This article analyzes the fundamental aesthetic views of two major representatives of European culture, the Croation Juraj Krizanic and the Moldavian Nicolai Spatarul, who worked in Russia in the second half of the 17th century, and who through their works made it possible for Russian culture of the time to adopt the ideas of Western European aesthetics. (edited).

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of directions is spent, proceeding from (...) basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Here we study properties of weakly circularly minimal cyclically ordered groups. The main result of the paper is that any weakly circularly minimal cyclically ordered group is abelian.

Husserlova fenomenologie je široce považována za filosofii idealistickou, tento text si klade za cíl prostřednictvím analýzy klíčového epistemologického pojmu, tj. objektu, představit empirickou stránku Husserlovy filosofie. Výzkumem především prvních a posledních Husserlových spisů (které jsou věnovány problematice založení logiky) představí nutnou součást fenomenologického pojetí předmětu – jeho vnější aspekt. Tento aspekt je sice začleněn do obecného fenomenologického pojetí poznání, které prima facie vykazuje znaky idealismu, avšak prostřednictvím zkoumání níže uvedených konceptů by měla být objasněna pevnost vazby, kterou je toto pojetí (...) propojeno s vnějškem. (shrink)

Husserlova fenomenologie je široce považována za filosofii idealistickou, tento text si klade za cíl prostřednictvím analýzy klíčového epistemologického pojmu, tj. objektu, představit empirickou stránku Husserlovy filosofie. Výzkumem především prvních a posledních Husserlových spisů (které jsou věnovány problematice založení logiky) představí nutnou součást fenomenologického pojetí předmětu – jeho vnější aspekt. Tento aspekt je sice začleněn do obecného fenomenologického pojetí poznání, které prima facie vykazuje znaky idealismu, avšak prostřednictvím zkoumání níže uvedených konceptů by měla být objasněna pevnost vazby, kterou je toto pojetí (...) propojeno s vnějškem. (shrink)

Forma i materʹi︠a︡l v iskusstve -- Muzyka -- Zhivopisʹ -- Literatura -- Obnovlenie formy -- Kinematograf -- Si︠u︡zhet v kinematografe -- Chaplin -- Budushchnostʹ kino -- Zakli︠u︡chenie.

This article provides a summary overview of the ideas on medical anthropology and anthropological medicine of the German philosopher-psychiatrist Viktor Emil von Gebsattel (1883–1974), and discusses in more detail his views on the doctor-patient relationship. It is argued that Von Gebsattel''s warning against a dehumanization of medicine when the person of both patient and physician are not explicitly present in their relationship remains valid notwithstanding the modern emphasis on respect for patient (and provider) autonomy.

The philosophical definition of violence today is “incomplete” and leaves a “gap” between the phenomenon and the concept. This is due to the fact that the concept of “violence” was/is strangely included in the general philosophical categorial line. In domestic and Western discourse, the problem field of violence contains, above all, political and ethical meanings. The problem is intuitively resolved in its appeal to the concept of “power”, which turns out to be philosophically lost in modern philosophy. Only exceptionally do (...) we find “traces” of this concept in philosophical works. Among them are the works of Aristotle, which need to be freed from modern, distorting interpretations. Thus, in the translations of Aristotle, the Greek δύναμις, used for the traditional transferring the category of possibility, lost its meaning of force ; in its turn, “force” lost relation to “violence” and “necessity”. Violence is understood as a kind of necessity, which is associated with the suppression of one’s “own decision”, freedom, something that “prevents desire” and contrary to “common thinking,” as well as the absence of “good”. Violence is presented not only in an ontological sense, but also existentially, as the opposite of “good” and of one’s own “desire”. Force remains in the shadow of “necessity” as “possibility”, “potential energy” and “movement”, and violence loses the opposition that has arisen in an ontological mode. (shrink)

