Home – Home – Jornals – "Philosophy of Education" 2016 number 6

The purpose of this article is to explain the difficulties in solving some problems the set-theoretic nature by semantic redundancy of language for describing the sets, namely, in the Zermelo-Fraenkel system with the Axiom of Choice and second-order set theory. We describe two approaches to the problem by means of case of the continuum hypothesis, undecidable in ZFC system and decidable in an alternative ZFC2 set theory. It is shown that the basis of difference of interpretations lies in pre-theoretical concepts that allow semantic redundancy.

The article is devoted to the problem of induction; the problem is a topical one, as it has a multidisciplinary and philosophical value. However, some aspects of the problem are not presented in the well-known literature. For example, why science and philosophy hold opposite positions on the problem of induction? As is known, scientific community believes that the problem has already received specific solutions in some sciences. On the contrary, in philosophy starting with Hume, it is assumed that the problem has no reasonable solution. This work aims to explain the basis of different solution evaluation. We show that unequal positions are connected with different methods of obtaining results and different requirements to the credibility of results. For example, in Hume’s empirical philosophy, obtaining results concerning the human nature is based only on observation and Aristotelian syllogistics. However, mere observations are inadequate for obtaining new knowledge Aristotelian logic are indeed not enough for solving the problem of induction. Moreover, he underestimated the significance of probabilistic reasoning and rejected the heuristic character of geometry, because, according to Hume, the correctness of proofs depends on the quality of representation of the statement to be proven. The main idea of the work consists in the justification of the thesis that Hume’s skepticism is connected to high requirements to the quality, precision and reliability of results. That is why, Hume’s epistemology is still of some interest for the methodology of science and different areas of knowledge. In contrast to Hume, in modern science, the pragmatic requirements to probabilistic reasoning prevail. For example, in the probability theory and mathematical statistics, the Cournot principle is used. According to this principle, the low-probability event is not realizable in a single experiment [1]. Furthermore, in modern science and methodology of mathematical teaching, geometrical proofs are valued since many people possess geometric style of thinking.

In the article, the changes in culture, education and science that have been occurring since the 1960s are considered, which are accompanied by a change of epistemological style of thinking. The previous style, described as the operational one, was distinguished by larger clarity, intuitive comprehensibility and included active actions. It was replaced by a more formal and abstract mathematical style. The reasons behind the change of the style in science are discussed. It is shown that the development of mass culture is directed toward primitivization. Education finds itself confined between two opposing tendencies, which cause problems in the school education.

The paper proposes a conceptual description of the nature of visual thinking and visual logic in the framework of philosophical knowledge. In this paper, we study the connection between visual thinking and visual logic on the conceptual level, as well as investigate the inclusion of this logic in the methods of visual explication of the nature of philosophical knowledge. The choice of visual problems of philosophical thinking and visual logic of philosophical constructs as a key subject of research is justified, on one hand, by the growing interest of scientists to the methodological and educational problems of the visibility of philosophical knowledge; on the other hand, by the presence of a certain conceptual gap in the concepts, justifying the methodology and logic of visualization. As a leading paradigm, the author uses the common ideological tenets of the concept of figurative thinking, according to which the standard conceptual thinking is always accompanied by a parallel process of building system of images, which in the framework of the imagination is a heuristic tool for effective cognitive work with intelligible dynamic objects, which under certain conditions can be expressed graphically become integral parts as cognitive models and new technologies of teaching philosophy. The conclusion is that the processes of visualization of philosophy, built on the basis of numerous methods are always associated primarily with the general logical errors, for example, hypostatization, i.e., objectification of abstract entities, and well-known theoretical and cognitive phenomena objects from the course of philosophy, for example, transcendental illusion, i.e., attempts to work on the basis of empirical visual experience with the phenomena of the beyond in relation to the world of intelligible essences. It also advocates the position that the essential difference between visual and formal logic is that the space-time structure of the visual designs vectors defines new theory, not vice versa. In the case of using visualizations, the formal structure of intelligible phenomena is determined by the structure of visual phenomena. Thus, the rules of the spatial relationship of logical objects are in part determined by the structure of elements of visual schematics. On one hand, these rules are determined by successful cases of building a philosophical models (image logic), which are expressed through metaphors; on the other, it is determined by the results of thought experiments with visual expression, formed of a plurality of links defined by synthesis of real graphics schemes, such as the following: Euler diagram, Venn diagrams, Veitch map, parenthesis circuit tree graphs (classification tree), logical square (square of opposition), semantic triangle, matrix table (for example, synchronous, diachronic and others.), mathematical formulas (e.g., functional dependencies), geometric figures, graphs, digital media and more.

