The article is the first exploration of Mārganāṭyam, a new tradition in the performing arts of modern India, created from the beginning of the XXI century by an outstanding researcher of musical, theatrical and dance culture, Kalamandalam Piyal Bhattacharya and his students. It is based on the many years of the author’s personal observations, interaction, interviews and discussions with the participants of “Chidakash Kalalay. Centre of Art and Divinity”, an artistic community based on the direct transfer of knowledge and skills (...) from teacher to students, which has developed around Piyal. The features of the method of reconstruction of the ancient Indian theater, the flexible application of the legacy of the past in modern conditions are under study. Particular attention is paid to the artistic interpretation and comprehension of the Indian philosophical heritage, and above all the concepts and worldview of Nyaya and Vedanta systems, transferring them to the space of scenic images. The presented material demonstrates that an integrated approach to the artistic heritage, a metatheater, combined with individual pedagogical unfold of the personality of the artists, creates the possibility of recreating the long-vanished tradition and complex philosophical issues in a way that is well understood today, relevant and reflects the essential needs of modern creators and viewers of the Indian theater at large. (shrink)

The research analyzes the social ontology of the American philosopher B. Epstein. Social ontology studies the nature of the social world: what are its main elements and how they come together. There are different theories in modern social ontology: the theory of structuration, the theory of communicative action, social constructivism, critical realism. B. Epstein opposes psychological theories of social ontology and ontological individualism in explaining the social world. B. Epstein distinguishes between ontological questions about the social world and causal relationships (...) between events. The initial category of social ontology for American philosopher is a social fact. To establish a social fact, two actions are necessary: to give an ontological explanation of the existing social fact and to find facts that determine the conditions necessary for a social fact. Accordingly, B. Epstein distinguishes between two projects: the project of the foundation of a social fact and the project of fixing a social fact. The project of the foundation of a social fact provides an ontological explanation of a social fact, studies the conditions for the presence of social facts. The fixation project explores what gives rise to the conditions of the basis for social facts. The ground relation and the fixation relation are not causal relationships. A social fact must have diachronic constituent elements, which is, in particular, a test of social theory for truth. The article also discusses the theory of social facts by J. Serle. The theory of J. Serle B. Epstein refers to a psychological concept based on the collective acceptance of certain rules by the community. This position does not seem to be entirely correct, since J. Searle, in understanding the nature of a social fact, relies on social institutions, and the fact itself refers to institutional facts. (shrink)

RESUMO No artigo, apresenta-se um panorama da vida e da obra do professor, filólogo e cientista russo N. Vassíliev, com ênfase em sua contribuição para os estudos bakhtinianos internacionais. A longa convivência e parceria dos autores com N. Vassíliev permite-lhes não só desenhar o perfil de um pesquisador sério das humanidades, mas também mostrar seu mundo de paixões pessoais e o papel de sua biografia na escolha do núcleo de suas pesquisas científicas: a problemática dos estudos bakhtinianos. Dedica-se atenção especial (...) às soluções propostas por ele ao problema dos textos disputados. ABSTRACT The article presents an overview of the life and works of the Russian scholar, philologist Professor Nikolay Vasiliev and the assessment of his contribution to international Bakhtin studies. For many years the authors have communicated and cooperated with N. Vasiliev during the long years that give them the opportunity not only to create a portrait of this serious researcher, but also to show the world his hobbies, how his biography influenced on the choice of the issue of Bakhtin studies as a central topic for his research. Special attention is paid to his proposed solutions to the problem of disputed texts. (shrink)

Personal branding has become an important concept in management literature in recent years. Yet, with more than 100 scholarly papers published on the concept to date, it has developed into a fragmented area of research with a diversity of definitions and conceptual boundaries. This paper posits that this heterogeneity of extant research impedes theoretical and empirical advancement. To strengthen the foundation for future work, we review the extant literature and offer an integrative model of personal branding. Through our systematic literature (...) review we identify the key attributes of the construct, establish its clarity by comparing it with similar concepts in its nomological network, and suggest the definitions of personal branding and personal brand based on the reviewed literature. Further, we propose a theoretical model of personal branding summarizing the findings from the reviewed papers. The proposed model outlines the trends conducive to personal branding, as well as its drivers, processes, and outcomes. Finally, we discuss ethical implications of personal branding for both scholarly work and practice. In conclusion, we outline a further research agenda for studying personal branding as a critical career and organizational behavior activity in contemporary working environment. (shrink)

ABSTRACTThis article intends to reconsider the epistemological status of delusional beliefs on the basis of Wittgenstein’s conception of certainty. Several works over the last two decades have compared delusional beliefs with so-called hinge propositions, which – according to Wittgenstein – function as expressions of objective certainty. This gives rise to a paradox. On the one hand, delusions are compatible to Wittgensteinian certainties in some respects; on the other hand, they contradict beliefs shared by other members of the community, which makes (...) them different from ‘normal’ certainties. In order to address this issue, I use Moyal-Sharrock’s taxonomy of hinge propositions. This taxonomy allows one to distinguish between different types of hinge propositions; all types share the same features, but these features are manifested in a variety of ways. Thus, delusional beliefs might also be regarded as constituting a specific type of hinge propositions. This move makes it possible to resolve the paradox and to identify the special epistemic features of delusional beliefs. (shrink)

