scholarly journals Philosophical Foundations for Democracy: A Ukrainian Perspective

2009 ◽  
Vol 7 (1) ◽  
pp. 12-24
Author(s):  
Yuriy Myelkov ◽  
Anatoliy Tolstoukhov
Keyword(s):  
Democratic Transition ◽  
The Self ◽  
Political Life ◽  
Philosophical Analysis ◽  
Self Organization ◽  
Philosophical Foundations ◽  
The Subject

The article intends to conduct a philosophical analysis of democracy as it is presented by democratization processes in societies under globalization. Turbulent political life or contemporary Ukraine with its recent ‘revolution’ provides an excellent example of such a process. The authors demonstrate that the processes in question could be denoted as rather manipulation and political technologies than democratic transition. They argue that democracy can only be understood correctly as the self-organization of society composed of free and conscious human personalities. They show that personality as the subject of democracy, opposed to crowds led by contemporary demagogues, is the only possibility to achieve real changes for a better society.

ENTREPRENEURS OF THE CENTRAL BLACK EARTH REGION IN 1917 - EARLY 1918

2021 ◽  
pp. 82-88
Author(s):  
Mikhail E. Razinkov
Keyword(s):  
Balance Of Power ◽  
The Self ◽  
Political Life ◽  
Self Organization ◽  
The Political ◽  
Mutual Benefit ◽  
Soviet Government ◽  
Political Situation ◽  
The Government ◽  
Soviet Historiography

On the basis of published and previously unexplored archival materials from Voronezh, Orel, Kursk, Tambov, Bryansk, the self-organization and relationship with the government of entrepreneurs of the Central Black Earth Region in the period from spring 1917 to summer 1918 is studied. Studying this social group is important for understanding the balance of power in the region. The author comes to the conclusion that entrepreneurs, despite their active participation in political life in the spring and summer of 1917, due to the preservation of traditional ideas about power and the desire to protect and enhance their rights, could not have a significant impact on the development of the political situation in the region. Entrepreneurs did not enjoy exclusive support from government bodies, including government, which refutes the concept that existed in Soviet historiography about the bourgeois nature of the February regime. Moreover, in resolving conflicts, the authorities in 1917 tried to take into account, first of all, the interests of workers. This situation worsened even more for the bourgeoisie with the coming to power of the Bolsheviks and Left Socialist-Revolutionaries, who not only supported workers' demands, but also openly robbed entrepreneurs with the help of indemnities. Nevertheless, in order to maintain peace, the Soviet government (especially by the summer of 1918) tried to resolve relations between workers and employers for mutual benefit. At the same time, during the period under study, conflicts between workers and employers reached a high intensity relatively rarely, leaving room for agreements and dialogue, which, however, narrowed.

Self-Organization Technologies in Teaching

2016 ◽  
pp. 201-219
Author(s):  
Galyna Nesterenko
Keyword(s):  
The Self ◽  
Self Organization ◽  
Heuristic Methods ◽  
New Techniques ◽  
Managerial Competencies ◽  
Innovative Methods ◽  
Teacher Factors ◽  
Self Development ◽  
Professional Self ◽  
The Subject

This chapter deals with self-organization teaching technologies as the best instrument of generating, development and using of the innovative methods in education. As a process of spontaneous, dynamic motion of the components of a socio-system, self-organization can randomly generate new (often attractive) structures, processes, and situations. Self-organization of a student group can generate new techniques and ideas for learning and under the knowledge contents also increases students' motivation to learn, interest to the discipline, encourages teachers to professional self-development and to a deeper understanding of the subject matter and techniques. The section suggests several key ways to initiate the self-organization of a group of students or teachers: heuristic methods, interdisciplinary explication, educational heterosis, developing of managerial competencies of a teacher. Factors enhancing the use of self-organizational teaching technologies are disclosed.

scholarly journals Demokrasi dan kapitalisme global pasca perang dingin

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Budiawan Budiawan
Keyword(s):  
Cold War ◽  
Life Domain ◽  
Global Capitalism ◽  
The Self ◽  
Political Life ◽  
Self Organization ◽  
International Capital ◽  
Capital Owner ◽  
Moral Power ◽  
Correct Expression

