The article focuses on the use of repetition in the work of Mikhail Yu. Lermontov. Lermontov utilizes repetition to create a multiplicity of meanings, to redraw plotlines, and to depict the life of things and characters in a state of freedom. An analysis of three Lermontov poems, The Confession, Boyarin Orsha, and Mtsyri shows that they constitute a single train of thought, which cannot be broken without violating Lermontov's attempt to show the limits of not only the human soul, but (...) also the power of judgment, a central idea of European philosophy at the time. Confession and judgment are the central themes of the three poems. (shrink)

For Russia, the beginning of the twentieth century was a step into Modernity, into that pan-European new time that in the seventeenth century heralded a permanent social change, which has defined our entire epoch up to the present day—it was a time of transformation, war, and revolution.1 A concept of “revolution” that emerged within theology marked a global shift toward modernization, which defines Modernity even in those moments when there is a fallback to the preceding tradition, the meaning of which (...) is lost. Thus, the current break with the objectives of the 1917 revolution does not correspond with the illusion of a return to old values. The idea of the redesign of traditions and their introduction into the past is a truly new thing, for no other time dared to change the past in the name of state interests. (shrink)

Andrei Platonov’s novel Chevengur does not only describe the concrete model of building communism that was being realized in real life; it also discusses the problem of creating a new human being w...

When describing the essential features of the Russian peasantry, Gorky draws attention to the concepts of cruelty and, as a result, pity, which are necessary for understanding its actions. Cruelty,...

Neither the pathogenesis nor the aetiology of Down's syndrome (DS) are clearly understood. Numerous studies have examined whether clinical features of DS are a consequence of specific chromosome 21 segments being triplicated. There is no evidence, however, that individual loci are responsible, or that the oxidative damage in DS could be solely explained by a gene dosage effect. Using astrocytes and neuronal cultures from DS fetuses, a recent paper shows that altered metabolism of the amyloid precursor protein and oxidative stress (...) result from mitochondrial dysfunction.1 These findings are consistent with considerable data implicating the role of the mitochondrial genome in DS pathogenesis and aetiology. BioEssays 24:681–684, 2002. © 2002 Wiley Periodicals, Inc. (shrink)

The developers of ecological ethics claim that the rationale of anthropocentrism is false. Its main message is that natural complexes and resources exist to be useful to the human being who sees them only from the perspective of using them and does not take into account their intrinsic value. Kant’s anthropocentric teaching argues that the instrumental attitude to nature has its limits. These limits are hard to determine because the anthropocentrists claim that the human being is above nature. Indeed, the (...) “human exclusiveness thesis” (J.- M. Schaeffer) assumes that its advocates underestimate nature’s impact on humans and their connection to other living beings. Constructing a dialogue between Kant and Schaeffer helps to solve two problems. First, to determine whether Kant’s ethical and teleological concept is immune to Schaeffer’s critique. Second, to clarify the German philosopher’s contribution to environmental ethics. I come to the conclusion that it is premature to claim that consciousness and free will exist only in the framework of their being conditioned by nature. I also demonstrate that in his teleological teaching Kant sees the mechanism of nature as the dependence of living things on forces that act in an unpremeditated manner. Recognition of these forces sets limits to humans’ instrumental attitude to nature and paves the way for them to become moral subjects. Thus, Kant’s teaching combines “the human exclusiveness thesis” and the intuitions of the representatives of deep ecology and the opponents of anthropocentrism as such. (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)

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)

The dominant approach to the subjectivity of the clinician in psychiatry is a negative one. Based on the idea of objectivity as "a view from nowhere", contemporary psychiatry stipulates that the psychiatrist's impressions and emotions may only interfere with the results of the psychiatric examination. Even the person-centered approach in psychiatry fails to address this issue directly because it focuses almost exclusively on the person of the patient. A positive approach to the psychiatrist's subjective experience has not achieved wide recognition (...) and has only been adopted in psychotherapy and in particular in psychoanalysis and psychodynamic psychotherapy. Psychoanalysts were, indeed, the first to... (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)