Our paper is an overview of the anniversary All-Russian scientific conference with international participation “Aleshin Academic Readings — 2022: Philosophy as a Way of Life. Dedicated to the 30th Anniversary of the Faculty of Philosophy of the Russian State University for the Humanities,” which was held at this faculty from December 15 to 17, 2022. The first day of its work was devoted to plenary reports, the other two days were connected with the work of sections and workshops. Speakers from (...) Moscow, Almaty (Kazakhstan), Volgograd, Yekaterinburg, Yerevan (Armenia), Kaliningrad, Rome (Italy), St. Petersburg, Simferopol, Tyumen, Ufa, Bochum (Germany), Essen (Germany) performed their presentations at the conference. It discussed a wide range of topics, both classical and modern philosophy, having some bearing on philosophy as a way of life and on the significance of a philosopher’s way of life for philosophical knowledge. Particular emphasis in the course of reports and discussions was placed on the problems of the relationship between theoretical and practical in philosophy, the limited nature of the philosophy of forms and concepts and the possibilities of overcoming such limitations, the existential sense of philosophizing, the possibility of explication of living historical experience by means of philosophy, the role of philosophy for diagnosing modernity, the prospects of dialectics, the relationship between philosophy and governments. Sections of the conference were also devoted to methodological, historiographical, pragmatic and other problems of modern thought. No less wide was the range of materials on which the speakers relied, starting with pre-Socratic philosophy and ending with the most relevant examples of philosophy that have not yet received sufficient reception in our country. Many talks also referred to the history of Russian philosophical thought. (shrink)

The article considers the concept of staff assessment. Being eligible to evaluating the personnel in public institutions, the methods and criteria are summarized, being based on the analysis of the classification of areas of business entities personnel evaluation and on the approaches and methods of this assessment described in the literature. The paper argues that incomprehensive and unsystematic personnel evaluation assessment procedures are typical in the domestic practice. The authors claim that effective system of personnel estimation in public institutions should (...) primarily focus on simplified procedures for assessment and the constructive feedback between the object and subjects of evaluation. (shrink)

Introduction. The philosophical reception of the foundations of the social and the principles of war act as connected processes. A historically specific type of socio-cultural being generates a unique way of philosophical articulation about the nature of the order of society and culture, war and peace. The purpose of the study is explicating the connection between the type of conceptualizing war (classical, total, new war) and understanding the principles of social order. Methods. The author uses methods of the historical and (...) constructivist approach as the leading methodology in studying the problem of the war and the sociocultural order connection. Scientific novelty of the research. By highlighting the strategic principles of different theories of war (classical trinitarian war, the concept of total war and mobilization, the theory of “new wars”), the connection between the order of war and the fundamental foundations of society and culture at different stages of historical development is shown. Results. Consideration of the three theories of war allows us to present them as different projects for understanding the socio-cultural order of the Art Nouveau philosophy. The author highlights and analyzes the leading provisions of historically different theories of wars: “war as a continuation of politics”; “the totality of war and mobilization” as the basis of the socio-political order; “new war” as a concept of cultural turn. Conclusions. Modern studies of war are distinguished by an active appeal to understanding the connection between armed clashes and the concreteness of cultural life, which sets the context, way of thinking and actions of potential actors in military operations. The article shows that current theories and practices of war are characterized by a kind of coexistence of layers of social reality that are different in their historical depth. (shrink)

Introduction. The study of the economic potential of industrial regions is an important task in modern economics. Industrial regions play a key role in the country’s economy, as they are the main centers of production and services, create jobs and contrib- ute to the development of other sectors of the economy. One of the main tools for analyzing the economic potential of industrial regions is to assess their opportunities to attract investment, develop production, improve the quality of life and well-being (...) of the population. This makes it possible to identify problem areas in the region’s economy and develop measures to eliminate them. The purpose of the study. The study is devoted to identifying the relationship between the economic potential and the welfare of the population as exemplified by industrial regions of the Russian Federation. Methods. The main research methods used by the authors are the review and content analysis of scientific approaches in this subject area, collecting and processing statistical information, supplement- ing methods for assessing the economic poten- tial and well-being of the population, calculating relevant integral indicators, interregional compari- sons and ranking territories according to selected criteria. Scientific novelty of the research. Within the framework of the study, the authors propose a methodology for selecting industrial regions, sup- plement tools for assessing the level of economic potential of an industrial region, and propose a method for selecting indicators for assessing the level of well-being of the population of an industrial region. Results. According to the results of the study, there is a weak relationship between the economic potential and the well-being of the population of industrial regions. Carrying out the calculations de- scribed in the article on a regular basis can become a key factor in ensuring effective monitoring of the socio-economic situation in certain territories. Conclusions. The study is important for under- standing which factors have the greatest impact on the well-being of the residents of the regions and what measures need to be taken to improve the level of economic development of the region and social protection of the population. The results of the study can be used to develop effective strate- gies for the development of regions and improving the life quality of people. (shrink)

