Hegel and the Russian Constitutional Tradition

Author(s):  
Alexander S. Fesenko

This paper advances the idea that Russian constitutionalism developed through a reinterpretation of Russian history in terms of Hegel's concept of the World Spirit. Russians implicitly viewed their nation as the embodiment of Hegel's World Spirit, which would have a unique messianic mission for humanity. However, the specifics of Russia's historical development diverged from Hegel's critical stage of ethical development, in which individuals would be mutually recognized as free beings. For this reason, the rights of the individual in Russia were seen until recently as originating exclusively in the state and valid only insofar as a given individual constituted an organic part of the whole or collective. I give examples from all six Russian and Soviet constitutions. I also demonstrate how the 1993 post-Soviet constitution represents a major breakthrough in the advancement of individual rights in Russia.

1997 ◽  
Vol 14 (1) ◽  
pp. 1-12
Author(s):  
Abdelwahab M. Elmessiri

According to the Islamic tawhidi paradigm, God, after creating theworld- both humanity and nature- ex nihilo, did not dwell in either ofthem or abandon them completely. God cares for the world but maintainsa distance, a gap that separates Creator from created. This has resulted ina fundamental humanity-nature duality, which is echoed in many otherdualities (e.g., body-soul, male-female). Humanity’s existence isrestricted by this gap’s parameters, but it is also a human space in whichthe individual has the freedom to fulfill a human space and either to fulfillor abort hisher essence and potential. Through the limits imposed bythis space, the individual passes from the state of nature to the state ofculture, from a simple innocence that does not know good or evil to acomplex experience that recognizes their existence. In short, humanitypasses from the embryonic stage, in which the individual is both limitlessand completely determined, with no space separating him/her fromnature, to the divine (rabbani) stage, where he/she is limited but, throughthese very limits, where freedom, dignity, identity, sepamte consciousness,and the abilities to loose and to transcend are gained. Humanity ispart of nature, but not an organic part ...


2021 ◽  

The COVID-19 pandemic forced physicians around the world to make tragic decisions: Whose life should be saved when it is apparent that available resources are insufficient to treat everyone? Under the heading of "triage" a broad societal debate ensued that also ignited the scientific community. This anthology unites voices from medicine, law, and philosophy for a conversation. It reveals controversies that are deeply rooted in ideas of law, morality, and the role of the individual in the state. Simultaneously, answers are being formulated to questions that have become sadly prominent in the COVID pandemic but could also valid beyond it.


2014 ◽  
Vol 17 (17) ◽  
pp. 197-220
Author(s):  
Oscar Hernán Cerquera Losada

Este documento muestra el Estado de arte de los determinantes del rendimiento académico en la educación media, teniendo en cuenta las principales investigaciones realizadas, tanto a nivel nacional como internacional, acerca de los factores que influyen en el logro escolar de los estudiantes. Con este trabajo, se busca establecer las principales variables, tanto en Colombia como en algunos lugares del mundo, que afectan el desempeño académico de los estudiantes. Este documento se organiza en dos sesiones, determinantes a nivel mundial y determinantes a nivel colombiano; cada sesión clasifica las investigaciones de acuerdo a los factores del estudiante, de la escuela y las características organizacionales y políticas. A pesar de existir muchas investigaciones sobre el tema, aún no se ha llegado a un consenso general sobre cómo determinar los factores del  rendimiento académico, pues en la realidad son muchas las características del individuo, la escuela o el sistema que se relacionan entre sí de diferente manera y pueden afectar el logro estudiantil.ABSTRACTThis document shows the state of the art of the determinants of academic achievement in secondary education, taking into account the main research conducted, both nationally and internationally, about the factors that influence school achievement of students. With this paper, we seek to establish the main variables which affect the academic achievement of students in Colombia as well as in some parts of the world. This document is organized in two sessions: world and Colombian determinants; each session classifies research according to the factors of the student, the school and organizational and political characteristics. Although there is much research on the topic so far it has not been possible to reach a consensus on how to determine the factors of academic achievement, because in reality many characteristics of the individual, of the school or of the system relate to each other differently and can affect student achievement.RESUMOEste documento mostra o Estado da arte dos determinantes do rendimento escolar no ensino medio, tendo em conta às principais pesquisas realizadas, tanto a nível nacional como internacionalmente, sobres os fatores que influenciam o desempenho escolar dos estudantes. Com este trabalho, se procura estabelecer as principais variáveis, tanto na Colômbia e em alguns lugares do mundo, afetando o desempenho acadêmico dos estudantes. Este documento está organizado em duas sessões, determinantes a nível mundial e determinantes a nível colombiano; cada sessão clasifica as pesquisas de acordó a os fatores do estudante, da escola e das características organizacionais e políticas. Embora haja muitas pesquisas sobre o tema, ainda não se chegou a um consenso geral sobre os fatores determinantes no desempenho acadêmico, porque na realidade são muitas as características do indivíduo, a escola ou o sistema que se relacionam uns com os outros de forma diferente e podem afetar o desempenho acadêmico.


