As we know, the activity approach to understanding man and his world became widespread in Russian philosophy in the 1960s-70s. At the time, it was, I should emphasize, one of the most significant manifestations of progressive trends in Soviet philosophical thought, which strived to overcome the stagnation and dogmatism of official Marxism. However, as it happens whenever the authority of an intellectual current is established, the activity approach and the category of activity were used frequently in a superficial way, simply (...) because they were fashionable at the time. This gave me occasion to announce, in a collection of articles on the problems of the a tivity approach published in 1976, that a sort of magical word "activity," unsupported by responsible conceptual analysis, was widely used.1 There is no doubt, however, that the development of the activity approach by serious theoreticians was backed up by sufficiently deep conceptual analysis, which advanced our philosophical culture of the time. (shrink)

Издание содержит: научное изучение времени и информации; философское изучение времени и информации; практическое применение знаний о времени и информации и др.

Subjects perceived touch sensations as arising from a table (or a rubber hand) when both the table (or the rubber hand) and their own real hand were repeatedly tapped and stroked in synchrony with the real hand hidden from view. If the table or rubber hand was then ‘injured’, subjects displayed a strong skin conductance response (SCR) even though nothing was done to the real hand. Sensations could even be projected to anatomically impossible locations. The illusion was much less vivid, (...) as indicated by subjective reports and SCR, if the real hand was simultaneously visible during stroking, or if the real hand was hidden but touched asynchronously. The fact that the illusion could be significantly diminished when the real hand was simultaneously visible suggests that the illusion and associated SCRs were due to perceptual assimilation of the table (or rubber hand) into one’s body image rather than associative conditioning. These experiments demonstrate the malleability of body image and the brain’s remarkable capacity for detecting statistical correlations in the sensory input. (shrink)

Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only (...) as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it. (shrink)

Hegel's teachings on the state, law, and society constitute a philosophy of law and were developed by him as the philosophy of the objective spirit. In addition to providing a basis for historically concrete views on political matters, the Hegelian philosophy of law, as an application of dialectics to a specific realm of subject matter in societal, governmental, and political-legal phenomena, contains the logic of that realm of subject matter. The independent meaning of this domain of research transforms logic and (...) gives it politically significant features despite the conscious Hegelian attitude of "logicizing" politics. This is clearly manifested in the political and legal results of Hegel's employment of a conceptual apparatus and theoretical constructs in the dialectical investigation of the objective spirit. Therefore, it is valid to single out two aspects of the political content of Hegel's philosophy of law: the historically concrete political views developed by Hegel in his Philosophy of Right; and the totality of politically meaningful propositions deriving from his application of dialectics to the sphere of politics — which we here call Hegel's dialectics of politics. (shrink)

Throughout its history of almost a millennium and a half, Sanskrit kāvyaśāstra was resolutely obsessed with the task of unravelling the ontology kāvya. Literary theoreticians in Sanskrit, irrespective of their spatio-temporal locations, unanimously agreed upon the fact that kāvya was a special mode of expression characterized by the presence of certain unique linguistic elements. Nonetheless, this did not imply that kāvyaśāstra was an intellectual tradition unmarked by disagreements. The real point of contention among the practitioners of Sanskrit literary theory was (...) the prioritization of certain formal elements as the ‘soul’ of literature. This strong sense of intellectual disagreement on the question of what constituted the soul of kāvya eventually paved the way for the emergence of new frameworks of criticism and extensive scrutiny of the existing categories, thus playing a vital role in keeping this tradition alive and new.But towards the turn of the 20th century, Sanskrit kāvyaśāstra tradition underwent an epistemic rupture primarily because of a change in the way the idea of literariness was understood. During this phase, the traditional Formalistic notions about literature underwent a radical transformation, and the style and language of literature eventually became similar to everyday speech. This trend played an important role in severing Sanskrit kāvyaśāstra’s natural tie with literature. Eventually, the vigour in which new treatises in Sanskrit literary poetics were produced also dwindled. This did not mean that the scholarship in Sanskrit poetics vanished. Scholars in Sanskrit poetics continued to flourish in India, but in a different form and shape. In other words, the focus of scholars in Sanskrit poetics slowly got shifted from the production of new treatises in Sanskrit poetics to the creation of the intellectual history of this field and the application of these theories to evaluate the literary merit of modern literary texts. Though these two approaches played a vital role in disseminating the knowledge about Sanskrit poetics in modern times, they were caught up in an ontological certitude. In other words, neither of these two directions attempted to study these theoretical positions from a standpoint other than that of literary theory. To borrow a Barthian terminology, these two approaches treated Sanskrit poetics as a ‘work,’ instead of a ‘Text.’ This paper aims to intervene in this lacuna of scholarship by proposing the Derridian idea of ‘play’ as a methodological framework to unearth the potentialities lying dormant in these theories and to move beyond the ontological certitude traditionally imposed on these theoretical positions. The new methodological praxis that I put forward in this paper is further exemplified through a non-canonical reading of Ānandavardhana’s avivakṣita-vācya-dhvani. (shrink)