The objective of this article is to illustrate the issues and challenges which the higher education system in Bulgaria faces, with a particular accent on the phenomenon “education per kilogram”. The latter describes, in a popular language, the up-scaling of the university graduation, related to the mass proliferation of the higher education institutions, the facilitated access to enrolment through paid tuitions, etc. The big quantity of HEIs in the country is in a mismatch with the low percentage of GDP which (...) the government dedicates to education. The number of HEIs is also disproportionate against its population size - 54 HEIs in Bulgaria for population of 7.2 million. The research methodology includes a desktop study based on national statistical data and data from the governmentally-supported university rating system. An empirical survey, conducted among 250 tertiary education students enrolled in four Bulgarian universities, is a valuable contribution towards disclosing the pros and cons of the teaching practices in the tertiary education in the country. The first chapter describes at large the “education per kilogram” issue with regard to its possible origins, variations and consequences for the misbalance of labour market demand for certain qualifications and the universities supplies of qualified individuals. The second chapter reveals a comparative analysis by professional fields possible through the Ministry of Education and Science’s university rating system, i.e. students’ preferences for disciplines, universities and professions; the graduates’ professional fulfilment and how the income of the recent diploma-holders is a function of attending a particular HEI. The third chapter presents a sociological survey conducted among students in four Bulgarian universities which demonstrates learners’ attitudes towards various aspects of training, teaching methods and involvement in research assignments in the context of tertiary education. The main conclusion of the article is that the “universities per kilogram” trend brought about other corresponding characteristics, such as “students per kilogram”, “academic titles per kilogram”, etc. Hence, the large number of HEIs in Bulgaria has not led to improving the quality and efficiency of education, and yet does not respond adequately to the changing labour market demands for qualified professionals. (shrink)

According to Marinus of Samaria, Proclus was the author of many philosophical doctrines. In particular he was the first to assert the existence of a kind of souls that are capable of simultaneously seeing several ideas and situated between the divine Intellect which embraces all things together by a single intuition, and the souls whose thoughts pass from one idea to another. In the following we are going to answer the question, what kind of souls did Proclus discover and why (...) did he thought it to be necessary to introduce them in his metaphysical system. To solve this problem it seems reasonable to clarify the mechanism of horizontal-vertical progression in Proclus’ philosophy, as well as to describe the general structure of the psychic level of reality embracing the so called Monad of “unparticipated” Soul and the multiplicity if its “participated” products: divine, demonic and human souls. Unlike some previous scholars, who alleged that souls discovered by Proclus were demonic or intelligent ones, I affirm that Marinus could have in mind hypercosmic participated souls, situated between the unparticipated monad of the psychic level of reality and the multiplicity of participated souls within the material cosmos. In support of this assumption I cite some relevant passages from Proclus’ Commentary on “Timaeus” and demonstrate that he named “hypercosmic” not only the unparticipated monad of Soul, but also souls of the so called “absolute” gods, which are both in touch with the sensible cosmos and above it because of animating eternal immaterial bodies consisting of supra-celestial light. In conclusion I try to establish the genuine authorship of the doctrine of hypercosmic souls and to answer the question, why did Marinus attribute it to Proclus. (shrink)

The article analyzes the main world problems and prospects for the development of teaching philosophy to children, substantiates the relevance of introducing philosophical practices, its teaching methods into the education system. The author carries out a theoretical reconstruction of the main provisions, problems and prospects for develop- ing the “Philosophy for Children” (p4c) movement, which is of particular interest due to its greatest informativeness in covering the current state of teaching philosophy to children. Introduction. Modern studies of teaching philoso- phy (...) to children are of great importance because of their relevance in solving a whole range of modern educational problems. The search for new priority areas for teaching philosophy to children is aimed at finding the best ways to correct the modern edu- cation system by demonstrating and justifying the effectiveness of using p4c methods and ap- proaches. The purpose of the study is to explicate the main problems and prospects, as well as the relevance of teaching philosophy to children in the current conditions of the society development. Methods. The author uses both general scien- tific methods of analysis and synthesis, as well as methods of comparative analysis and theoretical reconstruction. Scientific novelty of the research. The article carries out a theoretical reconstruction and analysis of the main problems of teaching philosophy to children, substantiates the relevance of introducing the ideas and methods of p4c into the system of pre- and school education in order to compensate for the shortcomings of informational approaches to teaching and the formation of demanded skills and abilities in children. Results. The author substantiates the relevance of applying ideas and methods of p4c in pre-school and school education, and demonstrates the ad- vantages of its approaches in solving a number of educational and upbringing problems, the effective- ness of using philosophical tools in the develop- ment and education of children. Conclusions. Emphasizing the issue of teaching philosophy to children makes it possible to estab- lish a number of legitimate questions of pedagogi- cal, methodological, ethical, political, and other nature, the solution of which determines the choice of priority directions for developing and transform- ing the modern education system, the solution of urgent problems, without correcting of which most of the children may lose a significant cultural and intellectual experience. (shrink)