The philosophical definition of violence today is?incomplete? and leaves a?gap? between the phenomenon and the concept. This is due to the fact that the concept of?violence? was/is strangely included in the general philosophical categorial line. In domestic and Western discourse, the problem field of violence contains, above all, political and ethical meanings. The problem is intuitively resolved in its appeal to the concept of?power?, which turns out to be philosophically lost in modern philosophy. Only exceptionally do we find?traces? of this (...) concept in philosophical works. Among them are the works of Aristotle, which need to be freed from modern, distorting interpretations. Thus, in the translations of Aristotle, the Greek???????, used for the traditional transferring the category of possibility, lost its meaning of force ; in its turn,?force? lost relation to?violence? and?necessity?. Violence is understood as a kind of necessity, which is associated with the suppression of one?s?own decision?, freedom, something that?prevents desire? and contrary to?common thinking,? as well as the absence of?good?. Violence is presented not only in an ontological sense, but also existentially, as the opposite of?good? and of one?s own?desire?. Force remains in the shadow of?necessity? as?possibility?,?potential energy? and?movement?, and violence loses the opposition that has arisen in an ontological mode. nema. (shrink)

The humanity is examined on two levels: first as a natural biological quality having a moral dimension and a moral impact, and then as a moral quality, which is a specific human product and a result of cultural evolution, i.e. of human moral deve-lopment. According to the forms of the realized humanity the author differentiates between active and passive forms of humanity; the active humanity is further divided into a positive and a negative ones.

Historical experience shows that politics, despite all its shortcomings, is the best tool created by people to organize the common life of large groups of the population and manage them. Therefore, the desire of thinkers of all times and peoples to obtain knowledge about politics is understandable, which, in its rigor, clarity, and accuracy of forecast, would be comparable to scientific knowledge. The present review analyzes the works of the Russian social scientist Viktor P. Makarenko, who researched the triad (...) “politics–authority–bureaucracy” for fifty years. The result was the creation of a political conceptology, which the author positions as a transdisciplinary approach to the study of politics. Analytical philosophy became the theoretical and methodological platform of political conceptology. The monographs, articles, and speeches of Makarenko reflect the process of establishing the author’s position, expanding the scope of problems, identifying additional points of contact between bureaucracy and politics, as well as improving the methodology of political analysis. (shrink)

The article is devoted to the analysis of “psychological” argument for the existence of God of Viktor Nesmelov, professor of Kazan Theological Academy, represented in his fundamental work “Science of Man”. The main interpretations of this argument, formulated both contemporaries of Nesmelov ) and modern researchers of his legacy are considered. The basic prerequisites and origins of Nesmelov’s anthropological doctrine are analyzed. The main of them were V. Snegiryov’s psychological doctrine and anthropological ideas of St. Gregory of Nyssa. The (...) main ideas of Nesmelov’s Christian anthropology, related directly to his formulation of “the idea of God”, etc.) are revealed. Besides that, Nesmelov’s criticism of the main existing arguments for the existence of God is analyzed. The main conclusion based on the analysis of Nesmelov’s anthropological system is made: his argument for the existence of God represents rather a methodological program for creating such argument in the future. The base of this argument should be made of not only by an “ abstract knowledge”, but the “living worldview” and the “living unity of God and man”. (shrink)

V.v. Weizsäcker, Mediziner und Philosoph, versucht mit der Einführung des Subjekts in die Medizin ein neues Verständnis des Menschlichen im Menschen zu eröffnen. Der Autor stellt das breite Feld des v. Weizsäckerschen Denkens dar, um dadurch für ein Gespräch zwischen Medizin und Pädagogik das Material zu unterbreiten und auf Schwerpunktverlagerungen in den Wissenschaften vom Menschen aufmerksam zu machen.

Filozoficko-antropologické dědictví Viktora E. Frankla zůstává dosud nedoceněnou oblastí v jeho široké tvůrčí činnosti, která zahrnuje také neurologické, psychiatrické, psychoterapeutické a axiologicko-etické bádání. Franklovým dílem však prolíná svébytná multidimenzionální koncepce člověka, která je v následujícím příspěvku úzce spojena s Franklovou primární profesní orientací - péčí o zdraví a snahou o uzdravení nemocných - a s jednou z dominant Franklovy tragické triády - utrpením.

