V.V. Rozanov belongs to the older generation of the "new religious consciousness" in Russia. He was born in 1856 in Vetluga, Kostromskaia province, to the family of a collegiate assessor. Rozanov passed his early childhood in Kostroma, and his secondary-school years in Kostroma, Simbirsk, and Nizhnii Novgorod. In secondary school he was attracted by positivism and revolutionary and democratic writings, especially those of V.G. Belinskii. In 1878 he entered the History and Philological Department of Moscow University, completing it with a (...) diploma of teacher of history and geography. He then left to take teaching posts in the provinces. (shrink)

The relevance of the study is that the analysis of education as a factor in the formation and development of a creative personality and the conditions conducive to the emergence of a "new creative class" is done. Formulation of the problem - the conceptualization of education as a factor in the formation and development of a creative personality, its main categories in terms of "creativity" and the demand of man as a creator of an innovative environment, based on a new (...) level of interaction "man-society-education", changing the model of sociality. Analysis of recent research and publications. In the study, we rely on the phenomenon of creativity, which is studied in the works of V. Andruschenko, V. Beh, V. Voronkova, A. Kravchenko, S. Kutsepal, O. Kivlyuk, R. Olexenko. The main focus is on Richard Florida's work "Homo creatives: How the New Class Conquers the World". The matrix of education as a factor in the formation and development of a creative personality focuses attention on the discourse thinking of the relationship "creative personality-education" and the influence of the information society on these relationships. Exemption of unexplored parts of the general problem - conceptualization of the concept of "creative personality" and its role in modern information society. At the heart of the study - the conceptualization of the basic schemes of creativity and this is a scientific novelty. The epistemological character of the statement and the praxeological solution of this problem in favor of a creative person and education show that the society must have the necessary and sufficient resources for the reproduction of a creative person and its effective development that affects the social sphere of man. The basic material. The analysis of formation and development of the creative person as the main factor of education is carried out; the definition of "creative personality" is presented; it is proved that the creative component is the dominant factor necessary for solving problems of efficiency of all spheres of activity, including economic ones; conditions that contribute to the growth of the creative component in the future are analyzed ; It was found that it is a "creative social class" as a new class of information society. The object of research is the concept of a creative personality as a new social and cultural phenomenon. The subject of research is the influence of the information society on the formation and development of a creative personality. Methodology is a method of cultural creation, which provides an opportunity for the formation and development of a creative personality. Conclusions - the concept of education as a factor in the formation and development of a creative personality in the conditions of the information society is formed. (shrink)

The urgency of the study of the interaction of man, culture and education in the information society is gaining momentum, as the information society needs to deepen this interaction. This problem arises because people are beginning to rethink the problem of the context of the interaction of culture and education, which affect the person as a creature. The purpose of the study is to conceptualize the interaction of man, culture and education in an information society that requires conditions under which (...) effective interaction is effected that influences the deployment of essential forces in these areas. Formation of the aims of the article: studying the problems of human interaction, culture and education in the conditions of the information society; Identification of the concept of "educational and informational culture" as the coexistence of educational and information culture; an analysis of the interaction of man, culture and education as a value-mutually determined phenomena of human existence, which saturate, enrich and complement each other. An analysis of recent researches and publications from which the solution to this problem was initiated: the use of articles by the authors of V.Andruschenko, T.Andruschenko, O.Bazaluk, A. Boyko, V.Vashkevich, V.Voronkova, L.Gorbunova, O.Kivlyuk, S. Klepko, A. Kravchenko, S. Kutsepal, O. Punchchenko, I. Radionova, N. Skotnoy. Among the Belarusian scientists, we distinguish works by P. Vodopianov, A. Zelenkov, A. Lazarevich, V. Starginsky, V. Tsepkalo. Among the foreign ones are works by Carol Dvec, Richard Florida, Mary Furst and Jurgen Trinks, Eric Brignolfsson and Andrew Macafi, and others. Research methodology is a method of cultural creativity, which contributes to the construction of a model of cultural and innovative education and polity as the main drivers of sustainable development. Scientific novelty - identification of problems of interaction of man, culture and education in the conditions of the information society, contributing to the formation of a new cultural and educational policy as a policy of sustainable development. The results of the research: the interaction of man, culture and education - it is a valuable inter-deterministic phenomena of human existence, which saturate, enrich and complement each other. Therefore, the emergence of the concept of educational culture, and sometimes there is a scientific and educational culture, or educational and information culture, is not accidental in the information age. It is also complemented by the concept of "cultural and educational policy". Conclusion - we formed the concept of interaction of man, culture and education in the information society, based on a new cultural and educational policy that contributes to the formation of a policy of sustainable development. (shrink)