One of the issues with which bioethics is concerned is defining the limits of the organism’s transformations by technology in order for humanity to avoid evil. Kant’s teleological power of judgment enables us to identify an organism and it allows nature to be transformed only insofar as it affirms a moral subject acting on the basis of autonomy as reason. I propose a new way of utilizing Kantian philosophy in bioethical knowledge. I ask: can we make judgments about nature via (...) the principle of purposiveness? In answering this question, I clarify the following points. The first is Kant’s research into the foundations and reasons for using the teleological power of judgment. The second is the role of digital technology and how it complicates the use of the teleological power of judgment within the framework of bioethical knowledge. And the third is the preservation of the foundations for using the teleological power of judgment. (shrink)

Introduction. The author analyzes the problems and prospects of studying the phenomenon of childhood, justifies the specific features and advantages of philosophical approaches, makes an attempt to explicate the optimal methods and strategies of scientific inquiry, correlating with epistemological, ontological, axiological goals and assumptions of the modern paradigm, within which this phenomenon is problematized and reflexively comprehended. The purpose of the work is to identify the specific features of studying the phenomenon of childhood in the context of the philosophical approach. (...) Methods. The author makes use of general scientific research methods such as analysis and synthesis, serving as philosophical tools. Theoretical reconstruction and comparative analysis, as well as the hermeneutic method of reading texts were used to reveal the peculiarities of studying the phenomenon of childhood, its problems and prospects. Scientific novelty of the study. The study highlights the specific features of studying the phenomenon of childhood; the advantages of philosophical methods and approaches focused on understanding and describing the object under study, creating an integrative idea about it; the author determines development prospects associated with eliminating asymmetric methods of interaction in scientific discourse, and forming interdisciplinary ties. Results. During the research, the author identifies the current problems of studying the phenomenon of childhood philosophically, as well as the prospects for their solution related to the need to form an integrative idea of childhood in the context of interdisciplinary synthesis, using philosophical methods and approaches which make it possible to integrate children’s experience into research discourse, without going beyond the framework of scientific strategies. Conclusions. The philosophical study of the phenomenon of childhood covers a wide range of problems, the solution of which involves searching for answers related, first, to the epistemological and methodological aspects of learning childhood experience; secondly, with ontological, existential and axiological contexts of research. Strategies of philosophical research are aimed at systemic learning the phenomenon of childhood, at tracing the relations between methods, epistemological, ontological, axiological and other assumptions on which cognition is based, and the formation of conceptual ideas about childhood, participating in the constitution of the “adult – child” relations, educational practices in society and culture. (shrink)

The article discusses the specifc reifcation of lived bodiliness in the dispositif of supermodern biotechnologies, biocapitalism, and biopower. The foundations of this reifcation are identifed in the separation of the classical modern unity of life and labor, i.e., in directing capital investment not so much towards the productivity of human labor as towards the productivity of biological life itself and the potentiality to extract so-called “biologically gained time”. But whose is the life that incorporates biologically gained time? The answer to (...) this question is explicitly sought along the boundaries of the thinkable for Marx and Husserl, but also implicitly through a background problematic, namely: the idea of a non-reifable generative time, stemming from the fundamental fact of simultaneous lived experience of non-simultaneous lives, and the reciprocal exchange of gifts of time. (shrink)

This paper examines how employees’ career aspirations benefit organizations, i.e., contribute to strengthening organizational capabilities and connections, by means of two aspects of contemporary work: proactive and relational. Data were collected from alumni of a public university in Amsterdam, the Netherlands, in two waves with a one-year time lag. The results showed that employees with career aspirations strengthen: a) organizational capabilities; and b) organizational connections through their instrumental and psychosocial relationships. Interestingly, although employees’ career aspirations were positively associated with taking (...) charge, we did not find that taking charge mediates the relationship between career aspirations and employees’ individual contributions to organizational capabilities. This study is the first to examine how individual career aspirations benefit organizations, and it discusses the results in light of their novel contributions to theory and practice. (shrink)

Plato's dialogue "Alcibiades I" introduces the very essence of philosophical business — knowledge, as far as it is accessible to man. The dialogue conducted by the wise Socrates and the young vain Alcibiades, who, wanting to play the first role in politics, decided to "fill the whole, one might say, humanity with his name and power," i. e. to unleash a war. Socrates, crushed by such a desire, prompted Alcibiades to consider what are called the "last questions": war and peace. (...) Unfolding the argument, he discusses the concepts of justice/injustice, right/lawlessness, good/evil, which turn out to be ambiguous, as well as the idea of freedom: on the one hand (Socrates) it is understood as a characteristic of virtue, and on the other (Alcibiades) — self-will and voluntarism. The need for Alcibiades to remain "himself" presupposed the tyrannically accessible possibility of war, which was a way of exercising his "freedom". The war turned out to be a perversion of the world, an "adventure of the spirit" and "the greatest grief" that people bring released forces that the world does not know how to use. (shrink)