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 subject of this research is the theoretical works of Bernard Tschumi. The goal is to determine the place of the problem of corporeal experience in the theory of architecture of developed by the Swiss architect. For achieving the set goal, the author examines the key themes of his works – the question of boundaries and limits of architecture, architecture as the place of occurrence of the event; as well as a number of concepts – “pleasure”, “limits”, “violence”. The texts (...) created by Bernard Tschumi over the period from 1977 to 1981: “The Pleasure of Architecture”, the article “Violence of Architecture”, and a series of essays “Architecture and Limits” served as the sources for this analysis. B. Tschumi did not dedicate works to the problem of corporeal experience alone; however, addresses this problem in the context of interaction between the audience and the building. His attention is focused on the viewer’s sensory experiences emerging in direct contact with the architectural object. On the one hand, this apposes B. Tschumi with the representatives of the phenomenology of architecture – S. Hall and J. Pallasmaa; all of them emphasizes the kinesthetic, nonverbal nature of corporeal experience in the perception of structures, their internal space and materials. On the other hand, B. Tschumi describes the relations between the body and the building as violent. Violence in the relations between man and architecture is ubiquitous: it is the interference of of a person into the architectural space, as well as feeling of discomfort provoked by the architectural space. (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)

This study examines discursive representations of judicial power in Russian print media. The data are drawn from governmental and oppositional newspapers and cover a six-month period during 2013. Using an approach that is informed by Critical Discourse Analysis and a pragma-dialectical perspective on argumentation, the authors distinguish strategies and specific linguistic means as well as argumentation fallacies that journalists employ in the articles to construct the representation which is consistent with a newspaper’s ideology.

This article intends to re-examine Rousseau’s educational theory in the context of the nature/culture opposition. In contemporary discussions on the nature/culture dualism, it has been often stated that his educational theory is based on the assumption that a child is a natural being. However, the author demonstrates that Rousseau was instead committed to a duality of human nature; this influences his educational theory. In his model, human nature consists of a natural and a social side; these two parts are in (...) conflict which seems unsolvable due to the present state of society. A child is regarded as a figure which is open to the future reconciliation of nature and culture. Thus, Rousseau’s model of education is presented not from the standpoint of the present state of society, but from the standpoint of an ideal state which might be built in the future. In addition, the examination of human duality allows one to show that Rousseau’s ideas on civil and private education are closely interrelated. (shrink)

This essay serves as an intellectual biographical introduction to the special issue devoted to one of the leading Russian contemporary philosophers, Vyacheclav S. Stepin. The essay discusses Stepin's philosophical works and his chief contributions to such fields as philosophy and methodology of science, epistemology, and philosophical ontology among others. The authors also reflect on Stepin's academic leadership and his role as an organizer of research in philosophy in the contemporary Russia.

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)

This essay examines the unique conception of self (atman) developed by Utpaladeva, one of the greatest philosophers of the Kashmir Saiva Recognition (Pratyabhijña) school, in polemics with Buddhist no-self theorists and rival Hindu schools. The central question that fueled philosophical debate between Hinduism and Buddhism for centuries is whether a continuous stable entity, which is either consciousness itself or serves as the ground of consciousness, is required to sustain all the experienced features of embodied physical and mental activity, and, in (...) the context of the conceptualization of the world as saṃsara, whether such a self persists between rebirths and in liberation. Utpaladeva argues contra Buddhists and contra other atmavadins not only that differentiation and unity or change and continuity are compatible, but that a coherent account of our experience requires a continuous dynamic substratum that accommodates both. The Pratyabhijña's atman is opposed to that of Nyaya, Vaiseṣika, and Mimaṣs;a insofar as it is de-individuated, which makes it close to Advaita's Brahman, also a universal consciousness, from which it differs, however, insofar as it is theological and acts as the contentbearer by taking on forms, as opposed to being impersonal and passive. When compared with theologies, both from within and outside the wider domain of Hindu thought, the Pratyabhijña proves to be unique in that it gives a philosophically nuanced account of God, who stands in a nondual relationship to the individual self. This essay also compares the Pratyabhijña's theological account of self with the theological idealism of Berkeley and Bradley, finding it closer to the latter. Comparing the Pratyabhijña with its nearest Western philosophical counterparts should make it more accessible and intelligible from the standpoint of the Western academy and pave the way for involving its rich and distinctive conception of self in the fledgling cross-cultural philosophical dialogue on questions concerning self and consciousness. (shrink)

