The Genealogy of Ancient Comedy in the Representation of Olga Mikhailovna Freidenberg (Russian Translation)

The article discusses the concept of genealogy and the cultural significance of the ancient comedy in the view of O. M. Freidenberg. For Freidenberg, the ancient comedy was a form of metaphorization of reality. The metaphor, like the symbol in Cassirer's philosophy, was interpreted by Freidenberg as the immanent product of the human spirit. Recognizing the similarity between the ideas of Cassirer and the reflection of Freidenberg, this study attempts to indicate the relationship between the literary concept in the context of Freidenberg and the theory of culture, which was the work of Cassirer. As with Cassirer, the original thinking was, in the Russian researcher's view, concrete, indivisible and figurative. The development of literature is the development of conceptual thinking, which became more and more abstract. The structure of ancient comedy was, therefore, the result of the development of human thought, the evolution of which Freidenberg saw, like Cassirer. The concept of the genealogy of comedy by Freidenberg, seen from the perspective of the Cassirer's theory of symbolic forms, is an original, consistent and logical hypothesis about the cultural significance of ancient comedy. Most of the interpretative problems it presents arise from the attempts to consider it in isolation from the cultural theory endorsed by Freidenberg, of which Cassirer was the author. The article is addressed to philosophers of culture, literary critics and historians.

Elements of Conceptual Thinking in Planning the Behavior of Autonomous Intelligent Agents

The expediency of using the tools of visual-effective, visual-figurative and conceptual thinking for planning the purposeful activity of autonomous intelligent agents in problem environments of various degrees of a priori uncertainty has been substantiated. The content is revealed and the role of each form of thinking is shown in the process of automatic planning of the purposeful behavior of autonomous intelligent agents in the changing conditions of functioning. The special role of conceptual thinking in the performance of complex tasks by autonomous agents and the planning of polyphasic behavior associated with it is indicated. Taking into account the complexity of the problems associated with the formalization of mental acts of conceptual thinking, possible ways of its gradual development from the initial level to the transition to higher levels of development are shown, expanding on this basis the class of tasks solved by autonomous intelligent agents. A model of knowledge representation and tools for deriving solutions of the initial level of conceptual thinking have been developed, which allow intelligent agents to break down the tasks they receive into sub-goals of behavior. Then, on this basis, plan polyphase activity by searching for solutions to the associated subtasks, which ensure the determination of the minimum length routes of movement in a prob lematic environment with obstacles and the purposeful manipulation of objects in it. The tools are synthesized allowing to establish the order of elaboration of complex actions included in the structure of the task formulated by autonomous intelligent agents. It is shown that the further development of the proposed methodological foundations for constructing intelligent problem sol vers is associated with the formalization of a higher level of mental acts of conceptual thinking, which make it possible to solve practical problems of different complexity, formulated both in procedural and declarative form of presentation in the form of various target situations of the problem environment, having a large dimension.

Recall Accuracy in Children: Age vs. Conceptual Thinking

The aim of this study was to replicate a previous experiment using a different stimulus event. The present study examined the relationship between age, development of conceptual thinking, and responses to free recall, suggestive and specific option-posing questions in children and adults. Sixty-three children (aged 7–14) and 30 adults took part in an experiment in which they first participated in a live staged event, then, a week later, were interviewed about the event and tested using the Word Meaning Structure Test. Age and level of conceptual thinking were positively correlated in children. Compared to age, conceptual thinking ability better predicted children's accurate free recall and inaccurate responses to specific option-posing questions, but not inaccurate responses to suggestive questions.