Democracy do not just measure can take place it general election by prosedural in a state, but core of democracy that is confessing of mirror democracy have to in it. More than that journey and prospect democracy in Indonesia, goodness of level of national and also local there is tendency determined by those who own the capital. Indicator that democracy determined by visible capital owner at legislative institute good process recruitment and also executive. Correct expression to depict the situation "power of capital of bow of power moral". From other side the problem recruitment opening opportunity to be influenced by capital owner also at public policy determination Grow on the problem causing political life domain determined by those who own the capital or incidence of process of subduing of moral power by capital power is because of global capitalism victory after ending of cold war, what is won by capitalism ideology- neoliberalism. Indonesia state as part of existing state in child take care of the international capitalism strength over a barrel to secede from the grasp from international capital strength clutch. Have the power the capital has ended almost entire all political life domain. For overcome this problem, is hence needed by the make-up of society ability for the self-organization and fight for the importance and also its requirement. This society ability represents the last fortress to weaken the danger neo­ liberalism.

scholarly journals Three foundations of self-organization or Montessori in the postnonclassical age

2020 ◽  
pp. 93-102
Author(s):  
Alexander A. Modekin
Keyword(s):  
Elementary School ◽  
Modern Science ◽  
The Self ◽  
Self Determination ◽  
Self Organization ◽  
Philosophical Foundations ◽  
System A ◽  
Self Organized ◽  
Montessori Method ◽  
Mixed Age

The article is devoted to the study of self-organization in the Montessori Elementary school. The topic of self-organization was previously discussed within different areas of science by P. Kropotkin, H. Haken, E. Sheval and others. M. Montessori described conditions required for the big groups of children to study independently and productively. These conditions can be discussed through the lens of the modern science. The article contains three groups of the self-organization foundations in the Elementary school: philosophical, psychological and pedagogical. The philosophical foundations are the elements of the self-organizing system, which are the following: an open system, a big amount of the elements and the energy coming to the system from the outside. Psychological foundations are the executive functions development, self-determination and flow. Pedagogical foundations of the self-organization are the key elements of the Montessori Method: a prepared environment, observation by the teacher and mixed age classroom. The theoretical analysis shows that a Montessori Elementary school creates all conditions for self-organized system in any classroom.

ОЦІННО-МОТИВАЦІЙНИЙ КОМПОНЕНТ РЕФЛЕКСИВНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ

1970 ◽  
Vol 6 (1) ◽  
pp. 202-214
Author(s):  
Олена Савченко
Keyword(s):  
Internal Structure ◽  
Cognitive Complexity ◽  
Basic Feature ◽  
The Self ◽  
Reflective Activity ◽  
Conflict Situations ◽  
Life Tasks ◽  
Self Development ◽  
The Subject ◽  
Favorable Conditions

У статті розглядається рефлексивна компетентність як інтегративне особистісне утворення, що формується в ході набуття суб’єктом рефлексивного досвіду при застосуванні різних форм рефлексивної активності, спрямованих на розв’язання визначених рефлексивних задач. У структурі рефлексивної компетентності оцінно-мотиваційний компонент виконує наступні функції: оцінку форм рефлексивної активності та її результатів, прогнозування можливих змін у процесі розв’язування проблемно-конфліктних ситуацій, визначення пріоритетних завдань подальшого розвитку себе як суб’єкта рефлексивної активності. На когнітивному рівні функціонує система критеріїв оцінювання власних форм рефлексивної активності, яка характеризується ступенем когнітивної складності, що відображає рівень диференціації та інтеграції системи. Функціонування оцінно-мотиваційного компонента на метакогнітивному рівні забезпечує система здібностей до прогнозування власної активності. Особистісний рівень представлений системою життєвих задач на саморозвиток, які стимулюють суб’єкта докладати зусилля щодо розвитку в себе певних якостей, формування певних вмінь та знань. Розрізненість елементів компонента є індикатором незавершеності процесу формування його внутрішньої структури, низький рівень інтеграції окремих складових не дозволяє системі ефективно компенсувати недорозвинені елементи. Найбільшу вагу у внутрішній структурі оцінно-мотиваційного компонента має показник сформованості системи здібностей до прогнозування власної активності, що підтверджує системотвірну функцію структур метакогнітивного рівня. In the article the reflective competence is seen as an integrative personal formation which develops in the process of acquiring of the reflective experience, when the subject is using various forms of the reflective activity for the solving of specific reflective tasks. In the structure of the reflective competence the value-motivational component performs such functions: an evaluation of forms of the reflective activity and its results, a prediction of the possible changes in the process of solving of the problem-conflict situations, a determining of the priorities for further development of himself as a subject of the reflective activity. The system of the criteria of an evaluating of the reflective activity`s forms functions on the cognitive level of the reflective competence. The level of the cognitive complexity is the basic feature of this system. The predictive abilities` system, that allows to form the expectations of the activity`s results, presents the value-motivational component on the metacognitive level. The system of the life tasks for the self-development, which stimulates the subject to make efforts to develop his own qualities, to form specific skills and knowledge, functions on the personal level. The fragmentation of the elements is an indicator of the incompleteness of the formation of the internal structure of the value-motivational component. The low level of integration of the separate elements does not allow effectively to compensate the functioning of the unformed elements of the system. The index of the formation of the abilities to predict his own activity has the greatest meaning in the internal structure of the value-motivational component. These data confirm the hypothesis about the system-forming function of the metacognitive structures that unite other structures. Thus the development of the predictive abilities will promote the increase of the abilities to the prediction of the others` behavior. An adequate assessment of other people significantly reduces the inconsistency of his own expectations and estimations of others. The development of the predictive abilities creates favorable conditions for the formation of the life tasks for the self-development to increase their value in the system of other tasks

