Both descending love of western erotic novels and eastern poetry that ascends love to heavens are considered non-acceptable. Neither eastern maximalism and mysticism, nor western extreme rationalism and pragmatism are approved. Studying the “rational” appearance standing between these two extremes is preferred. Individual-human, real love stands somewhere between the Earth and sky, erotic and divine love. Differing from the understanding of love as a pure idea (Plato, Pushkin), and as a pure psychophysiological phenomenon (“Kama Sutra”, Sigmund Freud), synthetic unity of these two factors that leads to more realistic description of love is preferred in this article.

- Vibrations of light, a sound, a smell, taste, heat and volume transfer energy information (sense) of physical object to consciousness of the person. - Change of physical parameters of object is perceived by the person in time as event. - Event is the information on current of "invisible" process of transfer of energy between cooperating objects. - Process this ordered movement of energy from one object to other object, changing their physical parameters. - Phases of a condition of processes on the Earth describe laws of dialectics. - The-certain alternation of phases of development of process shows the order of movement of energy incooperating objects (paper pic. N3) - Laws of dialectics it is laws of harmony of succession of events. - Harmony of development of process (movement of energy) is financially(material) perceived by the person as development of event. - A sign on great limit (taiczi) philosophy Dao are graphic expression of laws of dialectics. - Energy of the Sun gives rise to all processes on the Earth. - The INFORMATION is a part of energy reflected or rediated by object written down in memory of the person, a material, space.

The ancient myth of the labyrinth, for centuries, remains attrac-tive, both as an object of scientific research and a foundation of philosophical and artistic discourse. Despite the evident simplicity of its plot, it has motivated an extraordinary diversity of interpretations (mainly Western European) which inevitably raise question of the extent of its arbitrariness. This paper argues that the idea of the well-known myth, because of its narrative structure -a space-time level of abstractions, the fate, the existence, and the world order-does not simply reflect the ancient notions of the world order and man’s placein it, but represents a universal cosmological and existential model, interpretedin accordance with the cultural facts of the relevant era. Despite the variety of interpretations of the myth, its semantic invariant, in my view, can be reducedto the following formula: “Human existence, as a part of the world order, follows necessarily from it, but simultaneously, participates in its generation”.

In the context of the modern problems of the humanitarian sphere many cultures started to show more active interest to their ethnic past, to those historic sources, which belong to the traditional forms of morality. In the large the addressing to the ethnic experience, to the traditional spiri-tual values of nation has always been one of the necessary conditions of the intellectual, constructive successes of the growing new generation. Like all the cultural – historical paradigms the Kazakh philosophic thought has passed the complicated way of establishment from the ancient primordial forms of thinking to the quite mature modern philosophic conceptions. Centuries – old history and actualization of the basic moral values in the historic process were the bases for establishment of such fundamental ethical notions in the ethnic worldview as good and evil, love and hatred, nobleness and meanness etc. The great thinkers of the Kazakh steppe Abay and Shakarim tried to solve the problems of the moral perfection of a man by the humanization of the social – ethnical space. In the Kazakh thinkers’ of the XX century opinion a man is not be born morally deprived naturally, but his negative qualities are formed in so-cial space. That is why Abay puts forward as a chief concept of his doctrine the ethical principle “Adam bol!” (Be a human!), and for Shakarim the conscience is the main ethical category in his conception of a man’s spiritual perfection. Conscience as an important notion in his worldview is the main regulator of the interpersonal relations.

The purpose of this work is to specify the status of philosophical issues of moral choice. Traditionally, at the level of the problem in the classical age of philosophy, the problem of choice belongs to the field of ethical knowl-edge. In this case, due to the prevalence of the idea of normativity in ethics (which follows from the dominant classical rationalist philosophy), the problem is, either too smooth, or, alternatively, too dramatic: ethical intuition that true moral action is not commensurate with the finished prescription, usually is based on a conscious break with tradition of normative in ethics. This situation justifies the development of a different approach to the problem of choice - an approach that goes beyond the framework of ethical ideas in philosophical anthropological knowledge.