Russian classic writer Ivan Turgenev, analyzing the Russian reality of the second half of the 19th century, presented inside one work – novel Smoke – an anthropological review of society, showing a change in the speech styles of different layers of the population. The novel is dominated by the idea of a dialogue of cultures – an obvious dialogue of Western European and Russian culture, and no less obvious dialogue that took place within the multitude of Russian cultures: gentry’s and (...) common people’s, merchants’, raznochintsys’, and philistines’ cultures. In Turgenev’s novel, the sign of a new time is freely discussed opportunities of solving the problems that have arisen, fnding solutions not in a rational way but in the hope for suddenness and fortune. However, the ways of solving problems, regardless of the possibilities for their implementation, must be discussed, argued, and analyzed. Therefore, the novel intuitively shows the way of the birth of a parliament, which was absent inRussia at that time. The article demonstrates the importance of a rational, philosophical way of reasoning, which can become a life principle when words and deeds correspond with each other. Turgenev in some way – through different speech instances – stratifed the new generation, showing a new face of unstableRussia. The main driving force of many, if not all, of Turgenev’s novels is freedom and the words and deeds born by it. A previously unseen fgure of a revolutionary appears, expressing a new attitude to society and to power. Turgenev’s modernity and timeliness consists in fxing such a mentality in which the emphasis is placed on the metaphysical idea of the beginning: it exists, it receives an impetus – and there is almost no movement, everything is only projected, only utopized, turning the thinker into an odd man. And although not only the idea of freedom, but thefree state of a person is recognized as a historical fact, he emphasizes that Russian freedom was born without waking up. (shrink)

The article is devoted to reviewing the main provi- sions of the Decree of the President of the Russian Federation No. 231 of April 25, 2022 “On Announc- ing the Decade of Science and Technology in the Russian Federation” and the actual practice of plan- ning and implementing the initiatives of the Decade of Science and Technology in the Chelyabinsk region, using the example of the digest of the events of the Days of Science — 2023 at the site of (...) the Chelyabinsk branch of the RANEPA. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing is (...) to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing is (...) to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 54-63 [Access article in PDF] Movement Class as an Integrative Experience:Academic, Cognitive, and Social Effects Svetlana Nikitina I believe the benefits of this type of course reach beyond the obvious possibilities of professional and academic achievement. The degree of personal discovery, creativity, self-development and insight are immeasurable. I am particularly referring to my experience here at Harvard. Claire Mallardi, from course (...) syllabus Performing arts courses at research institutions such as Harvard University are often seen as extracurricular with only tangential or imperceptible effect on students' academic interests. Yet, when I interviewed biology, math, or neuroscience concentrators who took Claire Mallardi's Movement for Actors and Directors course at Harvard in the spring of 2000, most of them told me that it was one of the most meaningful experiences in their academic development, and, according to one psychology concentrator, "the best psychology course" she ever took. In spite of boundaries separating the arts courses from hard and soft sciences, in students' experience the connections run deep. What were those connections that students made from their dance class experience to their academic and social development? And, what in the teaching and nature of the course supported this highly integrative experience that allowed students to reach beyond mastering an artistic medium and become better learners in general? These were the two major questions that guided this study.Why am I interested in the integrative quality of arts education? I am highlighting the academic importance of performing arts programs to suggest to university administrators and instructors in other disciplines the "immeasurable" personal and academic value of such courses whose place is often seen as marginal. Perhaps also, pedagogy used for integration in this course into the academic fabric of the institution could provide models for other courses and curricula that are trying to be integrative or interdisciplinary in a more self-conscious way. And, there are more and more such [End Page 54] courses on every college campus these days. Moriel Blaisdell in Preparing Faculty for the New Conceptions of Scholarship for example, cites "integrative studies" programs among most important trends in higher education today with their goal "to synthesize, to look for new relationships between the parts and the whole, to relate the past and future to the present, and to ferret out patterns of meaning that cannot be seen through traditional disciplinary lenses." 1One of the most daring experiments in universities now, and the one to which the integrative dance course could speak directly, is interdisciplinary teaching in neuroscience, for example. Neuroscience proceeds from the belief in the inherent unity of mind and body and attempts to discover the nature of the relationship between them. In a different way and with a different goal than arts courses, neurosciences also try to cross the boundary of subjective and objective experience, mind and body, physical technique and personal interpretation, which are at the heart of teaching and learning in the performing arts. While not being prescriptive, I would like to suggest that perhaps close attention to the pedagogy and integrative experiences of students in the performing arts courses could provide some insights for pioneering bridge-making in other academic areas as well.I would like to propose that what lies at the core of integrative capacity of a performing arts course, like the one Claire Mallardi teaches at Harvard, is the inherent tendency of the arts to transcend the boundary of body with the mind, and to seek unity of self as both the subject and the object. In a dance, in the words of Margaret H'Doubler, the body is seen "as the outer aspect of personality, for it is the agent through which we receive impressions from the external world and by which we communicate our meaning." 2 This basic translation between body and mind, mental and physical, artistic and academic that went on in Mallardi's class, resulted in integrative and transformational experiences for her students. "I never until this class — comments one student — equated emotions with movement or... (shrink)