Clarification of the essence of the mental reflection of reality means to reveal its most general and yet most specific characteristics, distinguishing it from all other phenomena and properties. It will be helpful to approach the solution of this problem from two sides. In the first place, this task calls for a consideration of the initial, elementary and genetically earliest form of the reflection of reality and the circumstances under which it arises. This elementary and lowest form may be understood (...) if, pursuing the method of Marx, we regard the lowest as a "hint" of the highest, when the highest is known . In the given instance, the developed forms of the mental reflection of reality are better known to us than their initial phases. In the second place, the question of the most general features of the property of reflection is closely related to a consideration of motion as the fundamental property of matter. Only a combination of these two lines of analysis will, in our opinion, make it possible, on the one hand, to keep in view the specific features of the process of reflecting reality in cognition and, on the other, to liberate us from anthropomorphic preconceptions ascribing to the elementary form of reflection of reality the characteristics of its highest form-conscious reflection. (shrink)

Purpose. The purpose of this paper is to investigate the anthropological and socio-philosophical dimensions of human existence of the older age group given the challenges of pandemic threats caused by COVID-19. To this end, it is planned to solve a number of tasks, among which one should distinguish the following: 1) to investigate the manifestations of age discrimination in the context of the social and labor areas of human existence; 2) to focus on the asymmetry of the behavior of society (...) and the state relative to persons of the older age group in the field of healthcare in the context of a pandemic crisis; 3) to represent the anthropological features of changes in the socialization and activity of older people under the current conditions of globalization-pandemic challenges. Theoretical basis. Despite such a broad representation of the age-related issue in public relations, there are still no practical guarantees that would apply to discriminatory aspects of older age groups in various areas of their manifestation. The synergistic evolution of social reality requires substantive analysis of the issue under the current conditions for the transformation of social life, which is affected by globalization crises caused by the pandemic threats of COVID-19. Originality. The stereotypical assumptions underlying legal policy and established social relations are based solely on the application of chronological age. The novelty is in justifying an individual approach to the elderly through the personification of the personal characteristics of a person. The study of anthropological and socio-philosophical dimensions of the existence of a person of the older age group in the face of the challenges of pandemic threats caused by COVID-19 has made it possible to analyze the destructive nature of age discrimination in the context of the social and labor areas of human existence. As well as focus on the asymmetry of the behavior of society and the state in relation to these persons in the field of health care, and emphasize the anthropological features of changes in the socialization and human activity under the current conditions of globalization-pandemic challenges. Conclusions. External threats to human existence call for special attention to the implementation and protection of human rights, freedoms, individual freedoms, and identity. Pandemic threats have transformed all dimensions of human existence, especially for those groups of society that are less socially protected. The pandemic crisis has created additional grounds for discrimination against older people in various areas of human existence. Equalization of persons by age without personifying the personal characteristics of an individual is discrimination on an age basis, which violates the principles of democracy and humanism in the society, leads to stigmatization of the person, is the cause of the anthropological crisis of a person. (shrink)