In modern conditions of the being globalized world more often speech comes about preservation of traditional culture and the personality mor-al level increase. In this aspect formation of moral culture of the personality is closely connected with humanistic outlook and its stability. Harmony of moral and humanity undoubtedly conducts to formation of the original person with strongly pronounced feelings of patriotism, good, justice and moral purity. Communication between moral culture of the personality and humanistic out-look is obvious. The humanistic outlook as the generalized system of views, belief, ideals in which the person expresses the relation to the surrounding him natural and social environment, is under construction round one center – the Person. If the humanity is a basis of system of certain views on the world, the person appears a backbone factor, a kernel of humanistic outlook. Important condition of humanity education is the organization of collective educational, socially useful activity, especially such its types where pupils are put in a situa-tion of direct manifestation of care of others, assistance and support, protection younger, weak. Thus, formation of moral culture of the personality begins with the early childhood and is fixed in the course of training and education.

В статье рассматривается этика ненасилия с точки зрения утверждения новой рациональности, обозначенной в диалогических отношениях и реализуемой, благодаря принципам ненасилия. Этика ненасилия представляется актуальной в свете коммуникативного подхода. В свою очередь, ключом к пониманию феномена ненасилия становится абсолютный нравственный принцип, этическая категория «человеческое достоинство». Этика ненасилия должна определять принципы, по которым строится система социального действия. Впервые мотивы социального действия разработал М. Вебер. Эти идеи продолжали развиваться западной философской и социологической мысли. В частности, Ю. Хабермас различает инструментальную (основана на эмпирических показателях) и коммуникативную (основана на моральном содержании коммуникации) типы рациональности. В современной философии вновь обостряется проблема определения целей и средств социального действия. На проблемы социальности в контексте существования человека в поисках смысла жизни все большее внимание обращают современные российские исследователи. Философы Р. Г. Апресян, А. А. Гусейнов, В. С. Степин, М. Т. Степанянц, И. К. Лисеев, А. П. Огурцов рассматривают различные аспекты теории ненасилия с точки зрения коммуникативного подхода, в основе которого находится исследование сущностных связей между людьми, направленное на выявление их характера и функционирования. Философы приходят к выводу, что на практике осуществить идею ненасилия, в первую очередь, можно путем установления в обществе горизонтальных отношений, которые заключаются в расположении субъект-объектной организации, когда любой член коммуникации рассматривается, с одной стороны, как объект, а с другой, - как субъект. При этом отмечается необходимость утверждения новой рациональности, обозначенной в диалоге и ориентированной на сотрудничество и согласие. Ненасилие определяет качественную связь людей друг с другом, благодаря тому, что каждый из них обладает достоинством, в то время как достоинство становится ключом к пониманию феномена ненасилия. Нравственный облик человека есть тот канал, по которому движется ненасилие. Можно сказать, что впервые в истории человечества, достоинство получает статус ценности тогда, когда возникла идея ненасилия.

Счастье является ключевой категорией этики Аристотеля. В его учении выявляется парадоксальность этого понятия: счастье не имеет универсального, всеобщего характера и не может претендовать на понятийный статус. Но необходимо различать мнимое, ил-люзорное счастье и подлинное, которое определяется критериями добра и справедливо-сти. Именно о таком счастье ведет речь Аристотель: это деятельность души согласно добродетели. И независимо от того, какие страдания выпадают на долю человека, он будет счастливым, если идет дорогой добродетели. В статье раскрывается тезис, согласно которому в дальнейшем развитии западной традиции был утрачен интерес к проблеме счастья в связи с возрастающей наукообразностью и логоцентризмом этого типа культуры. Поэтому в сегодняшнем мире чрезвычайно актуальным становится учение Аристотеля о подлинном, универсальном счастье, пронизанном добром и справедливостью.