UNESCO has declared 1996 to be the year of tolerance. The issue of tolerance has been discussed at a number of conferences, seminars, and symposia both in our country and abroad. I have participated in some of these discussions and would like to share some thoughts on this problem. But first let me call attention to a number of points that will become clearer later on. First, the idea of tolerance is in reality not as simple as it seems, because (...) it proceeds from certain premises and entails a number of conclusions. Moreover, it may be understood in different ways leading to different results. Most importantly, this seemingly limited, although practically important issue is associated with a number of fundamental philosophical questions bearing on our understanding of man and his identity, the possibilities and limits of cognition and mutual understanding, and so forth. (shrink)

A cognitive relation presumes the presence of two terms: the subject and the object. The process of cognition can be realized only in forms characteristic of the subject. However, cognition faces the task of reproducing the properties of the object "in itself," and not in its relation to any given "point of view" of the subject. Lenin singles out objectivity of examination as the first, the starting element in scientific dialectics . This is also testified to by the very meaning (...) of the concept "knowledge": one can only know something that is outside knowledge; knowledge points to some external reality. This is confirmed by the very nature of sensorily elementary forms of cognition: "The luminous effect of any thing upon the optic nerve is perceived not as the subjective stimulus of the optic nerve itself, but as the objective form of a thing outside the eye" . In activity in the realm of scientific theory, the principle of objective reproduction of an object is formulated as a conscious methodological requirement. But are there rationally formulable criteria permitting the discrimination of objective knowledge from all sorts of subjective psychological forms ? (shrink)

In the not-too-distant past, the activity approach was quite popular in Russian philosophy and in many human sciences, including psychology. Recently it has come under criticism, even from some of its former proponents. This issue begins a series of articles devoted to assessing the results of research that has been conducted in Russia along the lines of this approach. The authors of the articles are philosophers, psychologists, and educational theoreticians and practitioners.

A retrospective look at the development of philosophy in Russia in the Soviet and post-Soviet periods through the prism of the author's own fifty-year experience with philosophical research and its organization within and beyond the institutional establishment. Recognizing the significance of the accumulated philosophical riches, the author advocates for not merely preserving and multiplying those riches, but also for making them available to the society and establishing active collaboration with researchers in other disciplines as well as with cultural and religious (...) leaders. (shrink)

Our journal is now a half century old. ... For those who have been associated with Voprosy filosofii all these years the time, it seems, has passed quickly. I remember how we celebrated the twenty-fifth anniversary of the journal and the plans we made then. It seems that all this happened quite recently. But if one now recalls what happened with our journal and our philosophy in general during these years, one gets the uncanny feeling that we have lived through (...) several lives with Voprosy filosofii, very intense and dramatic lives, each continuing the preceding one and at the same time somehow quite different from it. (shrink)

In this work a mechanistic explanation of the classical algae growth model built by M. R. Droop in the late sixties is proposed. We first recall the history of the construction of the “predictive” variable yield Droop model as well as the meaning of the introduced cell quota. We then introduce some theoretical hypotheses on the biological phenomena involved in nutrient storage by the algae that lead us to a “conceptual” model. Though more complex than Droop’s one, our model remains (...) accessible to a complete mathematical study: its confrontation to the Droop model shows both have the same asymptotic behavior. However, while Droop’s cell quota comes from experimental bio-chemical measurements not related to intra-cellular biological phenomena, its analogous in our model directly follows our theoretical hypotheses. This new model should then be looked at as a re-interpretation of Droop’s work from a theoretical biologist’s point of view. (shrink)

