selection of subjects, the way in which they are treated and the list of contributors, reflect the ecumenical character of contemporary Christian ethics. The dictionary includes a host of valuable contributions. Readers who consults the work will no doubt evaluate the entries in terms of their particular purposes. This reviewer found most useful the entries which expla~ned particular basic concepts, for example Autonomy; those dealing with schools of thought, for example, Platonic Ethics, Marxist Ethics, or the contribution of particular traditions, for example, Jewish Ethics, Puritan Ethics, Official Roman Catholic Social Teaching, Eastern Orthodox Christian Ethics, and the many entries dealing with Biomedical Ethics and peace issues. 'rhere are a number of articles on topics which are most important, but for which it is often difficult to find a succinct and comprehensive treatment; such are the contributions on "Embodiment," and " Feminist Ethics." There are a number of useful entries on urg.ent contemporary questions such as Energy and Environmental Ethics. Practical questions such as the care of the aged and the ethics of counseling are also addressed. Each article has a short bibliography appended. Numerous cross-references to other relevant entries are most helpful in providing complementary information. There is a thorough index of names. The dictionary is not conceived as a compendium of the accepted or " official " ethical teachings of churches or religious traditions. Mention could be made, however, of the entry on " Official Roman Catholic Social Teaching." '¥here such teachings exist, they am usually indicated. There are some cases where the churches and/or traditions clearly differ. The approach which is most helpful to ethical debate is to acknowledge such differences clearly, with an appropriate statement of the relevant teaching. The editor himself (James F. Childress), in his own contributions, fol- 376 BOOK REVIEWS lows this p1'0cedure. Some Roman Catholic readers may find the articles on Abortion and Contraception, while excellent in other ways, less satisfactory in this respect. The general focus seems intended to be " middle of the road "; more conservative or radical groups may find their views insufficiently represented. No doubt some of the positions presented would be disputed by Christian ethicists. But the treatment of difficult points is balanced and fair. There are, unfortunately, some inaccuracies. The following examples deserve mention. In the article on Nullity, the Roman Catholic annulment is wrongly equated with papal dissolution of the marriage bond. In the article on Virtue, it is said that St. Thomas held that along with the infused supernatural virtues there are "infused natural virtues." St. Thomas spoke ratht>r of infused theological virtues and infused moral virtues (I. II, Q.63, 3.) In the article on deterrence, it is stated that the strategy of "mutual assured destruction ", dating from the 1960s, still provides the framework of American deterrence strategy. This point would be challenged by some representat.ives of the military, who claim that M.A.D. has not been policy for some years. The same article interprets the U.S. Bishops' Pastoral Letter, The Challenge of Peace. as basing its (conditional) acceptance of nuclear deterrence on the distinction between threatening to do an immoral aet without intending to do it, and threat coupled with the intent. That is, deterrence is aceepted as a "bluff." This is not a correct reading... (shrink)

One defining element of life in any Catholic educational institution, whether it be primary, secondary, or tertiary, is the focus on pastoral care for staff and students. This paper provides a distinctly Catholic definition of the term ‘pastoral care’ and briefly examines the theological foundations that underpin this concept, particularly, in relation to its application in the Catholic university. The paper traces the motif of pastoral care through the Scriptures and, building on insights from St. Pope John Paul II’s Apostolic (...) Constitution on Catholic Universities, Ex Corde Ecclesiae (1990) and the broader theological anthropology of the Vatican II Council. The paper highlights that pastoral care is not something of an extrinsically added offering to students in a Catholic educational institution, but rather something intrinsically built into its fabric. (shrink)

Для юристов-практиков и разработчиков законов, студентов, аспирантов и преподавателей юридических вузов и факультетов.

Dans ce texte de Tchaïanov daté de l’été 1917, qu’une traduction partielle rend ici pour la première fois accessible au lectorat francophone, l’agronome, économiste et spécialiste de l’économie paysanne russe défend un collectivisme fondé sur l’idée d’une résistance de la paysannerie au développement du capitalisme. Ce texte a joué un rôle décisif à la fois dans la polarisation des débats sur le collectivisme en Russie à partir de 1917 et dans l’histoire des réceptions du marxisme dans la sociologie rurale tout (...) au long du XX e siècle. En fondant certaines thèses populistes sur des études empiriques de la situation russe, Tchaïanov a permis le développement d’un « néo-narodnisme écologique » dans les sciences sociales à partir des années 1960. (shrink)

The paper aims to discuss the results of testing a neural network which classifies the vowels of the vocalic system with the [ATR] (Advanced Tongue Root) contrast based on the data of Akebu (Kwa family). The acoustic nature of the [ATR] feature is yet understudied. The only reliable acoustic correlate of [ATR] is the magnitude of the first formant (F1) which can be also modulated by tongue height, resulting in significant overlap between high [-ATR] vowels and mid [+ATR] vowels. Other (...) acoustic metrics which had been associated with the [ATR], such as F1 bandwidth (B1), relative intensity of F1 to F2 (A1-A2), etc., are typically inconsistent across vowel types and speakers. The values of four metrics – F1, F2, A1-A2, B1 – were used for training and testing the neural network. We tested four versions of the model differing in the presence of the fifth variable encoding the speaker and the number of hidden layers. The models which included the variable encoding the speaker achieved slightly higher accuracy, whereas the precision and recall metrics of the three-layer model were generally higher than those with two hidden layers. (shrink)