The authors investigated the relevance of consequentialism in commercial space exploration as well as in the actively developing space market. The authors conclude that space expansion and colonization of space objects will lead to a revision of the foundational consequentialism provisions. Consequentialism, formed during the history of terrestrial civilization, loses its effectiveness under conditions of space commercialization. The basics of planetary thinking are different from those of cosmic thinking. Therefore, considering the meaning of the terms “cosmic expansion” and “colonization of (...) the cosmos” through the existing theory of consequentialism faces serious contradictions. There is a range of problems that are not explored in modern philosophy and ethics due to the lack of an empirical basis for philosophical analysis. (shrink)

The authors investigated the relevance of consequentialism in commercial space exploration as well as in the actively developing space market. The authors conclude that space expansion and colonization of space objects will lead to a revision of the foundational consequentialism provisions. Consequentialism, formed during the history of terrestrial civilization, loses its effectiveness under conditions of space commercialization. The basics of planetary thinking are different from those of cosmic thinking. Therefore, considering the meaning of the terms “cosmic expansion” and “colonization of (...) the cosmos” through the existing theory of consequentialism faces serious contradictions. There is a range of problems that are not explored in modern philosophy and ethics due to the lack of an empirical basis for philosophical analysis. (shrink)

The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...) scientific and philosophic basis for the cosmic education where the subject is a comprehensive process of formation and directed progress of both an individual mind and a conglomerate of minds called the "psychospace". The cosmic education researches the permanent progress of the intelligent matter of the Earth. The purpose of the cosmic education has been determined as formation of a planetary and cosmic personality. According to the authors, a planetary and cosmic personality is a harmony of mind, soul, and body, and such harmony is directed to usethe internal creative potential of mind to the benefit of the intelligent matter of the entire Earthand the cosmos. The properties of such a planetary and cosmic personality are being improved continuously; they are a sample (the ideal) of the cosmic pedagogy and the image of a human being of the future. Through the usage of the entire potential and art of upbringing and educating, the cosmic pedagogy is called to embody the major properties of the image of a human being of the future in the new generations of minds and to form a planetary and cosmic personalitycapable of self-actualization to the benefit of the permanent progress of the intelligent matter. (shrink)

The author offers his own vision of the unification of four fundamental interactions through a philosophical analysis of the categories of time and space. Time and space are coexisting self-sufficient phenomena. Time connects three global spaces (inert, living and intelligent substances) into a single hierarchy of the universe. The unification of space and time took place at the first stage of the modern world structure, during the formation of the first global space-time. The cosmological singularity was determined by two main (...) parameters: substance (state of matter) and the energy embedded in it. The author comes to the conclusion that strong, weak and electromagnetic interactions are forces that determine different spaces (geometric constructions). All geometric constructions of fundamental particles are determined by 3 forces (energies). Gravitational force is time, "time-energy", relative to which and "in which" geometric constructions take place. (shrink)

We analyse some current trends of viewing transformational changes of humankind. We present the key role played by philosophy of education in shaping an image of the future human being. We also determine the main characteristics of the personality of the planetary-cosmic type and the system of his personal, local and global interactions.

The article answers the question: “How does the agathos of Dasein-psyche and Dasein-Intelligent-Matter come into being?” or “How does the meaningful-presence of Dasein-psyche and Dasein-Intelligent-Matter come about?” The author turns to the philosophy of Plato and Heidegger and presents Dasein-psyche as an elementary structure or a Dasein-Intelligent-Matter actor. The Dasein-psyche’s meaningful presence is significantly conditioned by the focus and limits of the arete potency, set by Dasein-Intelligent-Matter. The anthropologization of Dasein transforms the individual discourse and a way of life in (...) accordance with the arete potency. The arete potency is the source of Dasein-psyche’s meaningful presence. The anthropologization of Dasein sets free arete, providing the transforming of the arete existentials potency into the energy of Dasein-psyche’s meaningful presence. The disclosedness of arete is an “ideal” state of the Dasein-psyche sustainable development and prosperity, the agathos of Dasein-psyche and Dasein-Intelligent-Matter. (shrink)

This book is a contribution to the philosophical discourse on education. Education is considered as a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato's dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, biology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, (...) for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy. (shrink)

Werner Jaeger argued that Plato was perhaps the first to use the word mould, πλάττινν, for the act. It follows from Plato’s philosophy that the arete is unable to independently free itself from hiddenness and overcome the boundaries of the physical world to master the “human sophia.” Plato’s philosophy creates a recognizable image of political education: education as the moulding of a certain “correctness of the gaze” on the image of the highest idea. The moulding power of the transcendental ideal (...) is used to establish the focus and limits of self-realization. A specific discourse and way of life are formed that provides the mastering of the “human sophia.” We have designated the method of achieving “human sophia” with the metaphor “philosophy-as-away-of-life.”. (shrink)

In the article, the author examines five main, in his opinion, theories of human origins and finally proposes his own, which consists in the formation of the so-called "associative capacity", which is part of the overall development of the psyche, including the conscious and unconscious.

The author examines a basic ontological dichotomy stated in Plato’s Timaeus. The goal is to harmonise it with the Big Bang Theory and the expansion of the Universe argumentation. Using Plato’s Vocabulary helps to combine the modern understanding of fundamental physical phenomena with Platonic philosophy. Moreover, the use of Platonic philosophy as an authoritative beginning and Platone philosophandi ratio triplex as the way to follow (méthodos) exhibits a new quality of the Big Bang theory. Specifically, the ability to combine physical (...) (primary) and existential (secondary) meanings to define critical phenomena “come to be,” “cease to be,” and “to be.” The author considers the formulated questions “What is aletheia?”, “What is there in alethes?”, “What is the phúsis of the form as the dúnamis?” and “What is dianoia of the hominin form?” as the sources of the “turning round of the psukhe” to the main question: “What is meaningful phúsis?” The issue inquiry guarantees humanity the fundamental competitive advantage in the expanding kósmos and being among the forms that come to be (gígnomai) and always is purely (ón). (shrink)

Along the strike of this article we’ll try to perform two tasks. The first one is to review the world existence but not in form of concept but in form of modern scientific-philosophic system of views on the Universe structure and on the processes of formation and development of non-organic world, worlds of life and intelligence. The second one is to answer the question “what is the essence of human life?” through the scientific-philosophic understanding of the world existence.