_ Source: _Volume 46, Issue 1, pp 70 - 97 In 1946 Heidegger suffered a mental breakdown and received treatment by Dr. Viktor Emil Freiherr von Gebsattel. I explore the themes of health and help in Heidegger’s work before and after his treatment. I begin with Heidegger’s views on health while Rector in 1933–34 and his abandonment of these views by war’s end. A short while later, Heidegger’s breakdown occurs and the treatment under Gebsattel begins. Soon after his treatment, (...) Heidegger lauds what he terms a “broken-down” thinking, and I examine his contribution to a 1958 _Festschrift_ for Gebsattel to better articulate such a thinking. Lastly, I take up Heidegger’s remarks on the role of the medical profession in a technological age from a 1962 speech. In presenting this material, I hope to shed new light on a little known aspect of Heidegger’s career and biography and to situate philosophically his relationship with Dr. Gebsattel. (shrink)

Als wir bei Sonnenuntergang gerade durch die Herde Nilpferde hindurchfuhren, stand urplötzlich, von mir nicht gesucht, das Wort »Ehrfurcht vor dem Leben« vor mir. Der Pfad im Dickicht war sichtbar geworden. Nun war ich zu der Idee vorgedrungen, in der Welt- und Lebensbejahung und Ethik miteinander enthalten sind. Albert Schweitzer Seit fast 100 Jahren steht der Name Albert Schweitzer für aktives humanitäres Engagement. Dank seiner Philosophie der »Ehrfurcht vor dem Leben«, die er gemeinsam mit seiner Frau Helene Bresslau im Urwaldhospital (...) in Lambarene verwirklichte, gehört er zu den am meisten bewunderten Menschen der Welt. Mit dreißig Jahren ein geachteter Theologe und gefeierter Interpret der Orgelwerke Johann Sebastian Bachs entschloss er sich, noch ein Medizinstudium zu absolvieren, um den Ärmsten der Armen zu helfen. Ernst Luther nähert sich diesem Humanisten mit philosophisch-kritischen Betrachtungen, ordnet dessen Leben und Werk in die Umbrüche seiner Zeit ein und resümiert, was von Schweitzers Gedankengut bewahrt werden sollte. Ernst Luther, Jg. 1932, Studium der Pädagogik, Geschichte/Germanistik, extern Philosophie, Gasthörer Medizin an der Universität Halle; Promotion Dr. phil. 1961 zur medizinischen Anthropologie Viktor von Weizsäckers an der Universität Greifswald; Dr. sc. phil. 1970 Universität Halle mit einer Arbeit über Ethik in der Medizin. Herausgeber und Mitautor zahlreicher Arbeiten zur Ethik in der Medizin. Mitglied im Albert-Schweitzer-Komitee e. V. Weimar, im Deutschen Hilfsverein für das Albert-Schweitzer-Spital Lambarene, Frankfurt a. M., in der Internationalen Albert-Schweitzer-Vereinigung. Von 2000 bis 2002 Mitglied der Enquete-Kommission des Deutschen Bundestages Recht und Ethik in der Medizin. Inhalt: Vorwort Albert Schweitzer - der friedlichen Menschheit zugehörig Das »Bergwerk der Ethik« Das Menschenbild aus Schweitzers philosophischer und religiöser Sicht Albert Schweitzer und Karl Marx Albert Schweitzers Gedanken zu Kultur und Ethik in den Weltreligionen Albert Schweitzer und die Ethik in der Medizin Ethik und Völkerfrieden Sozialethik gegen Kolonialpolitik und Rassenhass. (shrink)

Книга представляет собой исследование, где предпринимается попытка на основе детальной проработки первоисточников и воспроизведения основных ходов мысли и интуиций Гегеля и позднего Шеллинга провести сравнительный анализ их учений об абсолюте.