Author(s):  
Gehan Gunatilleke

Abstract The freedom of expression is vital to our ability to convey opinions, convictions, and beliefs, and to meaningfully participate in democracy. The state may, however, ‘limit’ the freedom of expression on certain grounds, such as national security, public order, public health, and public morals. Examples from around the world show that the freedom of individuals to express their opinions, convictions, and beliefs is often imperilled when states are not required to meet a substantial justificatory burden when limiting such freedom. This article critiques one of the common justificatory approaches employed in a number of jurisdictions to frame the state’s burden to justify limitations on the freedom of expression—the proportionality test. It presents a case for an alternative approach that builds on the merits and addresses some of the weaknesses of a typical proportionality test. This alternative may be called a ‘duty-based’ justificatory approach because it requires the state to demonstrate—through the presentation of publicly justifiable reasons—that the individual concerned owes others a duty of justice to refrain from the expressive conduct in question. The article explains how this approach is more normatively compelling than a typical proportionality test. It also illustrates how such an approach can better constrain the state’s ability to advance majoritarian interests or offload its positive obligations by limiting the freedom of expression of minorities and dissenting voices.


2019 ◽  
Vol 20 (1) ◽  
pp. 162-170
Author(s):  
Andreea-Corina Batori

AbstractLucian Blaga is popular among the Romanian writers for his beliefs in the power of the unknown and the unsaid-word, for his attention given to the notion of mystery and knowledge.The present paper focuses on two of the main elements that coordinate some of the poet’s lyrical writings: silence and the state of being in a continuous search for the initial harmonious relationship with the Universe by returning to the origins of the world, by regeneration and reconstruction. These ideas are emphasized in the poem titled Autoportret in which the soul of the individual find sit self in the these arch for beauty and nothingness, for the pure word which is able to reinforce the bond between the individual and the totality of the unharmed Universe.Using themes, motifs, symbols, myths, figures of speech and techniques of construction, Lucian Blaga succeeds in creating a representative poem for his last volume entitled Nebănuitele trepte, a poem characterized by expressiveness, depth and a strong wish to find by means of silence what the souls has been looking for since ever – purity, peace and harmony.


2021 ◽  
Author(s):  
Natalia Bondarenko ◽  
Yevhen Rozdymakha ◽  
Lyudmila Oderiy ◽  
Anatoly Rozdymakha ◽  
Dilyana Arsova

Problems of morality have not lost significance in all times of human existence, but contained different accents in social manifestations. Modern anthropocentric tendencies of social life have also changed value orientations, because material values, human self-presentation in society, the desire for recognition as a manifestation of self-worth, somewhat level the spiritual, moral and ethical, cultural values. Therefore, consideration of the tasks of educating the moral culture of in a multicultural space is significant, especially today. The education of the moral culture of student youth in the spirit of universal ideals begins in early childhood, which is an important stage in human development. After all, at this time the necessary skills begin to form, such as: thinking, conscious perception of the world around and one’s own place in it, communication with other people. The task of moral culture of student youth in a multicultural space is to build a process of transformation of socially significant norms, principles governing relationships, universal moral values into individual qualities and the formation on this basis of children’s views and beliefs. The main attention is paid to emphasizing the importance of educating the moral culture of youth at the university in a multicultural space. The paper analyzes the scientific literature on the need for the process of educating the moral culture of youth at the university in a multicultural space. Methodical recommendations on successful education of moral culture of youth at the university in multicultural space are offered. It is concluded that the education of moral culture of student youth in a multicultural space is an organic part of the inner world of man and the world around him. This process determines the ethical, aesthetic, ideological values and norms, traditions, habits of the individual. It is manifested in lifestyle, behavior, thinking, attitude to work, the environment. Education of moral culture of student youth in the conditions of multicultural space in education is called to prevent formation of the one-dimensional person.


