Исторические циклы в российской социодинамике: историософский анализ (Historical Cycles in Russian Sociodynamics: A Historiosophical Analysis)

2021 ◽  
Author(s):  
Aleksandr Sulimin
Keyword(s):  
Antiquity ◽  
1927 ◽  
Vol 1 (4) ◽  
pp. 435-446 ◽  
Author(s):  
R. G. Collingwood

When Huckleberry Finn's religious education was taken in hand by the Widow and Miss Watson, his impressionable mind was at first strongly affected—in his own words, he was all in a sweat—on hearing the story of Moses. Later, his interest in Moses cooled off, because Miss Watson let out that Moses had been dead a considerable time, and Huckleberry Finn, as he explains, took no stock in dead men.It was a very naïve reaction to history; but naïve reactions often reveal truths which are blurred by a more sophisticated attitude, and must somehow be recaptured before we can see things as they are. Huckleberry Finn may here stand as the babe or suckling out of whose mouth the historian is to learn wisdom.


Sociologija ◽  
2007 ◽  
Vol 49 (4) ◽  
pp. 289-312
Author(s):  
Dragoljub Kaurin

This paper is centrally concerned with discussing critically and rethinking the theoretical concepts put forward by Oswald Spengler in Decline of the West and Arnold Toynbee in A Study of History. It focuses on the theoretical, heuristic and epistemological value of these theories in the era of renaissance of philosophic history in some quarters (see for example Graham, 2002) and cooperation between social sciences. Spengler is credited with the idea of historical cycles, rethinking of the progressivist view and discovering a radically different approach to the study of the human past, which is embodied in his idea of culture as the proper unit for historical and sociological study. However, some of his views proved to be intrinsically intellectually dubious, but on the whole, his was a major contribution to the study of social change. Arnold Toynbee on the other hand was more empirically and sociologically oriented, while Spengler?s views are more heavily philosophical. Toynbee partly developed his ideas rather consistently, but at the same time included many unclear and inaccurate points in his theory. Both authors can be rightfully considered to be classical authors in this field and both provided incentive for studies that cross-cut social sciences (philosophy, history, sociology). Moreover, Decline of the West and A Study of History are truly post-disciplinary works.


Antiquity ◽  
1928 ◽  
Vol 2 (6) ◽  
pp. 207-208
Keyword(s):  

1995 ◽  
pp. 483-496
Author(s):  
Tieting Su

A vast body of social science literature on long waves and major power wars has greatly enriched our knowledge about the rhythms and violent transitions of the modern world-system. The correlations between long waves and major power clashes in the past has been established. What are the structural causal mechanisms between these two historical and cyclical movements? Using trade network patterns as an indicator of a deep structure, this article summarizes a longitudinial study attempted to construct one of the missing links between the two historical cycles. Based on a structural analysis of world trade networks in 1938, 1950, and 1990, and a quantitative study of U.S.--Japanese commercial rivalry in the Asia-Pacific region, this study considers three logics of "major power rivalry" in the past and its implication for the future: (1) the logic of rivalry over "life spaces"; (2) the logic of rivalry for global domination; and (3) the logic of imperial intervention. I contend that these three logics are related, and that changes in one logic result in changes in others.


2016 ◽  
Vol 68 (2-3) ◽  
pp. 151-171
Author(s):  
Stanislav Stojanovic ◽  
Goran Mandic

Globalization as a social concept based on the principle of universalism announced the beginning of a new era and a model of international society, which would mean a sort of end of historical cycles. Optimistic faith in progress was one of the driving ideas of this, one of the most popular concepts of the global society. Proponents of globalization have claimed that the triumph of the West in the Cold War competition confirmed the superiority of the liberal model and represented a break with the real political perception of international politics. In this way, as argued, the conditions were created for the societies around the world to start their own reconstruction, creating a global culture and universalization of democratic governance, permanently overcoming war and establishing the lasting peace. The nature and dynamics of relationships in international politics unambiguously confirmed that the social and political reality has not developed as announced by the proponents of globalization, at the beginning of the last decade of the twentieth century. The modern world fell into a time of confusion, uncertainty and insecurity, growing into a global risk society. Strong rapprochement of nations, political communities and cultures and intensifying their interdependence encouraged more intense disagreement, the emergence of new national models, radicalizing definitions of identity to the most devastating forms. Globalization has not transformed the world, and the concept of global governance of the world proved to be a failed attempt, manifesting a variety of system dysfunctions. At the same time, the more pronounced interdependence of contemporary societies, based on the technological achievements of the postindustrial world, has expanded the range of issues that require the global approach.


Author(s):  
Christo Sims

This chapter examines the emergence of the Downtown School for Design, Media, and Technology within the context of historical cycles of purportedly disruptive educational reform in the United States. It considers how reformers' inability to remedy the social and political problems with which education has repeatedly and increasingly been tasked—which reformers also recurrently promise to fix—help produce conditions in which both crises in education and calls for disruptive remedies can recurrently arise. Against this historical backdrop, the chapter shows how particular cycles of disruptive fixation occurred as the Downtown School's designers and reformers responded to calls for disruption by engaging in problematization and rendering technical processes.


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