The virtual reality technologies (TVR) would not work if the natural virtuality of the human being did not work. The person's ability to experience virtual states, like any other human ability (upright posture, intelligence, labor activity and so forth), remains throughout the years of the development of virtual reality of computers, the Internet and so on outside the focus of the philosophical, scientific and technological mainstream. In other words, it is not considered by the «normal scientific understanding» as a fundamental anthropological constant. As a result, the word «virtual» is understood by scientific mainstream as everything that is happening today in cyberspace. In the end, the word «virtual» means nothing specifically and explains nothing. The author through the concept of virtual conflict, introduced into scientific usage by N.A. Nosov (2002), using the example of asthma sociology, reveals the type of epistemological casus in the sociology of modern philosophy and sciences studying virtuality. Similar casuses are presented by the examples of other idiopathic pathologies (diseases of unknown origin), in the field of flight safety and so forth. The source of a virtual conflict, virtus, is in the knowledge-related, paradigmatic structures of subjects, whose activity leads to a casus «we wanted better, but it turned out as always»: we have kept describing virtuality, and still have failed to conceptualize it in terms of classical and neo-classical scientific paradigms. The article is written in the genre of «philosophy as expertise» (a term by B. G. Yudin), the precedent for which have been the successes: the coming to life of mass user of the technologies of virtual, augmented reality (TVR), developing in the conditions of time shortage to ethically reflect on one’s achievements, their legal regulation and humanitarian support, and a global failure of the scientific mainstream in the understanding of virtuality. Today, there takes place a struggle of meanings for the word «virtual»: between the constant (classical and neoclassical) scientific mainstream outlook and the virtual, post-nonclassical one represented by scientific and philosophical school of N. A. Nosov (1952-2002), still holding the world's priorities in the theoretical understanding of the phenomena of virtuality. The latter were introduced into scientific usage as virtual events in the activity of the test pilots in 1986 by N. A. Nosov and O.I. Genisaretsky. «Computer virtuality» emerged together with other ideas of virtuality in other areas: virtual particles and so on. The modern TVR deceive the human brain! The person's ability to fall into the virtuals, to experience virtual psychological states has met with the technological capabilities to «present information» faster than the 25-th shot and give rise to the phenomenon of «indistinction». It is important to know that, historically, it has been reproduced without computers (!) during a special experiment concerning modeling pilots’ errors: the aircraft landing on the fuselage. Of the same type of errors is «forgetting children» on the back seat of the car by parents. Technologies, knowingly deceiving the human being, should be taken under the humanitarian supervision of the society. In this paper, we carry out problematization of this situation through the challenges to the world outlook of the TVR developers, the philosophical, ethical, legal and other consequences of what is happening in this area are revealed, the necessary arguments, reasoning and references to the works of the «Virtualistics» research group of the Institute of Philosophy of RAS are presented, which are designed to provide an understanding of global paradigmatic turn in the sciences about human being: «Homo virtualis», the virtual person comes to the forefront of his actualization along with Homo sapiens, erectus and others. Finally, there is given a futuristic prosept (a termby OI Genisaretskogo) of staging of the virtual evolution of the human being in the TVR environment. This work is a bridge over the chasm between the «conventional scientific understanding» of virtuality and the postnonclassical worldview, according to which the «Homo virtualis» will finally come to the world!