A cultural and philosophical approach in understanding human history involves identifying its personal aspects. Looking at the history of philosophy, it is not a clearly defined monologue, in pursuit of a common goal, but a complex dialogical process that includes and mutual influence and mutual repulsion, the process is an alternative to its core, and contains unrealized opportunities in history, re-creating the diversity of the movement of philosophical thought, pluralism of ideas and theories. One of the main ways to implement such an approach to the history of philosophy is to analyze it in the context of the culture, the study of the history of philosophy as a philosophy of culture.

Modern society sees obvious reinforcement of legal component in general mechanism of social regulation of relations between people. Objective significance of law supposes powerful value – subjective securing particularly the moral one. In reality minimization of morality in crisis takes place, which tries to compensate its forces through increase of quantity of laws and development of law – enforcement agencies. Deficit of the spirit and conscience causes their artificial substitutes, which worsen the situation. Daily need of society in improvement of law and legal expanse can be satisfied as a result of forming new image of interrelations between people and social groups in public awareness as a result of reinforcement of moral principles. But ability to select moral and spiritual values, particularly intense processes of their understanding, revaluation and implementation sup-poses deliberate freedom of subjects of social activity. These are representatives of scientific and educational community including lawyers, possessing high moral and professional qualities. In consideration of importance of preservation of civilizing achievements, which are examined in the context of cultural development, it is necessary to affirm the priority of high ethics. It is infallible foundation towards legal dimension of the principle of freedom of worship, secures gen-eral neutral field, on which ideological and politico-legal dialogue is possible among the civilizations and between them.

Axiology as a sphere of value orientation and preferences is a base of every culture. The analysis of poems of Homer gives an opportuni-ty to explicate the value base of archaic Mediterranean culture. Values such as honor, glory, devotion, self-sacrifice, friendship, mutual help, hospitality, justice-equality and justice-retribution are on the positive pole of this culture. Anger, insult, deception, greed, cowardice, audacity, desecration of the ene-my’s body are on the negative pole. Positive values are fixed in the sanctioned “standards” of social behavior. In this paper is investigated the base of selec-tion of behavior’s way of an epic hero. The preference for a particular action is determined by the fate or the will of the gods, or the traditional moral stan-dards, or considerations of good.

1. Philosophy as a part of culture, having its history, also have traditions. The structure of any tradition includes four main elements: a) object of tradition – legacy, b) subject of tradition – its carrier, c) attitude to legacy, inherent in subject an induced by some values, d) function of legacy transmis-sion, performed by subject. 2. Objects of traditions in philosophy are: sets of problems and questions, sets of notions and categories used to think them, interpretation of notions and categories – their changing content, relevant to philosophy ‘list’ of activities for philosophers together with norms and patterns to perform them, and etc. Subjects of traditions are groups of people, who keep and transmit the above mentioned objects. 3. Values connect philosophy with cultural surroundings. They stay beyond traditions, but they are the key factor of influence at the latter. Values drive the interests of philosophers, attracting to an object of tradition or repudiating it. Subject of tradition relates values with some legacy in philosophy, that can be valued, devalued or re-valued. If tradition carrier is unaware of values that impel him to keep legacy, then we deal with unreflective irrational tradition. This kind of tradition play stabilizing role in philosophy, providing succession. Some part of reflective (realizing values) traditions do the same. The rest of them are transforming traditions, because their subject devalues this legacy and values (revalues) some other. Transforming traditions bring philosophy changes. Their time comes when society suffers a shift or replacement of values – during reformations and revolutions.

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.

Воспроизведение человеческого достоинства является основополагающим условием и целью педагогической практики, рассматривается как идеализированная норма учительства. В статье реализуется нормативный подход, предложенный автором к исследованию и интерпретации феномена учительства и его воспроизводства в культуре. Учительство определяется как воспроизводство целостности ценностей знания и личности в другом. Как единицы нормативного анализа выделяются нормы идеальные и реальные, которые делятся на авторитетные, актуальные и предвосхищаемые. Описаны основные идеализированные нормы учительства: воспроизводство человеческого достоинства и воспроизводство жизни в учении. Описан ряд основных особенностей воспроизводства идеальных норм в нормах авторитетных, актуальных и предвосхищаемых.

