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61. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Сергей Николаевич Бычков Образование и философия
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Educational problems require philosophical justification, whenever traditional approaches are proved inadequate. This is what actually happens in the process of building the information society. The significant efforts to develop technical skills in science and remember a large amount of data in humanities, learned earlier in school, are not today justified from the point of view of modern education. The computers have released people from the necessity to operate not only with numbers, but also with mathematical symbols. The Internet gives access to any bit of information almost instantly, whereas a few decades ago visiting a library to obtain the required information was necessary. A person has a unique opportunity to close on one’s self the creative process of making new ideas and project the «individual» and «common» fu-tures. The globalization of education sets forward several fundamental philo-sophical problems: the historicity of human being vs. the universality of truth, the scientific results and methods to reach them as a means of the individual’s development. It depends on different decisions, in which direction the vector of global pedagogical community efforts will be directed in the question of setting-up education, so that it could meet the era’s challenges.
62. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
E. Автандилян На пути к новой парадигме в образовании: (сравнительный анализ тринитарно – информационной модели мира постнеклассической методологии и индуизма)
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In the not so distant past, people considered synthesis of Eastern knowledge and Western methodological cognition models as impossible, to say nothing of combining the “rational” and the “irrational”, regarded by the science as utopian. However, we see today these ideas being drastically transformed by modern trends, hypotheses and data supplied by science. We have attempted to compare the systems of two different vectors – Eastern and West-ern knowledge, the latter referring to the innovative ‘Trinitarian information model of post-non-classical methodology’ (by Valery S. Meskov), the former referring to Vedanta knowledge, with its origins in the culture of India. We have made an effort to identify what these two traditionally opposed systems have in common. The connections uncovered can lead to further investigation into the achievements of Eastern and Western worlds with a view to building a new paradigm of scientific knowledge. Today we witness the spiritual com-ponent becoming more critical in education and upbringing. In all times man’s culture and moral have been regarded as extremely important from the point of view of both science and religion. Education is to be changed starting from its core part – methodology. We believe that post-non-classical methodology can offer workable solutions to the problems in the field. Also, the ancient Eastern knowledge, including Hinduism might turn out really effective.
63. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Лилия Фёдоровна Матронина Управление образования в обществе знаний
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We live in the era of formation of the knowledge society, the key factor in the development of which is the growth of scientific knowledge. The increase in the intellectual content of labour causes transformations of the educational system and its structure as a whole, with the aim of improving education quality. The question of education management becomes acute and in fact manifests itself as a question of management of quality in education. Its features are defined by our understanding of the concept of quality and quality in education, in particular. The introduction of Total Quality Management (TQM) in educational establishments in many countries of the world favoured the development of management engineering, the basis of which is a functional-quantitative (operational) quality definition: quality is manufactured by such production or rendering of such services, the measured characteristics of which meet the specific technical requirements having some numerical value. The consequence of this approach was the predominance of typical simplified standards in the global educational space, suppression of ethno-cultural educational traditions, norms, and values. Insofar as education is an integral process comprising both teaching and upbringing, it is necessary to develop new holistic models of education management for the knowledge society, in which the social and cultural contexts will not be replaced by engineer-technological ones.
64. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Tatiana Filanovskaya Культурно-историческая концепция российского художественного образования
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The article deals with the cultural-historical conception of Rus-sian art education. Based on analysis of three hundred years of history of art education, the author concludes that the dynamics of education is evolutionary wave nature. Identify trends and patterns of development of the education system, are called external and internal factors and mechanisms to promote the dynamics of value senses, content, technology of art education in historical time. The dynamics model of the graduate, depends on the change of eras.
65. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Victor Kondratyev Цели и ценности современного образования
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Relation of the goals and values in controllable social processes is an example of the interaction of opposites, the essence of these processes. The goals of the educational institution are determined by its administration which is guided by economic interests. The educational process is carried out by teachers who focus their activities on the value of their field of study. Even when teachers are engaged in making management decisions the decisive role generally has the administration. Only in the definition of the mission of educational institutions the administration is forced to consider the value of education. The mission of educational institution is the synthesis product of management purposes and educational values. The contradiction between the goals and values of education increases during the period of changes in socio-economic policy. Both the U.S. and EU in the late XX – beginning of XXI century are forced to adjust their economic policies. Reduction in state funding of universities is a characteristic feature of the developed countries economies. A similar situation is found in Russia. Significant reduction in the number of universities is a consequence of not only the ineffectiveness of their activities, as the government claims, but also the state’s economic policy. Improvement of economic and legal autonomy of universities is a condition for the improvement of education.
66. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Oksana Nesterova Классическая логика в системе современного образовательного процесса
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Практика преподавания логики позволяет выделить комплекс проблем, связанных с определением ее возможностей и границ в рамках развития науки в целом. Вопрос обоснования логики - это вопрос о природе логического. Какой наукой она является теоретической или эмпирической, имеет ли она собственный базис? Можно ли оценивать законы мышления как абсолютно объективные или необходимо включение субъекта познавательной деятельности в обоснование логических систем? Классическое понимание проблемы правильности и истинности сегодня также является недостаточным. Современная познавательная ситуация требует разработки и преподавания логики не только как теории рассуждений, а прежде всего как основы познавательных сеток, которые позволяют человеку конструировать новые теоретические модели мира. Такое понимание места и роли классической логики в системе современного знания позволяет установить связь между собственными проблемами логики и теми вопросами, которые представляют особый интерес для современной науки.
67. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Шадрина Виктория Образование как путь к свободе
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Modern society is in deep crisis, especially noticeable on the background of globalization. Overcoming this situation is possible by developing and improving the system of education. Only education allows the individual to acquire a constructive experience of creative and intellectual life, to reflect on the important issues of life and on this basis to make hiw/her own, free choice of further life. Today, education is not the only institution of knowledge transfer from one generation to another, but it also helps people find freedom of thought, spirit, and actions. Freedom in education is not only the principles of the organization of the educational process, but refers to the ways and means achieve it. A rich inner world of a man is formed in the spirit of freedom, striving for continuous creative assimilation of reality. However, significant drawbacks of liberal education include lack of control over graduates as they are hard to manipulate and they have developed a sense of self-worth. All of the above conclusions are supported by a specific research, and life stories of graduates of schools of free-liberal education. These schools and educational systems still have not received wide acceptance because of its existing unique, deeply personal significance, but the author is convinced of the future of these schools.
68. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Marina Shestakova Humanities in Education: From Paideia to manipulation of consciousness
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Humanities do not meet the scientific standards of natural sciences. Following Aristotle who distinguished theoretical and practical science, we can consider humanities as techne or fronesis, but not as episteme. Humanities reveal their practical quality in close connection with education. We agree with Gadamer saying that the scientific nature of humanities was formed in the process of education. The interaction of humanities, education and politics was expressed in the ancient Paideia, European humanistic and Enlightenment traditions of education, which focused on improvement of human nature. In the 19-20 centuries this concept was destroyed, and it transformed the idea of education. Teaching is actually separated from the process of formation of the subject. M.Foucault returns to the ancient idea of Paideia („Hermeneutics of the subject“). Knowledge is more and more turning into information, and education - into ideological manipulation of consciousness. Today humanities actually lose their role of the basis for general education, allotted to them by the Humboldt University concept and in Hegel’s pedagogy. The educational reform in Russia is following this general trend. Education is divided into two levels: general elitist education and narrowly specialized education. General education is increasingly turning into management studies using the humanities as auxiliary. Narrow vocational education is doing with a minimum of humanities. This is demonstrated by the cuts in school history and literature education programs. The lack of classical humanitarian education opens a wide scope for ideological manipulation of consciousness.
69. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Marina Yaskevich Конкурсы молодежных инновационных проектов как факторы развития инновационной культуры современного российского общества
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Creation and use of innovation based on advanced scientific knowledge is the basis of Russia‘s economic strategy for the next few years. The purpose of innovative development cannot be achieved without the cre-ation of an innovative culture in a society which provides and allows for the susceptibility of people to new ideas, and the ability to support and use them in the most varied spheres of life. The world experience shows that the de-velopment of the innovation economy is impossible without the active coope-ration of universities and business. It is in the University environment which provides priority for the development of scientific-research activities both in the field of fundamental and applied science unconventional ideas and projects can be born. In connection with this the most important task of the modern University is the training of highly qualified and competent specialists in the innovation sphere. The positive trend of recent years in Russia is to unite the efforts of universities, business and the state for the creation of effective public mechanisms for the selection and support of talented, capable of innovative activity, youth. In connection to this, of great social importance is to have competitions of youth innovation projects, which are carried out at different levels - at the level of the individual University, region, country.
70. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Мавлуда Ёкубова Перспективы развития образования в условиях информатизации и глобализации
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Before the individual today is the necessary task to comprehend and estimate, first, the globalization process, secondly, to create a way to relate to the events social change. The school student or the student of higher edu-cation institution, thus, should expand the horizon of consciousness to global scales. Comprehension of global processes is possible only on the basis of a clear vision of the ideas relevant to policy, economy, ecology, where different types of spiritual and intellectual activity is embodied. From this follows that humanitarian education should include all sphere of knowledge: from signs, terms, symbols and concepts to ideas, doctrines and theories. Philosophy not alone, but in unity with science art and religion, is capable to accomplish this task. However philosophy development in conditions of extending informa-tion space, in which abundance of information causes a fragmentariness of consciousness and complicates the process of self-identification of the per-sonality, can lead to loss of the reflective quality of philosophical knowledge.
71. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
Anatoly Zelenkov The Phenomenon of Globalization: Problems and Opportunities of Systemic Interpretation
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One of the features of the present stage of social dynamics is the emphasis on integrated scenarios of global development, and focus on such features of modern economic and social life, as transnationalization, hybridization, and the synthesis of its cultural programs. These trends of world development most clearly manifest themselves in the phenomenon of globalization, which is often estimated as the most constructive and real program of contemporary social dynamics. However, globalization as an objective process and a theoretical construct is usually based on empirical generalizations of various social facts through methodology of phenomenalism. In this article, the author offers another methodological research strategy that allows for a comprehen-sive analysis of globalization through the categorial-methodological reconstruction of its essence and functional characteristics. While globalization is interpreted as a complex superposition of its following dimensions: economic, political, institutional, socio-anthropological and socio-cultural. This approach allows us to prove the thesis that without proper philosophical interpretation of globalization is not possible to reveal its real nature, not associated with the assertion the consumption values and ideology of consumerism, but with the ideals of individual freedom and civil society.
72. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
Elena A. Dergacheva Technocratic Globalization of Society and Biosphere
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Study of globalization in the context of technogenic (industrial and post-industrial) social development and establishment of information-technogenic era provides an understanding of the integrative mechanism of interaction between society, technosphere and biosphere. Qualitatively new, scientific and technological forces of production were created during the Industrial Revolution (XVIII-XIX centuries) and then the construction of the technosphere (artificial environment) began. Artificial processes were initially concentrated in the technogenic societies who were the members of the global industrial and technogenic zone. From the middle of the 20th century technogenic processes began to expand beyond this zone and involve traditional societies in technogenesis. The links in a single global distribution mechanism of technogenic processes began to form the technosphere. Technogenic social-biospheric processes involve the development of technology and biotech change of the biosphere organisms. Technogenic social-biospheric globalization encompasses the processes of global technocratic rationalization of societies, technosphere and biosphere (which loses its functions). Mankind destroys world biosphere and expands technosphere. These processes of integration generate global technogenic evolution of life on Earth, change the nature of evolution of life from natural to artificial, and replace information processes of biosphere to information of technosphere. Global technogenic world is created in today’s information-technogenic era.
73. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
K. A. Барлыбаев Глобальные факторы национально-государственного развития
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Эволюция государственности стран ныне определяется как закономерностями внутреннего развития, так и факторами глобального порядка. Глобальные факторы являются функцией современной глобализации как системного процесса, конструктивно или деструктивно влияющей на внутригосударственные процессы. При доминирующих ныне деструктивных факторах их конструктивное содержание ускоряет реализацию общечеловеческих ценностей. Эти взаимосвязи, обладая общими чертами, воплощаются в различных странах по-разному. Общим глобальным фактором является растущее единение жизнедеятельности человечества, инструментами которого выступают глобальные процессы в разных сферах. Ведущими среди них являются политические, военные, финансово-экономические, информационные, экологические факторы. Различия взаимосвязей состоят в том, что из-за объективно-субъективного характера глобализации развитые страны формируют и используют глобальные факторы с выгодой для себя, а слаборазвитые – “потребляют” их деструктивные последствия. “Стрижка всех под одну гребенку” насаждает западный образ жизни и ценности. Монополия на глобализацию порождает застойные явления в мировом развитии, тормозит общественный прогресс. Необходимо, чтобы глобализация “обслуживала” не только “золотой миллиард”, но и все человечество. Для этого нужно внедрять всемирное демократическое управление глобальными процессами под эгидой, со стороны и от имени всего мирового сообщества.
74. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
Рида Зекрис Глобальные вызовы национальному государству и национально-государственной власти в условиях
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Современная ситуация на нашей планете действительно характеризуется процессами модернизации и глобализации. Эти процессы не могут не влиять на государственные образования, которые преимущественно являются национальными государствами, а значит – и на национально-государственную власть. Этому и посвящается настоящий доклад.
75. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
Valentina Stryzhko Перспективы и тупики диалога западного и восточного типов философствования в информационном обществе
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Философия ХХI века в новых сложных условиях глобализирующегося мира уже констатировала наметившиеся интер- и кросскультурные тенденции в своем развитии. Суть в том, что как в западной, так в восточной философских традициях, являющихся основаниями соответствующих культур и цивилизаций, а, значит, и соответствующих систем ценностей, типов мировоззрения, существует сложившееся тысячелетия назад концептуальное ядро, имеющее общий универсальный характер. С другой стороны, в жизни как Востока, так и Запада, в социально-культурной и политической практиках существуют и возникают острые проблемы, указывающие на внутренние противоречия, несовершенства и необходимость изменений и нового современного содержания каждой системы ценностей как Востока, так и Запада Современная философия, философская компаративистика и социальная философия, вычленяя то общее, что имеется в духовных истоках разных культур и цивилизаций, и то частное, что и сегодня для них принципиально ценно, приоткрывает пути от конфликта к взаимопониманию, конструктивному диалогу, а в будущем и к гармоничному взаимодействию.