The problem of personality in philosophy has been significant since the emergence of Christianity. In Soviet Russia, this problem has been actualized since the 2nd half of the twentieth century, since the Thaw, when the books of Russian religious philosophers became known. We were the original heirs of Christian ontology and ethics, which assumed that a personal appeal to God on You (Tu) testified to a change of places in the interior of being itself, which becomes intimate, close, because the (...) infinite God, being in a person, makes him the same infinite person. The Latin term "persona" is translated as "mask" (personality). V.V. Vinogradov in the "History of Words" says that the word "personality", associated with Latin and Greek meanings (persona, prosopon), was not used massively in the Old Russian language until the XVII century, and in the XVII and XVIII centuries it began to denote only the official position of a person. It is impossible to associate this meaning of the face with what was in antiquity and the Middle Ages. This is a homonym. Reflecting on Greek literature, S. S. Averintsev wrote that the term "creativity" is poorly applicable to the Greek philosophers: "poyesis" is a matter understood as an invention. The Greeks invented an objectified type of communication-through-literature, i.e. dialogue, consciously separated from life communication. Dialogue as an invention revealed the fundamental undialogical nature of Greek literature, and Socrates is the ideal of a radically undialogical person who cannot be internally hurt by the word of the interlocutor. Therefore, for Averintsev, a personality is a mind free from a "dialogical situation", it is a mask, an individual understood as an eidos. It is the mask — "immobile-clear, fully revealed and appeared" — that is the semantic limit of a continuously emerging face. By opening the "mask", the Greeks emphasized the importance of individuality. V. S. Bybler, criticizing Averintsev, argues that dialogue is not a construction, it is an internal dispute of the philosopher taking place in his own soul. He is in the thought itself, pushing its definitions to the limit and reaching the border of other possible definitions, concepts, understandings. According to Bybler, the thought itself is dialogical, communicating with itself within itself and forming a gap between itself and the other "I". At the same time, Bibler defines his philosophy as the philosophy of an eternally borderline culture. Dialogue is a tense collaboration between an author who worked in a past culture and a reader who lives in a modern culture. Personality for the Bibler is the ultimate embodiment of the individual — the reverse course of Averintsev. M. Ya. Gefter and V. V. Bibikhin worked out this problem 20 years later. Gefter, based on the unmotivated appearance of homo sapiens and the unexplained appearance of speech, emphasized that speech destroyed the limit of understanding between people. This is also connected with his reliance on the concept of the World of Worlds and the definition of personality, which, in his opinion, is not a higher form built over the individual, but a later phenomenon that entered into a dispute with individuation. Personality is a choice, a form of overcoming oneself with access to others, a case. Bibikhin, not agreeing with the theoretical positions of Averintsev and Bybler, turns out to be closer to Gefter. It does not proceed from the development of the individual or personality, having changed the aspect of reasoning. He posed the problem of the wholeness of a human (homo) who initially deals not with knowledge, but with being and non-being. Before knowledge there is affirmation and negation, which sound in speaking silence before any speech and push a person to act. A human (homo), i.e. not an individual or a person, begins with an act; he is, first of all, such an act. The difference between Bibikhin's approach, which is closely related to the ideas of hesychasm, from Averintsev and Bybler lies in his understanding of philosophy as timeless. For him, everything known is the World, not even modernity. Personal properties (prosopon) are possessed only by God, who is "personal" and "hypostatic", because He expresses energy. This problem of the action of the energetic Word is the most important witness of the world given through man and recognized through language. Language poses the problem of understanding, assuming an initial misunderstanding between people. (shrink)

This paper is a part of the discussion about creativity and the scientific precariat, initiated by I.T. Kasavin’s article. Proceeding from his proposal to revise the ideology of creativity in science through the desire of certain precariat groups for independence and freedom, the author questions the nowadays perspectives for the scientific precariat. This paper discusses the varieties of the precariat, such as freelancing and digital nomadism. The author considers a number of advantages and disadvantages of precarization. The author questions whether (...) scientists can be seriously considered as candidates for the precariat and how widespread the scientific precariat is in contemporary society. It is pointed out that the collective nature of modern science and its institutionalization impose certain obligations on scientists, which sometimes confront their individual internal aspirations, including the desire for freedom. The tension between the institutional conditions for the existence of science and the personal motives of scientists, noted once by M. Weber, lead to a decrease in personal autonomy, the emergence of a “world of specialists” and make it difficult to realize scientists’ aspirations for independence and freedom. On the one hand, a number of current trends can be viewed as a kind of precarization in science. On the other hand, the status of an independent researcher without research and educational affiliation hinders scientists’ social recognition and financial returns. The author admits that representatives of “garage science”, some public intellectuals, science, communicators, etc. can be attributed to the scientific precariat; however, in general, the scientific precariat is not a common trend. At the same time, modern postscience and post-normal science potentially make this phenomenon quite legitimate. (shrink)