This paper focuses on the concept of Roman Jakobson, which determined in many ways the formation of structural methods in linguistics and other humanities of the twentieth century. Experience of his various “life in language” is rich in epistemological meanings, some of which are not re-vealed yet. Thus, Jakobson’s understanding of the structure appears today as the resource for actual epistemological ideas of unreductionistic type. Histori-ans of science sometimes tend to see in the idea of the “whole”, often accompanying the idea of the structure in Jakobson’s theory (this applies especially to his early works, which are devoted to the ideas of “Russian science” or “Eurasian” linguistics), an ontological relic of the romantic ideology. But here there is some positive heuristic, its own approach to the conceptualization of intuitions that give meaning and direction to any research. Jacobson never imagined the structure as static and formal, but always took into account the history, meaning, that is, taking it as an “open structure”. In this it differs from the more analytic and more reductive interpretations of the structure in science and philosophy of the twentieth century. This peculiarity of Jakobson’s approach (“Russian” and “East-European”) is getting more and more evident and perceived as more productive in the modern cognitive interactions between national epistemological traditions.

“The identity of self” refers to the range of “multi-dimensional” objects of study. The most important “dimensions” are: philosophical-methodological and psychological. There may be other (socio-psychological, sociological, and linguistic-analytic). Models of “self” are built in the various “dimensions”, each of them, in fact, is a specific formulation and approach to the solution to the problem of “Self-identity”. These models can be viewed as the “projections” of the object (“self”), which is being analyzed, on the various conceptual “planes” (areas of knowledge, for which this object is significant).

In the modern ethical discourse there are multiple polemics on ethical absolutism, bringing to the forefront two commandments - “you shall not murder” (commonly expanded to non-committing of violence) and “you shall not lie”. To understand the meaning of this polemics it is very important to turn to the European philosophical-ethical tradition (to the ideas of Kant in this case). This paper highlights the thought that two principles, mentioned above, were not equal to Kant. If lie was impossible for him, then violence turned out to be permissible.

Данная статья посвящена одной из наиболее интересных философских традиций в Европе: теме идолов. В ходе работы будет рассмотрен путь, который прошла эта традиция. Начиная с Фрэнсиса Бэкона и заканчивая Фридрихом Ницше, этот путь занимает около 4 – х веков. Путь этот был долог и витиеват. Если первоначально идолы были «призраками познания», то начиная с XIX в., идолы стали продуктами культуры. Философы в разное время предлагали бороться с идолами разными способами: Бэкон призывал руководствоваться правильным методом, а Ницше – философствовать молотом. Однако, какими бы средствами не пытались бороться с идолами, они всё равно выживали. До сих пор живы те предрассудки, на которые указывал Бэкон, жива и христианская религия, которую пытался сокрушить Ницше. Сейчас дело обстоит тоже не наилучшим образом. Идолы культуры, политики и экономики контролируют практически всю жизнь человека. На это факт в частности обратил внимание Герберт Маркузе, в своём произведении «Одномерный человек». В данном исследовании мы проанализируем два учения двух великих борцов с идолами: Фрэнсиса Бэкона и Фридриха Ницше. Мы также попытаемся ответить на вопрос, как можно бороться с идолами, и можно ли вообще с ними бороться?

This paper analyzes the methodological foundations of the An-nales School in the context of the European tradition of philosophizing. This school could appear only in the European philosophical tradition, that is, in such intellectual atmosphere, where the following topics were discussed: the autonomy of the cultural sciences (Rickert), the role of speech as a sign of the message (Dilthey, Heidegger, Shpet), the problem of meaning and the act of understanding and comprehension of the meaning (Brentano, Husserl), the problem of psychologism in human cognition (Bergson Husserl, etc.), etc. Although it is quite difficult to define the direct influence of philosophical tradition in the methodology of the Annales School, yet it is possible to reconstruct some certain intellectual consonance with the philosophical problems mentioned above.