Slavic Review ◽  
2010 ◽  
Vol 69 (2) ◽  
pp. 426-438 ◽  
Author(s):  
Donald Ostrowski

How Russia transformed itself from a relatively small principality on the steppe frontier in 1450 to a major Eurasian empire by 1800 is one of the fundamental questions of Russian historical study. The two main views posit a central role for Peter I (1682–1725) in that transformation either by singled-handedly “changing everything” and bringing Muscovy into the modern age through embracing contact with Europe and with the western enlightenment or by accelerating the pace of changes already occurring. In this article, Donald Ostrowski proposes that Russia's transition during this period can be better explained by examining the general trends of historical development and influences across Afro-Eurasia. This essay also raises questions about the use of the termmodernizationand examines eight categories of historical development: contact with the world; establishment of an empire; court politics; military; society and economics; governmental administration; church relations; and culture and education. Ostrowski concludes that in the early modern period one finds no turning points in Russian history, only more or less continuous trends, and that only roughly around 1800 do fundamental changes begin to occur within these eight categories.


Author(s):  
Haki Demolli

There are numerous examples where political and religious contradictions have caused deep social crisis and disintegration of the state. It is true that the world is marked by new waves of violent extremism, radicalism and terrorism in the background of which are hidden religious, ethnic and ideological reasons. In reality, the reasons and activities of these groups are opposite to democratic and liberal values of tolerance and multiculturalism. Radicalisation leading to terrorism is a dynamic process in which a person is brought into a situation to accept terrorist violence as possible and justified actions of individuals and groups. The main goal of such violent actions is the achievement of political or religious objectives of such groups or individuals. The aim of this paper is to summarise the reasons that lead the individual to take the road of radicalisation, terrorism and extremism. Another aim of the paper is description and treatment of the ways of reacting of international community and individual states in prevention and fighting of extremism and terrorist activities. Ir daudz piemēru, kur politiskās un reliģiskās pretrunas izraisījušas dziļu sociālo krīzi un valsts sabrukumu. Ir tiesa, ka pasauli iezīmē jauni vardarbīga ekstrēmisma, radikālisma un terorisma viļņi, kuru fonā ir slēpti reliģiski, etniski un ideoloģiski iemesli. Vardarbīgas rīcības galvenais mērķis ir atsevišķu grupu vai indivīdu politisko vai reliģisko mērķu sasniegšana. Realitātē vardarbīgo grupu iemesli un darbība ir pretēja demokrātiskām un liberālām tolerances un multikulturālisma vērtībām. Radikalizācija, kas noved pie terorisma, ir dinamisks process, kurā rodas situācija, kad teroristu vardarbība tiek pieņemta kā iespējama un pamatota indivīdu un grupu rīcība. Viens no šā raksta mērķiem ir apkopot iemeslus, kuru dēļ indivīds dodas radikalizācijas, terorisma un ekstrēmisma virzienā, otrs raksta mērķis – aprakstīt un noskaidrot veidus, kā reaģēt uz starptautiskās sabiedrības un atsevišķu valstu centieniem novērst un apkarot ekstrēmismu un teroristiskas darbības.


Author(s):  
Olga Chelyapina ◽  
Eduard Arustamov

The article dedicated to the environmental exhibition and scientific conference in Ufa emphasizes the high relevance of the problem under consideration and calls for a transition from political confrontation, which is full of the historical development of the world, to peaceful coexistence that unites all countries and peoples of the world. The danger that has been hanging over humanity in recent years in the form of a global pandemic threat brings to the fore issues not of political confrontation and military confrontation between countries, but the problems of human survival in the conditions of a catastrophic accumulation of sources of environmental problems that lead to the pollution of vast territories and the impossibility of continuing life on them. To solve these issues, it is necessary to form an ecological worldview in people, which should begin from an early age, so that in all subsequent life the individual not only observes the conditions of environmentally sound behavior and life, but also is intolerant of various manifestations and situations of violation of harmonious existence with the surrounding natural environment.