The author shows that, in the framework of an alternative version of the Soviet «non-consumptive modern», there was accumulated a potential which allowed the country to start a focal institutional and personal modernization after the war, to become a society aspiring to post-industrial development. This breakthrough was achieved because of total civil initiative activity of the part of the people involved into the process of rising individuation in the sphere of science and education. However, by that time in the country, the erosion of the institutions that supported the possibility of a «social elevator» began as a result of blocking the transformation of a mature order of limited access to an order of open access. In these circumstances, power was taken by a passionate group focused on «everyday prosperity» and the distribution/redistribution of the natural resources rent. At the same time, the part of the society that had risen to the level of the ascending individualization had an innovative intellectual and moral potential and could create a critical mass of the social base of the reforms remained unclaimed by the reformers. A significant number of the bearers of this potential falls into the subalterna position: «a state of abandonment», «put off subjectivity», «borderline consciousness». Moreover, the growth of centric processes determines subalternization also of the bearers of prevailing consciousness. In modern Russia there is a hidden human potential focused on innovative (post-industrial) development, the bearers of which without any horizontal relationships are objects of subalternization. This concerns not only the modernizers «from below» but also those who try to drive the innovative development only «from above».

The processes of globalization expand the diversity of the available range of civilizations and cultures, information range on the whole. On one hand, this is a great benefit and advantage. However, there is erosion of the basic concepts and priorities. There is the problem of preserving the underlying principles and provisions of culture, cultural capital of the country. The problem of maintaining social cohesion and continuity of society is considered. The education system is one of the key social institutions that provide social and cultural stability of society. Translation of values related to regulatory, ethical sphere of society is social and professional function of education system. Legitimate and well-functioning education system is a necessary condition and prerequisite for the social stability of the state. The education and educational activities require a license from the state. The conditions under which the right to educational activity is given are standardized. State control of the education system cannot be transferred to another body. Institutionally organized education and socialization are designed to ensure that new generations enter smoothly into society and the ideological reproduction of the society. Social conditionality of the processes of education and socialization is confirmed by the fact of the expansion of the education system and the inclusion of the population in most modern societies.

In the article, the author considers the problem of monitoring the execution of the laws of constituent entities of the Russian Federation, legislative bodies of subjects of Federation (see journal «Philosophy of education», no. 4(67), 2016). The attention is drawn to the highest responsibility vested in the state power bodies of constituent entities of the Russian Federation for the execution of its powers, for the quality of normative legal regulation of public relations arising from the Constitution of the Russian Federation. It is indicated that there are still many contradictions to Federal law contained in the laws of the Federation subjects, one of the reasons of which is lack of parliamentary control over the execution of laws of the subject. The author is conducting own investigation of this issue, analyzing the laws of some subjects of Federation on the subject of content control provisions of legislative (representative) authorities for the execution of its laws. The results of the study concluded that the issue had not been resolved or insufficiently resolved. In this regard, the author proposes to improve qualitatively the Federal law «On parliamentary control», which is a model of the regulation of this issue in the regions. In addition, it is proposed to organize a legal education of civil servants for the activities of deputies of the legislative (representative) bodies of state power of subjects of Federation, first, the permanent (current) theoretical training of civil servants, already in the service; secondly, by analogy with the Federal level, introduce the system of legal education course, and eventually a separate specialization for the training of future civil servants of subjects of Federation, improving and criteria of competitive selection on civil service of the Federation.

This article addresses the issue of the social mission of the university in public diplomacy. The author shows the importance of the organized adaptation of foreign students to provide competitive advantages of Russian universities in conditions of the global education. The used in the article concept of «soft power» opens up new heuristic possibilities for describing the role of Russian universities in creation of geopolitical climate favorable for Russia. The ability of Russian higher educational system to carry out an innovative function in the development of Russian society is the premise that opens this opportunity. However, the Russian higher education system exists currently in the process of reforming. According to international experience, academic reputation of educational institutions is determined by a high degree of university autonomy and academic freedom of its professors. The narrowing of this scope in favor of the notorious manageability, through the reforms, detrimentally affects the prestige of Russian higher education, and hence its attractiveness for foreign students. The article raises the problems and prospects of forming a model of organized adaptation of foreign students. In the article, there is considered a system of priorities that can serve as a basis for the transformation of modern Russian university into an instrument of «soft power» and a successful commercial project. It is concluded about the importance of academicism as a key priority which is the foundation for not only reproduction of knowledge but also its growth. Solution of the contradictions between academicism and managerialism is seen in supporting the «excessive» research and business structures as a part of the university, in reducing the degree of managerial control, in reducing the degree of bureaucratic burden on the employees actually involved in the educational process.