Psychological barriers of the initial stage of professional activity of the self–employed

2020 ◽  
Author(s):  
Ekaterina Galkina ◽  
Keyword(s):  
Individual Case ◽  
Professional Culture ◽  
The Self ◽  
Entrepreneurial Activity ◽  
Professional Activity ◽  
Interpretive Phenomenology ◽  
Financial Responsibility ◽  
Psychological Barriers ◽  
Initial Stage ◽  
The Subject

The problem of the study is that it is not sufficiently studied what psychological barriers people face at the initial stage of professional activity as self-employed. The aim of the study is to study the features of psychological barriers at the initial stage of professional activity of self-employed people. Research hypothesis: at the initial stage of professional activity as self-employed people face psychological barriers in the organizational and creative areas of entrepreneurial activity. The problem of psychological barriers was considered in their works by S. Rubinstein, N. Podymov, I. Pavlov, R. Shakurov and others. The article formulates particular definitions of the main concepts. Methodology: analysis of an individual case using interviews with processing in the framework of interpretive phenomenology. Respondent: female, 34 years old, self-employed as a psychologist for 1 year. Results: psychological barrier of accepting financial responsibility, barrier of adherence to a certain professional culture, barrier of competence in the profession. Certain psychological barriers can arise in connection with certain underlying medical conditions. The conclusions are that psychological barriers are a complex mental education, can be overcome in stages, and motivation of the subject is important for overcoming barriers.

A Comparison of Physiological Demand between Self-Propelled and Motorized Treadmill Exercise

2018 ◽  
Vol 7 (4) ◽  
pp. 13-21
Author(s):  
Todd Backes ◽  
Charlene Takacs
Keyword(s):  
Respiratory Exchange Ratio ◽  
Treadmill Exercise ◽  
Cardiopulmonary Exercise Testing ◽  
Mean Value ◽  
The Self ◽  
Mixing Chamber ◽  
Wide Range ◽  
The Subject ◽  
The Mean ◽  
Computer Controlled

There are a wide range of options for individuals to choose from in order to engage in aerobic exercise; from outdoor running to computer controlled and self-propelled treadmills. Recently, self-propelled treadmills have increased in popularity and provide an alternative to a motorized treadmill. Twenty subjects (10 men, 10 women) ranging in age from 19-23 with a mean of 20.4 ± 0.8 SD were participants in this study. The subjects visited the laboratory on three occasions. The purpose of the first visit was to familiarize the subject with the self-propelled treadmill (Woodway Curve 3.0). The second visit, subjects were instructed to run on the self-propelled treadmill for 3km at a self-determined pace. Speed data were collected directly from the self-propelled treadmill. The third visit used speed data collected during the self-propelled treadmill run to create an identically paced 3km run for the subjects to perform on a motorized treadmill (COSMED T150). During both the second and third visit, oxygen consumption (VO2) and respiratory exchange ratio (R) data were collected with COSMED’s Quark cardiopulmonary exercise testing (CPET) metabolic mixing chamber system. The VO2 mean value for the self-propelled treadmill (44.90 ± 1.65 SE ml/kg/min) was significantly greater than the motorized treadmill (34.38 ± 1.39 SE ml/kg/min). The mean R value for the self-propelled treadmill (0.91 ± 0.01 SE) was significantly greater than the motorized treadmill (0.86 ± 0.01 SE). Our study demonstrated that a 3km run on a self-propelled treadmill does elicit a greater physiological response than a 3km run at on a standard motorized treadmill. Self-propelled treadmills provide a mode of exercise that offers increased training loads and should be considered as an alternative to motorized treadmills.

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