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)

This paper analyzes the early poetry of Nikolai Klyuev—its social and political motives are studied in the context of the poet’s biography and in terms of the essay Modern Slavery, written by Hugues-Félicité Robert de Lamennais, the French Catholic philosopher and forerunner of social Christianity. This paper identifies two stages in Klyuev’s assimilation of the philosophy of social Christianity. Klyuev’s poetry initially reproduced the main message of Lamennais’s essay—the rejection of “slavery” as a “heritage” by recognizing the human dignity of (...) “today’s slave” and rebelling against the existing socio-historical tradition. In the second stage, the most important categories of Lamennais’s works—brotherhood, cooperation and sacrifice—find their full meaning in Klyuev’s poems. Work “for brethren’s sake” becomes a form of co-operation with God, while experiencing severities and hardships on the revolutionary path is a form of spiritual co-crucifixion with Christ. (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)

This chapter discusses the ways in which the ideological imposition of the Utopian Socialist vision of the city was fundamental to the Communist project of ‘moulding’ the new man for the new political system. It is suggested that the idea of this kind of city flourished in situations of economic, environmental and ecological crises. Starting from an analysis of Campanella's ‘Sun City’, it shows how in the twentieth century a romanticised conception of the Utopian city translated, in reality, into a (...) system of cruelty, violence and infringement of moral norms. Firmly convinced of their pedagogic mission, the authorities ultimately denied people's participation in the political process through the implementation of such a devious project. The human resources involved were either recruited by means of ideological mobilization or came from the forced labour of the imprisoned dissidents who did not believe in such a mission. (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)

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 article is devoted to the analysis of the formal and substantive aspects of the development of education in the process of forming a single European educational space. The formal conditions for the integration of education were considered by default as arising from the European concept of individual rights and freedoms. The content of education in the post-industrial era, when society refuses to impose strict value and behavioral imperatives on the individual, is aimed at ensuring a level of autonomy of (...) the subject that would allow him not only to realize his creative potential, but also to determine his life goals and meanings. In this regard, an important task is to develop the theoretical and conceptual foundations of the leading trends in the transformation of the educational system - personalization, autonomization of the subject, the introduction of projective techniques, recognition of the leading role of creative activity. The conditions for Russia's entry into the Bologna process and the thesis about the alienness of the standards introduced in this regard for national education are analyzed. It is shown that the cognitive foundations of design and creative activity, as well as the ideas of intellectualization of education, developed in the 1960s in Russian philosophy, psychology and pedagogy, can be used as methodological foundations for reforming Russian education. The possibilities of using the activity paradigm as a conceptual framework for developing a teaching methodology, a methodology for the formation of critical thinking and project activity are shown. This allows us to conclude that there is still variability in the trajectories of the development of domestic education, which can be based both on methodological and technological advances, as well as cultural and anthropological perspectives. (shrink)

The focus of this paper is a possible Siberian link with the Na-Dene Languages, based on cognitive lexical semantics. Dene-Yeniseian is a proposed language family consisting of the Yeniseian languages of Central Siberia and the Na-Dene languages of North-Western North America. The paper connects semantic universals, Ket and Dene folklore, and also comparative historical linguistic research. In analyzing a group of cognates, the paper’s aim is to discuss the cultural, cognitive and pragmatic reasons that enabled these cognates to survive for (...) several thousand years. Our main point is that factors such as the relative importance of linguistic signs in a language community, lingual conservatism of semantic universals and the distinctiveness of its referents, probable frequency with which these words were used, and their cultural symbolism in relatively similar environments significantly contributed to their survival in ethnic groups belonging to the proposed language family. Our cross-disciplinary study helps us identify the essential place of eco-ethnic material in interpreting cross-continental similarities and emphasizes the integrative role of culture. It will be argued that the eco-ethnic lexicon reflected by the Dene-Yeniseian cognates reveals several thousand years of diachronic cognitive processes. (shrink)

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 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)