This article looks at the central problem of social philosophy: uncovering the essence of the society, focuses attention on the problems of determination of further perspective of social-philosophical research which are encountered by each philosophers in the modern period. The specific issue of consideration in the article is leadership as a social phenomenon and especially youth social leadership. These problems are very topical for social philosophy and also a number of other sciences such as political science, sociology and social psychology. Article describes the results of research of the process of formation of basic ethical, political and social values of youth in the so-called formative period, explores the youth social leader and his dominant role in youth social group activity, in choice of direction of its evolution and especially socialization of youth social group and its members. A generalized portrait of the youth social leader is given, philosophical approaches to the social leadership typology, conceptual definition «social» and «social relationship» are considered. Author makes an attempt of his own interpretation of definition of the «social».

The development of the issues of systemic realization of educational potential of the Abkhazian national pedagogics in the preschool educational institutions of the Republic of Abkhazia is very important for a complete research of the problem. The relevance of the article is due to the fact that the potential of the Abkhazian national pedagogics in the structure of integral pedagogical process of preschool educational institutions of the Republic of Abkhazia is not fully used as a means of formation of individual qualities of the personality of the child, his/her physical or moral, esthetic or labor training. The author convincingly proves the need of use of the Abkhazian national pedagogics for the system of upbringing and education in the preschool educational institutions of the Republic of Abkhazia.

The article gives the author's justification of comprehensive approach in pedagogics which is nowadays adopted by a number of leading educators. In spite of that, the crisis of the Russian education does not decrease in recent decades, it is increasing. There is devaluation of the best values of national education and national traditions in pedagogics in favor of imposed one-sided approaches in education. Primitivization in teaching grows according to a well-known policy based on which it is much easier to control uneducated population. These negative processes in national education make us turn to the problem of comprehensive, holistic, culture oriented education and upbringing, based on the best national traditions. In modern scientific and theoretical-methodological knowledge there are arguments which should be used for consolidation of the position of national holistic pedagogics of education-upbringing in order to steer Russia out of the heavy education crisis of the turn of the XXI century. In the end of the XX century, the principles of Soviet, comprehensive, holistic, spiritual and moral, civil, and profession-oriented education still were present in the Russian education. In the first decade of the XXI century, this national basis began to gradually degrade and grow weak. And since the second decade of the XXI century, the processes of active deconstruction of comprehensive, multilevel Russian education, and active initiation of decline processes in teaching at all the levels - beginning from preschool up to higher education - have been going on. The health of students also declined, and the disciplines aimed at widening the worldview and the basics of healthy lifestyle (conceptual foundation of modern natural science, ecology, valeology) were excluded. Worldview basis of consciousness formation of the person, especially of the teacher, disappeared. The restoration of the best holistic education traditions is necessary, amongst other things, with the help of pedagogics.

From the point of view of philosophical knowledge, one of the problems of the language is a problem of national security in the context of language education. Global problems have changed the social role of language. There is a loosening of the rules of language at all levels, which in turn leads to the fact that the harm that is applied to the native (Russian) language contributes to a weakening of the nation. The place of the native language in the education system as a whole must be based on the task of not losing the language identity. The ability to think is formed in the native language. Degeneration of language education narrows the ability of cognition that makes us human beings. Reducing the intellectual level of the population leads to the degradation of the nation, reduction of intellectual potential, low level of economic development, the low state of competitiveness on a global scale that threatens national security. Language education should respond to the dynamics of social institutions, as the decision of language problems could help to resolve the contradictions that are directly related to social phenomena, including the national security issue, as the people’s losing their own language can be seen as its denationalization.