1987 ◽  
Vol 39 (1) ◽  
pp. 16-28
Author(s):  
William Michelsen

On Grundtvig's View of ManBy William MichelsenIn this paper, read to the Annual Conference of the Grundtvig Society in January 1988, an answer is offered to the question: Did Grundtvig’s view of man remain unchanged from 1817 to his death? The answer is in the affirmative. The line of argument of the paper issues from Grundtvig’s essay “On Man in the World”, printed in the magazine “Danne-Virke” II, 1817, abstracting from it nine tenets, about which Grundtvig’s view remained the same, even after 1832, when he changed his attitude to the prevailing philosophy and theory of knowledge of the age, as far as he drew a distinction between faith and knowledge. As early as 1817 man is viewed both from a Christian and a non-Christian point of view. By virtue of his sensory organs man stands in a direct relationship with animals, and his historical development is a continuation of his separation from the animal kingdom. Nonetheless, man is created in God’s image, which means, that he is intended to develop towards increasing likeness with his Maker. And the archetypal likeness to God remains in man in spite of the Fall, which is confirmed both by the life of the individual and by history. As God is Truth, the Fall means a deviation from Truth provoked by Untruth, through which man is undone. Truth and Untruth are seen as spiritual verities to be found behind the physical reality of immediate perception and consequently behind life and death.What does Grundtvig mean by the word “spirit”? The essay offers two different answers to the question that are not in disagreement. In one place he says that the spirit consists of “mixed ideas perceived by the senses, but with a spiritual character,” that is they are exclusively manifest in the form of images. Elsewhere he holds that the Spirit is a living, forceful and active idea, which is solely perceived by consciousness, and consciousness is a product of man’s external and internal senses: feeling, vision and hearing. With the external senses we perceive the physical world and the physical part of ourselves. With the internal senses we become aware of the spiritual side to ourselves, our fellow-men and the world, in which we live.That man and the world were created, is to Grundtvig no matter of belief, but quite simply a question of recognition of reality: No man did create himself and even less the world in which we live. This epistemological realism is Grundtvig’s main proposition, which became clear to him in 1813 (as evidenced by the lecture ms. “On the Human Condition”). - Conversely the Fall presupposes the belief that man was created to become like God, and is consequently not his own master but under his Maker. That man should be able to work his own salvation when he has deviated from his divine purpose, is to Grundtvig quite plainly an impossibility.The only way in which man may be saved from complete annihilation is to Grundtvig by faith in the only human being who did not stray from his destiny to become like God. To choose this faith is to choose Truth rather than Untruth as one’s ideal, in one’s actions as well as in one’s external and internal perception of the world and oneself. But the heart of the matter is that man sees himself as an imperfect image of his Maker, a creature still far from having been fully developed.According to Grundtvig this view of man is only to be attained and developed through historical scholarship. There is no short-cut to this goal as for instance by way of a mystical experience, or what his contemporaries called a pure vision of Nature or an intellectual vision, even though this may be experienced in a fleeting moment. In this case one is deluded by illusions (“brilliant shades”). To make reason a starting-point for a view of man is also an error, since both the historical development and the development of the individual begin with feeling and ideation or imagination. The road to knowledge and understanding of man must, according to Grundtvig, be entirely different from the one followed sofar. It is understandable that Grundtvig holding such views was debarred from a university post, as they differed so much from contemporary thought. The definitive formulation of his view of man is, indeed, not to be found in the Danne-Virke of 1817, but in his introduction to “Mythology of the North” from 1832 where it is presented as the opposite of what his own day and posterity imagined a Christian view of man to be: “a divine experiment” with the aim of demonstrating how it was feasible for spirit and flesh to interpenetrate, in the process being clarified in a mutual consciousness, which Grundtvig called “divine”, because it is the superhuman Maker who intends to make an image of himself, but that “will require a thousand generations yet. ” According to Grundtvig, the main error of the view of man was that it made our descendants true copies of ourselves, consequently bringing evolution to a standstill.


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