The article presents results of an ongoing study of centers of intellectual innovations in post-Soviet Russia. Using the European University at St. Petersburg as the main object of their analysis, the authors demonstrate how new models of academic careers, which became available in the 1980s and 1990s, were eventually institutionalized as new models of knowledge production and educational practices. Supported by American foundations, this private university had to invent a new institutional structure and to position itself within the field of (...) higher education, still mostly dominated by the state. (shrink)

В книге продолжается обсуждение тем, представленных в труде "Психология нравственности", изданном в 2010 году. Авторы обсуждают пути решения проблем и преодоления переживаемого нашим обществом глубокого нравственного кризиса.

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)

The research is devoted to the morphology that V.N. Ilyin developed in the work Static and Dynamics of Pure Form and other archival texts. Morphology is central to the philosophy of V.N. Ilyin, but it remains an unexplored subject. The article’s author explores the morphology of the philosopher from a historical and philosophical point of view. In addition to apparent influences (G.W. Leibniz, E. Husserl, N. Lossky), the article’s author revealed the connection of V.N. Ilyin’s ideas with the history of (...) Western European philosophy and his attitude to medieval thinkers. The author considered how V.N. Ilyin understood and assessed his modern philosophy and its results by the middle of the twentieth century. V.N. Ilyin especially paid attention to phenomenology and its connection with morphology, analyzing phenomenology's influence on existential philosophy. In addition to phenomenology, V.N. Ilyin highly appreciated the intuitism of H. Bergson and N. Lossky. The third main philosophical direction in the twentieth century for V.N. Ilyin was religious philosophy (Neo-Thomists and followers of H. Bergson), which aimed at creating axiology, a new system of values. V.N. Ilyin sought to combine various philosophical ideas in the project of morphology based on logic and scientific methodology. He stated the need to reform formal logic and create “metalogic” that would be more consistent with the philosophical tasks of the twentieth century. The morphology of V.N. Ilyin is based on the idea of synthesis and focuses on creating universal science. The comparison of various philosophical ideas of the twentieth century with morphology makes it possible to understand better his philosophical worldview, the course of his reflections, and the meaning of the morphological project. (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)

Introduction -- Before bushido: considering samurai thought and indentity -- First explanations of bushido in the Meiji Era -- The early bushido boom, 1894-1905 -- The late bushido boom, 1905-1914 -- The end of the bshido boom -- The Showa bushido resurgence -- Bushido in post-war Japan -- Conclusions and considerations.

This article introduces the theological and philosophical thoughts of Lev Karsavin, who was one of the most creative representatives of Russian religious philosophy in the early 20th century. His conception was historically the last amongst the great systems of Russian metaphysics of all-unity. This conception gave an opportunity for developing an understanding of the relations between God and the world, and the act of creation as gift of God.

In many films, story is presented in an order different from chronological. Deviations from the chronological order in a narrative are called anachronies. Narratological theory and the evidence from psychological experiments indicate that anachronies allow stories to be more interesting, as the non-chronological order evokes curiosity in viewers. In this paper we investigate the historical dynamics in the use of anachronies in film. Particularly, we follow the cultural attraction theory that suggests that, given certain conditions, cultural evolution should conform to (...) our cognitive preferences. We study this on a corpus of 80 most popular mystery films released in 1970–2009. We observe that anachronies have become used more frequently, and in a greater proportion of films. We also find that films that made substantial use of anachronies, on average, distributed the anachronies evenly along film length, while the films that made little use of anachronies placed them near the beginning and end. We argue that this can reflect a functional difference between these two types of using anachronies. The paper adds further support to the argument that popular culture may be influenced to a significant degree by our cognitive biases. (shrink)

The relevance of the research reflects the unity of the requirements of the Beijing Philosophical Congress "Learning to be a man" and the anniversary report of the "Rome Club" "Come On! Capitalism, myopia, population and destruction of the planet", which the transformation processes of the socio-sphere are revealed from the standpoint the need for a radical breakdown of the spiritual and moral world of man and his worldview. The foundation of these transformations is the transition in education, as the hippocrine (...) of our knowledge, the source that quenches thirst in them to the "new Enlightenment" as a decisive factor in the learning of a person to be him. This determined the purpose and objectives of the article. The purpose of the article is to substantiate the natural and necessary character of the formation of the "new Enlightenment", to reveal the architectonics of its content. Research objectives : in the context of the goal to uncover the factors that determine the need for a transition in education to the "new Enlightenment", its qualitative difference from the Enlightenment of the 17th-18th centuries; to characterize the new content of "connectedness" in education based on the use of new information technologies; analyze the process of formation of a new spiritual and moral outlook of a specialist on the universal values of humanity; focus the learner’s attention on focusing knowledge of sustainable development as a determining factor of the global problems of mankind through the interrelation of academic disciplines; an important component presents the demand for the formation of a new integral thinking, innovative in its essence and qualitatively different from the analytical one. It is noted that the transition to the path of integral thinking contributes to the connection, coordination and organization into a single whole of the fragments of the object under study. Such thinking is characterized by stability, reliability, variability; it is original in its connections with science and education, and methodological influence on individual and social consciousness. Integral thinking reflects a qualitatively new level of intelligence. Research methods: to achieve the stated goal and constructive solution of the tasks, the article used the method of abduction, analysis and synthesis, historical and logical, synergistic approach. The results of the research: a new paradigm of education is represented – the noospheric-information one corresponding to the factuality of the “new Enlightenment”, as its ability to reproduce itself on a changing scale. The change in the scale of the socio-sphere is due to its globalization processes. The content of the “new Enlightenment” is explicated as a qualitatively new level of formation of students' sustainable knowledge based on the integral innovative type of thinking based on the information resources of society, the use of modern educational technologies, as well as on the values of society, as the quintessence of its wisdom and public intelligence. Conclusions. Thus, the formation of a "new Enlightenment" is natural and necessary. This follows from the requirements of the “learn to be human” program, as well as from the development of an internally ordered education process. “New Enlightenment” also has an attribute of uniqueness, since it does not have anything to compare with, identify; it is an objective, essential, unique phenomenon; it is single, relative, determined by the previous development of education. It is based on the processes of intellectualization, innovation, informational content, humanism and is capable of solving constructively the tasks facing society. (shrink)