In Heidegger’ philosophical science writings the problematic of science occupies an important place. There are several periods in Heidegger’ articulating this problem. Among the most important are the 1930s, especially his lecture Modern Mathematical Science, which is seen by the author as one of the most considerable Heidegger’s works. Divided into two main parts it examines the relationship between the mathematical and metaphysics and Descartes’ relationship to metaphysics. In this lecture Heidegger showed himself as an excellent analytical philosopher, whose focus (...) is not on historical-philosophical reception of modern science , but on an original picture of the rise of modern science and its links with the origins of modern metaphysics as a metaphysics of subjectivity. To understand modern science means for Heidegger also a deep philosophical insight into Descartes’ Rules for the Direction of Our Native Intelligence. And with this we have but to agree. (shrink)

The paper examines the significant relationship between the history of philosophy and the systematic form of philosophizing in the 19th and 20th cenutries as develo_ped in the conceptions of G. W. F. Hegel and M. Heidegger. The first part discusses the essential models of the philosophy of the history of philosophy illustrated by Hegel's conception of the history of philosophy and its relationship to the systematic form of his philosophy. Hegel's philosophy of the history of philosophy as philosophizing about philosophy (...) is a metatheoretical movement inside historical-philosophical thinking, the aim of which is not to describe the process of the history of philosophy from outside, but to understand it and to explain it as an inseparable part of the resolution of the most important philosophical problems. The second part of the contribution focuses mainly on Heidegger's question What it is – philosophy?, as well as on his later writings, which offer a remarkable picture of the unity of philosophy and the history of philosophy. (shrink)

Ethical problems in healthcare in Lithuania are identified, existing mechanisms that deal with them are analysed and policy implications are discussed. At least three groups of ethical problems exist in the Lithuanian healthcare system: problems in the healthcare reform process, in interprofessional interaction and in doctor–patient relationships. During the past 15 years, several diverse legal, political and administrative mechanisms have been implemented in Lithuania to tackle these problems. Despite major achievements, numerous problems persist, implying that the focus should be shifted (...) to different mechanisms and interventions. It is necessary to broaden the conceptual understanding of ethics in healthcare and focus on management ethics to tackle ethical problems in Lithuania or in other countries in transition. (shrink)

The proofs offered by St. Thomas of the existence of God suggest a problem. The day is past when the scholasticism of the Middle Ages was scornfully—often ignorantly—dismissed. The intellectual strength of a thinker such as St. Thomas is amply recognized.

The transition from self-consciousness as the unhappy consciousness to reason as the critique of idealism is among the most important in Hegel’s Phenomenology of Spirit. Yet this transition is implicit and not readily discernible. This paper investigates whether we can discover and describe any roadblock that the unhappy consciousness is able to knock down, or despite which it is able to maneuver, and so become reason; or whether the unhappy consciousness arrives at an impassable dead end and either manages to (...) create a detour around it or just begins again, unexplained and unexplainably, almost ex nihilo, as reason; or whether, despite its implicitness, there exists a continuous, tenable, and unimpeded path from self-consciousness to reason. (shrink)

The revolution in science and technology exercises an enormous influence on the processes of socialization of the human being under the conditions of an advanced socialist society, thereby becoming one of its significant objective factors. Significant changes in the conditions of the functioning both of the individual and of socialist society as a whole are occurring under the influence of the revolution in science and technology.

Издание предназначено для специалистов в области традиционной культуры, учителей, студентов гуманитарных специальностей.

(1934). Different qualitative forms of psychical fatigue and their physiological correlates. Australasian Journal of Psychology and Philosophy: Vol. 12, No. 3, pp. 229-232.

Russkai︠a︡ t︠erkovʹ i drugie statʹi -- V temnykh religioznykh luchakh.