NATURAL AND MATHEMATICAL EDUCATION, ITS GENESIS AND CONTINUITY

The modern school again should be tasked not only to provide a certain amount of knowledge, but also to prepare students for their future practical activities. Previously, the Soviet and Bulgarian schools solved this problem by implementing the idea of polytechnic education. The transformation of the system of general and vocational education that followed the change of political regimes in the USSR and Bulgaria led to the loss of many positive achievements that had already been achieved earlier. A high level natural and mathematical education always was a distinctive feature of the Russian mass school. Most of the seemingly diverse intellectual challenges that students face in the learning process can be solved by developing conceptual thinking. It is possible to form the conceptual thinking through systematical studying of the natural sciences basics only. Consistency in the study of the surrounding world in a comprehensive school can be achieved through the synchronization of programs and inter-subject connections, and not through metasubject, which is a return to the programs of the GUS of the 20s. Students should learn not individual information, but the basics of the sciences in a certain system. This requires stable (approved for a number of years) programs and textbooks developed as a single system., There will be no right personality without a high-quality natural-mathematical education.

Language and Its Limits: Meaning, Reference and the Ineffable in Buddhist Philosophy

Buddhist schools of thought share two fundamental assumptions about language. On the one hand, language (śabda) is identified with conceptual thinking (kalpanā), which according to the Buddhist doctrine (dharma) separates us from the momentary and fleeting nature of reality (satya, “truth”). Language is comprised of generally applicable forms, which fuel the reificatory proclivity for clinging to the distorted – and ultimately fictious – belief in substantial existence. On the other hand, the distrust of language is mitigated by the doctrine of ineffability (anirdeśya), which although asserts that reality is beyond the scope of linguistic description, submits that philosophical analyses of key Buddhist concepts is a means of overcoming the limitations that language imposes on our experience and facilitating insight into the nature of reality (bodhi). This paper provides an overview of Buddhist philosophy of language, with an emphasis on the dialectical view of language as indispensable but ultimately insufficient for contemplation. The Buddhist discussions of ineffability are explicated and compared with its treatment in modern Occidental thought, specifically the similarities and differences with Wittgenstein’s philosophy of language.

Crafting short films

In this article, we focus on film making as a part of craft studies and narrative inquiry. Short films were created in a course in the craft teacher master’s degree at the University of Helsinki. The aim of the course was to serve several purposes such as 1) to enable students to become familiar with a new way of deepening conceptual thinking through making, 2) to apply and develop craft skills in working on a selected concept or theme, and 3) to understand the dialogue between conceptual and material artefacts. We explore the opportunities to transmit multisensory experiences via short films. For illustration, we introduce two short films created during the course. Using the deliberative interviewing method, we have broadened the perspective on reflective and analytical level.

The problem of "clip thinking" in the context of the choice of teaching methods for students of higher educational institutions.

The article examines the problem of the presence of clip thinking in a social group of young people-students. The novelty of the research lies in the question of the need for an interdisciplinary study of clip thinking as a biological, social and humanitarian phenomenon, and the priority in determining the essence of this phenomenon should be given to the cognitive sciences. The analysis of the results of methodological innovations of modern researchers reveals the charm of clip thinking as a new cognitive style and the presence of imperative recommendations on the transformation of the format of educational technologies in the direction of its adaptation to this mass phenomenon. The author of the article questions the thesis about the need to switch to teaching methods in higher education that take into account the peculiarities of clip thinking. The methodological basis for the study was: the concept of the theory of generations by N. Howe and W. Strauss, the concept of conceptual thinking by L.S. Vygotsky, the concept of cognitive styles by M.A. Kholodnaya, the concept of clip thinking by K.G. Frumkin. The results of the study (on the example of students of the FEFU Law School) show that it is wrong to apply the clip thinking model as the leading basic generational characteristic to Russian students a priori. Students are a differentiated community in which there is a variety of cognitive styles in individuals, including a wide distribution of the most productive of them – the conceptual-logical. In this regard, the author comes to the conclusion that educational technologies in higher education should combine methods that accumulate ways of reflecting reality in visual-figurative and verbal-logical expression, create an educational space in which to demonstrate ways of translating clip thinking into conceptual thinking and teach such refocusing, while it is necessary to teach students to use both cognitive styles and effectively switch between them, depending on the type of cognitive tasks associated with working with information.