Today, there is a considerable interest in phenomenology within psychiatric academic communities as well as among clinical practitioners; as a result, a growing number of institutions demonstrate their commitment to phenomenology as a privileged speculative companion. The main focus of existing teaching programs in phenomenology is usually placed on psychopathological issues and on describing the experience of mental illness from a non-naturalistic and person-centered perspective. In this article, I argue that phenomenological training should also be focused on the role of (...) the psychiatrist in providing such a phenomenologically informed patient-centered approach. In this perspective, phenomenological interviews such as EASE, EAWE and EAFI appear to be a particularly relevant form of training, as they allow the trainee to engage actively in the learning process. To focus on the person of the psychiatrist allows, however, to reconsider the meaning of the clinician’s neutrality, advocated by the authors of the phenomenological interviews. The attitude produced by adopting the phenomenological approach should instead be described as a particular reflective attitude which allows for paying attention to the embodied dimension of experience. This attitude differs from both the neutrality associated with the objectivity of classic psychiatry, and the neutrality to which a psychoanalyst strives. By taking into account embodied awareness as characteristic of phenomenological attitude, one then may address, through training, the specifics of phenomenological practice, such as its unstable and laborious nature, its integration in the lived experience, and the challenge that it poses to the psychiatrist’s scientific background. (shrink)

I interpret Dostoevskij’s religious concepts in terms of mythogenesis and mythopoesis. Dostoevskij’s religious concepts arose on the basis both of his personal emotional experience and of the discourse of popular Orthodoxy. They demonstrate the antinomial nature of Russian spirituality, and are typified by his conception of the family, which illustrates the communal basis of the individual personality. The antimomial idea of the family is most fully developed in Dostoevskij’s novel The Brothers Karamazov, in which the four models of fatherhood correspond (...) to Isaac the Syrian’s concepts of physical, spiritual, mental and divine fatherhood. (shrink)

The article is devoted to reviewing and analyzing the results of the All-Russian scientific and practical conference “Municipal management in new realities: modern challenges and opportunities”, held in Chelyabinsk on October 26—27, 2023, and is a digest of the main events of the conference.

The article is devoted to reviewing and analyzing the results of the All-Russian scientific and practical conference “Public administration in new realities: modern challenges and opportunities”, held in Chelyabinsk on October 26—27, 2022, and is a digest of the main events of the conference.

The article is focused on reviewing and analyzing the results of the All-Russian scientific and practical conference “Managing sustainable development of Russian regions in the new reality» held in Chelyabinsk on October 26, 2021, and it is a digest of the main conference events.

Lists of species underpin many fields of human endeavour, but there are currently no universally accepted principles for deciding which biological species should be accepted when there are alternative taxonomic treatments (and, by extension, which scientific names should be applied to those species). As improvements in information technology make it easier to communicate, access, and aggregate biodiversity information, there is a need for a framework that helps taxonomists and the users of taxonomy decide which taxa and names should be used (...) by society whilst continuing to encourage taxonomic research that leads to new species discoveries, new knowledge of species relationships, and the refinement of existing species concepts. Here, we present 10 principles that can underpin such a governance framework, namely (i) the species list must be based on science and free from nontaxonomic considerations and interference, (ii) governance of the species list must aim for community support and use, (iii) all decisions about list composition must be transparent, (iv) the governance of validated lists of species is separate from the governance of the names of taxa, (v) governance of lists of accepted species must not constrain academic freedom, (vi) the set of criteria considered sufficient to recognise species boundaries may appropriately vary between different taxonomic groups but should be consistent when possible, (vii) a global list must balance conflicting needs for currency and stability by having archived versions, (viii) contributors need appropriate recognition, (ix) list content should be traceable, and (x) a global listing process needs both to encompass global diversity and to accommodate local knowledge of that diversity. We conclude by outlining issues that must be resolved if such a system of taxonomic list governance and a unified list of accepted scientific names generated are to be universally adopted. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:AfterimagesSvetlana Boym’s Irrepressible CocreationsCristina Vatulescu (bio)[End Page 98]To most people Svetlana Boym was known as a writer: a prolific writer of books marked by originality, insight, and irreverence for intellectual pieties, no matter how fashionable. The media artist side of her that diacritics presents in this issue was chronologically last of her artistic personas. A whole string of these bifurcated the bio blurbs at the end of (...) class='Hi'>Svetlana’s monographs. In the first, Death in Quotation Marks (1991), she introduced herself as a playwright and assistant professor of comparative literature at Harvard University. In the second, Common Places: Mythologies of Everyday Life in Russia (1994), she was also a writer and filmmaker. In her third, most well-known monograph, The Future of Nostalgia (2001), she was again a writer, and this time, full professor at Harvard, but also, as the back cover blurb reminds us, “a native of St. Petersburg who lives in Cambridge, Massachusetts.” “Native” was a word she would have pronounced with an accentuated accent and that she wore as a mask, as another persona. For the record, she did not just write monographs. There is also a novel, Ninochka (2003), that she rewarded herself with writing after receiving tenure at Harvard. After she became a novelist, she also collaborated on a book on Kosmos, the Russian space project and the photographs of its ruins.1 (“Jacob,” her then research assistant recalls her saying one day, “go to the library and find me all the good books on Kosmos.”)2 Her creativity was hard to contain and performative—the whole world was her stage—thus all her authorial and artistic personas. It is just at the end of Another Freedom (2010), her last monograph, that she introduced herself to readers as a media artist.Svetlana’s biographies were not accidental inconsistencies but sustained exercises in self-fashioning, and lately, she told me during our last conversation, self-editing. “There are writers with biographies and writers without biographies,” she often quoted Boris Tomashevsky’s quip as an intriguing prelude to her influential critique of “the death of the author.”3 She launched that critique as the polemic of her dissertation (overseen by Barbara Johnson and formalist scholar Jurij Striedter) in the 1980s, when “the death of the author” had congealed into critical dogma. In the ensuing book, Death in Quotation Marks, she explored the mythologies of the modern poet and critic, including his/her figurative and literal deaths, arguing that the “relationship between texts and life remains a vitally critical issue.”4 She pioneered then her signature critical genre, a writing that would “allow for the incorporation and superimposition of ethical, historical, biographical, and textual issues.”5 At the same time, the book already contains, smuggled inside academic prose, fragments that presage her much later artist’s manifestoes and practices:I wish to preserve the difference between text and life and to avoid subjugating one to the other. In order to open and explore this space of difference we have to trace the ways in which the artistic constructs can, on the one hand, form and inform ordinary experiences and, on the other hand, be deformed and defied by them. This double movement invites us to see literariness or a creative aesthetic impulse in everyday life and to liberate these aesthetic experiences from the confines of “literature” and literary institutions. At the same time, it helps us to deaestheticize literature somewhat and defamiliarize again the violence, pain, and love that it contains.6 [End Page 99]So it is fitting to consider Svetlana’s art in relation to her writing and to her biographies, her crafted fashioning and editing of herself. Far from any sort Gesamtkunstwerk—a concept she detested, these were cocreations, whose contingent coexistence inspired thoughts on difference and a heightened sensitivity to the beauty of cracks, hinges, border lines, and transit zones.Cocreation was a concept she developed and lived for many years; she theorized it at length in her last book, equating it with freedom.7 Among her cocreators were the people around her as well as thinkers, artists, and philosophers with whom she engaged passionately. For her digital art... (shrink)