This article is dedicated to Nikolai O. Lossky’s intuitivism and personalism and their significance in the context of Russian philosophy. The author demonstrates how Lossky’s study of Russian philosophy influenced his work and allowed him to take a second look at a number of philosophical issues, indicating ways to develop them further. As a result of his research, Lossky discovered ideas close to his own in the works of various other Russian philosophers. Lossky became especially interested in two authors, Vladimir (...) S. Solovyov and Fyodor M. Dostoevsky. He created interpretations that examined Solovyov’s philosophy and Dostoevsky’s works from the positions of intuitivism and personalism. The study of Russian thought Lossky undertook in his book History of Russian Philosophy gave him a strong impetus for developing his own philosophical views, which were aimed at bringing philosophy and religion into closer proximity. (shrink)

The first article of the cycle “The role of skeptical evidence in the First and Second ‘Meditations’” compares the Cartesian and Sextus Empiricus’ concepts of doubt in, respectively, “Metaphysical meditations” and “Outlines of Pyrrhonism”. The article starts with the current state of the problem “Descartes and skepticism” and admits the existence of consensus about Cartesian perception of skeptical tradition: Cartesius (1) was influenced by all skeptical movements, known in his time, and (2) created a generalized notion that contains elements of (...) both Academic and Pyrrhonian origin. This consensus is the source of many contemporary studies on how different skeptical doctrines influenced certain parts of Cartesian philosophy. This article attempts to analyze possible Descartes’ use of Sextus Empiricus’ notion of phenomenon. Sextus clearly states in “Outlines of Pyrrhonism” that one cannot doubt phenomenon as something perceived directly. The article proves that (a) Sextus’ thesis about the “sensory” nature of phenomenon is metaphorical, so far as it includes (without distinction) both sensuality and the experience of thinking; (b) the phenomenon is realized through a wide range of passive states of mind that all have irresistible force of influence; (c) the impact of phenomena is always mediated by our self, because all skeptical phrases are strictly correlated with the first person singular. Some researchers distinguish Sextus’ isostenia, as one of such insurmountable states, from Cartesian doubt at the First Meditation, which is allegedly based on a purely volitional decision. The article proved that this argument is artificial, since Descartes’ volitional decision is caused by initial inability to take the dubious as if it were certain. Thus, Cartesian approach can be considered a specific kind of isostenia. Such parallelism is a reason to assume a key role of Sextus’ understanding of insurmountable power of phenomena in Cartesian anti-sceptical argumentation. This assumption will be tested in the following articles of the cycle. (shrink)

The Crimea Conference is by all means an extremely complex historical event. Any attempt to estimate its role and significance without analyzing its ethical components would unavoidably result in unduly simplifying the historical reality of the time, as well as in forming erroneous assumptions that would necessarily be used in the analysis of the causes of Cold War. A thorough examination will show that as far as the ‘ethical’ issues are concerned, there are significant developments with regard to general methodology, (...) as well as its application to the sources. Generations of historians who have addressed the issue of Yalta Conference, although they have not been able to form a scientific, distinct ‘ethical’ tradition so far, have developed all the necessary prerequisites for its establishment. This is evident in the possibility of segmenting the issue in two parts on the one hand, and on the other in the availability of sufficient sources, structured databases, and selected outstanding works. Still, there are no studies about the Yalta Conference so far that address exclusively ethical issues concerning ‘good’ and ‘evil,’ ‘morality,’ ‘duty,’ and ‘honor.’ Although historiographical approaches are to a large extent dependent upon ethical viewpoints, in the case of Yalta agreements so far there have been no techniques available, so as to connect historical accounts with ideology, and historical facts with their philosophical background. In a sense, the situation is quite the same as it is with the study of prehistory: although there is an abundance of data and facts that can be primarily processed, there are no methodological guidelines, nor any devices to classify and explain them. This is also typical for any question raised about the ethics of the Yalta agreements in February 1945. (shrink)

Statistical physics cannot explain why a thermodynamic arrow of time exists, unless one postulates very special and unnatural initial conditions. Yet, we argue that statistical physics can explain why the thermodynamic arrow of time is universal, i.e., why the arrow points in the same direction everywhere. Namely, if two subsystems have opposite arrow-directions at a particular time, the interaction between them makes the configuration statistically unstable and causes a decay towards a system with a universal direction of the arrow of (...) time. We present general qualitative arguments for that claim and support them by a detailed analysis of a toy model based on the baker’s map. (shrink)