The article analyzes the possibility of aesthetic upbringing in the process of art education. The main attention is paid to the most pressing problems that require multilateral research. In the article, it is specified that esthetic perception develops in the course of contact of the person with esthetically significant objects and phenomena. Gradually there is an accumulation of various impressions: color, sound, tactile. On the basis of it, the feeling of harmony develops, esthetic selectivity by the principle of preference arises, then conscious acquisition of knowledge, the abilities promoting conscious deepening of esthetic assessment begins. It is emphasized that art creativity is based, first of all, on esthetic assessment of the represented reality, and emotions and feelings always intensify esthetic perception that affects formation of figurative ideas of the person. Full process of the depiction is based on a harmonious combination of the emotional and rational principles in the knowledge of surrounding reality and comprehension of figurative and expressive forms of its materialization using specific art materials. However, in special literature, due attention is not paid to this major methodical problem, because there are no obvious criteria for evaluation of this process that complicates experimental work. In the article, it is mentioned that still scientists have not come to a consensus about harmonious interaction of these principles in the dynamics of formation of the creative person of the child. Some methodologists make emphasis just on the emotional principles in graphic activity, others suggest developing creative activity through comprehension of the graphic diploma. However, the harmony of interaction of literacy and expressiveness of the image can be reached only in the context of the accounting for psychological and physiological features of development of the personality.

The profession of a doctor is one of the very first in human civilizations. It springs from still more ancient traditions of healing sick people by shamans and witch doctors, from thousand years experience of healing, folk medicine, priesthood knowledge. With the development of skills and later, the professions on scientific basis, doctor's profession does not disappear but acquires key significance in all the countries where the health of population is considered to play the leading role in the future of the country. Nowadays students acquire the profession of a doctor at higher educational medical institutions (universities, academies, institutes). Students study diverse sciences, technological and socio-humanitarian disciplines, get a high potential of knowledge about different medical professions. Future doctors obtain practical experience during clinical training at hospitals. But besides that, students, future doctors, must have their own high physical, psycho-emotional and moral-spiritual health potential which is necessary for this versatile occupation. To a large extent, students accumulate their own health potential in the process of physical training culture mastering both during the lessons according to the discipline program and during extra-curricular activities when they go in for sports at different sports groups and take part in various sports events, passing GTO standards. The article traces interconnection between psycho-physical qualities of young people, necessary for the future doctor's profession, and those physical and psychic health components which are formed in the process of planned health and fitness as well as sporting and mass work during students teaching at the higher education institution.

Patriotism is a deep feeling of one's own family, small and big motherland which makes a person work wonders in labor, sports, in the defending of motherland. Unfortunately, contemporary global society goes along the way of business evolution where everything including honor, conscience and motherland is sold and bought; where sports business oligarchs sell and buy the best sportsmen from different countries as valuables. Under such conditions, the most significant moral laws and values begin to degrade. It has led to the crisis of mutual relations, especially in the elite sports; it has taken a heavy toll on sports psychology both as a science and as a practical discipline. But at the same time, it is pleasant to observe that the main moral qualities which are developed by physical training and sports have not lost their importance both in mass sports and in health and fitness. To form the best personal qualities which are given to a young man by physical training, high volitional powers, the skill of making serious decisions quickly, independently and in a responsible manner are necessary. In this regard, it is necessary to apply principles of forming active self-ruling personality on scientific basis in physical training and upbringing. The article considers the main stages of a sportsman personality formation, beginning from the state of almost full submission to coach and physical training teacher control up to formation of active, volitional, self consistent personality. A great positive role in forming volitional, initiative, patriotic qualities of students is played by health and fitness events which are held by teachers of the department of physical training and healthy lifestyle together with university sports club during academic year.

People’s health has been the basis of human’s existence since ancient times. Progress in many spheres of life has been dependent on both physical and spiritual health. For centuries, people have been using traditional knowledge of staying healthy based on healing and traditional medicine. Ethical canons used to help the nation be united as well as alive. The 21^st century brought about great changes in every aspect of human’s life which made the experience gained for centuries insufficient for staying healthy. The solution to the problem is a combination of traditional knowledge, social, ecological, pedagogical and some other approaches. In order to build a system of training a person to live healthily, integrated teaching and educational approach should be used. It is vital because the main function of education is continuous training of the youth for social life. Medical and educational universities are the most important in the process of solving problems concerning both public health and individual lifestyles.