A universally acknowledged, core property of language is its complexity, at each level of structure – sounds, words, phrases, clauses, utterances, and higher levels of discourse. How does this complexity originate and develop in a language? We cannot fully answer this question from spoken languages, since they are all thousands of years old or descended from old languages. However, sign languages of deaf communities can arise at any time and provide empirical data for testing hypotheses related to the emergence of (...) language complexity. An added advantage of the signed modality is a direct correspondence between visible physical articulations and linguistic structures, providing a more transparent view of linguistic complexity and its emergence (Sandler 2012). These essential characteristics of sign languages allow us to address the issue of emerging complexity by documenting the use of the body for linguistic purposes. We look at three types of discourse relations of increasing complexity motivated by research on spoken languages – additive, symmetric and asymmetric (Mann and Thompson 1988; Sanders, Spooren, and Noordman 1992), Each relation type can connect units at two different levels: within propositions (simpler) and across propositions (more complex). We hypothesized that these relations provide a measure for charting the time course of emergence of complexity, from simplest to most complex, in a new sign language. We test this hypothesis on Israeli Sign Languages (ISL), a young language, some of whose earliest users are still available for recording. Taking advantage of the unique relation in sign languages between bodily articulations and linguistic form, we study fifteen ISL signers from three different generations, and demonstrate that the predictions indeed hold. We also find that younger signers tend to converge on more systematic marking of relations, that they use fewer articulators for a given linguistic function than older signers, and that the form of articulations becomes reduced, as the language matures. Mapping discourse relations to the bodily expression of linguistic components across age groups reveals how simpler, less constrained, and more gesture-like expressions, become language. (shrink)

The study of opera art at the turn of the 18th–19th centuries is currently a topical research. At the beginning of the 19th century, many cardinal changes took place in the field of vocal performance: new types of singing voices and dramatic roles were formed, the manner of ornamentation of parts underwent changes. Many works of domestic and foreign musicologists are mainly devoted to the study of the operatic performance of tenors, basses, contraltos and sopranos. Occasionally, they mention the baritones (...) of the Verdi period, and the period of the birth of the baritone role, unfortunately, remains unexplored. The subject of this study is the operatic and vocal work of the Italian baritone Antonio Tamburini. The object of the study is the baritone roles created for the singer. The theoretical and methodological basis of the study was the works of modern domestic and foreign musicologists devoted to the art of vocal masters of the early 19th century, reviews of Tamburini's contemporary music critics and his creative biography. The novelty of the study lies in the identification of causal relationships between the performance of the singer and the evolutionary processes that occurred in the opera art of the early 19th century. The main conclusion of the study is to identify the role of Tamburini in the formation of the role of the baritone. (shrink)