This article covers Valentin Asmus’s first book Dialectical Materialism and Logic and response thereto among émigré and Soviet intellectuals. The interest in Asmus’s first book is not only related to the demonstration of his ideas. It records and discusses the main problems that emerged in early Soviet theory of cognition, and reveals the existence of a latent Hegelian trend within it. Asmus presents the dialectical method by situating it within the development of philosophical ideas from Hegel to Marx. The article (...) particularly focuses on the perception of Asmus’s book “on the two shores,” on the discussion of philosophy’s subject and method. Lenin’s name, featured in the book’s title, turns out to be essentially absent from the study itself. Asmus argues that only thinking taken in its dialectical development can be the true subject of philosophy (30 years later, Evald Ilyenkov would assume this stance as well). The second part of the article considers critical responses to Asmus’s first books in both émigré and Soviet press. (shrink)

The article investigates Epicureans’ thoughts about fear based on the analysis of Lucretius’ poem «On the Nature of Things». He uses the terms timor, metus, terror, formido, pavor. The category of fear is important for Lucretius, because it allows him to elucidate the fundamentals of the Epicurean philosophy. With its help he displays the differences of characters, the similarity of the human race and animals on the emotional level, explains the aim of life in Epicurus’ conception, describes people’s attitude towards (...) gods, natural phenomena, death, characterizes vices, violations of all norms, asserts the inevitability of punishments for them by people, not gods. Lucretius displays the correlation between various fears, which is based on erroneous thoughts of people about death and nature of things. He calls to fight against fears with help of the Epicurean doctrine, but thinks that the philosophy is not able to completely eradicate the demerits. (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)

Lev Nikolaevich Tolstoy’s departure from this earth took place in 1910, a year that has since become a common touchstone for Russians. The twentieth century came to a symbolic close, beginning a te...

For a non-zero natural number n, we work with finitary $$\Sigma ^0_n$$ -formulas $$\psi (x)$$ without parameters. We consider computable structures $${\mathcal {S}}$$ such that the domain of $${\mathcal {S}}$$ has infinitely many $$\Sigma ^0_n$$ -definable subsets. Following Goncharov and Kogabaev, we say that an infinite list of $$\Sigma ^0_n$$ -formulas is a $$\Sigma ^0_n$$ -classification for $${\mathcal {S}}$$ if the list enumerates all $$\Sigma ^0_n$$ -definable subsets of $${\mathcal {S}}$$ without repetitions. We show that an arbitrary computable $${\mathcal {S}}$$ (...) always has a $${{\mathbf {0}}}^{(n)}$$ -computable $$\Sigma ^0_n$$ -classification. On the other hand, we prove that this bound is sharp: we build a computable structure with no $${{\mathbf {0}}}^{(n-1)}$$ -computable $$\Sigma ^0_n$$ -classifications. (shrink)

The paper focuses on studying public attitudes toward science in Bulgaria and the role of political discourse in shaping public expectations and perceptions. The study's methodology includes an analysis of theoretical concepts and their empirical verification with data from a quantitative Eurobarometer survey (Special Eurobarometer 516) and a discourse analysis of the representation of the scientific sphere in the public debate. The Bulgarian social reality clearly shows a blurring of the role, nature, and participation of science in societal development, the (...) imposition of populist societal expectations towards it, as well as political statements that abuse the reputation of the scientific sphere and its representatives. (shrink)

This monograph considers the problem of the Russian intelligentsia’s self-identification in its historic-philosophical aspect and compares the spiritual and biographical opposition of Dostoevsky and Tolstoy in the 19th and 20th century.

This article aims to distinguish and depict the features of communications and collaborations in contemporary universities through the concept of trading zones. The author also considers the role that the idea of a digital university might play in shaping interactions in transforming local context where different actors can find a common ground of exchange. The new contexts, including the pragmatic orientation of contemporary society and new technologies and environments, contribute to reconsidering the idea of the classical university, in which interactions (...) between professors and students have outstepped customary collaborations in laboratories, as well as the idea of education and research integration. This article focuses on distinguishing new forms of interactions, boundary practices, and environments, which are suggested by today’s universities. Proceeding from them, the author argues that new concepts of the university, such as the digital university, and renovated campuses—to some extent—contribute to the adaptation of a renewed idea of Humboldt’s Bildung. (shrink)

ABSTRACTThis study reconsiders scientists’ identity in terms of vocation vs. profession, proceeding from Max Weber’s differentiation between science as profession and science as an inner calling fo...

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)