76. Proceedings of the XXIII World Congress of Philosophy: Volume > 51
Муху Гимбатович Алиев Глобализация и Международный Терроризм
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В докладе анализируется причины и сущность терроризма, возникшего в период глобализации, основные подходы к его научному изучению. Дается критика сведения всех форм борьбы c терроризм только к силовым. Показано множество источников неудовлетворенности, ведущих к терроризму – несогласие с модернизацией, отнесение себя к цивилизации, которая ущемлена, психологические черты – фанатизм, склонность к экстремизму и характерное для глобализации ослабление роли государств.
77. Proceedings of the XXIII World Congress of Philosophy: Volume > 52
Надежда Дмитриевна Субботина Коэволюция естественного и социального
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Сложность утверждения коэволюции общества и природы обусловлена, во-первых, несовпадением скорости естественной и социальной эволюции, их разнонаправленностью, во-вторых, тем, что общественное сознание и индивидуальное сознание большинства людей консервативно и не спешит признать необходимость такой коэволюции. В-третьих, общество и каждый человек не являются однозначно социальными системами, а представляют собой сложное диалектическое единство естественной и социальной сторон с выраженным, но не абсолютным господством социального начала. Поэтому коэволюция общества и биосферы возможна только при существовании коэволюции естественного и социального внутри общества. Социальное является продуктом природы, результатом самосовершенствования таких свойств естественных образований, как адаптация, передача и переработка информации. Поэтому социальное – явление родственное естественному. И в то же время социальное качественно противостоит естественному, так как подрывает полное господство одного из фундаментальных его свойств – стихийность, заменив её частичной осознанностью. Условием существования общества является господство социального начала, которое обеспечивается в процессе непрерывного снятия естественного содержания своих природных предпосылок. При этом снятие никогда не бывает абсолютным. Наиболее сложным является подчинение социальным отдельного индивида, что осуществляется при помощи суггестии в процессе социализации.
78. Proceedings of the XXIII World Congress of Philosophy: Volume > 52
Tadeouch Adoulo Социум Как Объект Постигающего Сознания: От Классики К Современности
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В докладе рассмотрены основные исторические этапы становления философии истории как важнейшего раздела философской науки, начиная с эпохи Античности и заканчивая ХХ веком. Обращено внимание на причины, вызывающие у исследователей затруднения в процессе постижения человеческой истории. Дана характеристика некоторых проблем, возникших в постсоветской философской науке, связанных с определением дисциплинарного статуса социальной философии, ее предмета и проблемного поля. Социальная философия, пришедшая на смену историческому материализму, трактуется как составная часть философии, которая представляет собой предельно общую теорию исторического процесса, исследует сущность, направленность, движущие силы, закономерности и методы его познания, т.е. как философия истории.
79. Proceedings of the XXIII World Congress of Philosophy: Volume > 52
Vladimir Shevchenko The Revolution of Spirit as a Category of Philosophy of History
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The most important concept of philosophy of history is con-sidered in connection with the contribution made by Karl Kantor, a well-known Russian philosopher, into solving the problem in his book titled “A Double Spiral of History. Historiosophia of Projectism” (M.: 2002). Three revolutions of spirit which occurred in the history of society correspond to three paradigmatic projects of history. The 1st revolution of spirit was the phenomenon of Christ and the first project of history became Christianity. The 2nd revolution of spirit was Renaissance and the second project of histo-ry was an aesthetical art project. The third revolution of spirit was K. Marx and his scientific project of history which synthesizes, absorbs the religious and the aesthetical projects. The issue of an uncompromising, antagonistic struggle between history and sociocultural evolution is also discussed. The revolution of spirit strives for radical transformation of socium which resists transformation and thus leads to a historical deadlock. A way out of the dead-lock is inevitably connected with the beginning of a new revolution of spirit. The prospects of revolution of spirit continuing in contemporary world in-cluding Russia are also outlined.
80. Proceedings of the XXIII World Congress of Philosophy: Volume > 53
Elizaveta Speshilova Quine’s Dispositional Approach to the Language
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This paper examines the dispositional approach to the language introduced by the W. V. O. Quine. The author consideres the naturalistic understanding of the meaning and criticism of “mentalistic theory of ideas”. Dispositional approach to the language is characterized by the fact that: first, language statements are understood as a verbal reaction to the current stimulations or to situations, which are only potentially; second, stimulus meaning is subject’s detailed disposition to agree or disagree with the sentence in response to the stimulation. It is said that Quine’s ideas of ontological relativity, indeterminacy of translation and reference associated with dispositional approach to the language.