Sacred foundations of A. Scriabin's fret system in relation to O. Messian's modality

The purpose of the article is to understand the archetypal root of the whole-tone constructions of Fret structures of A. Scriabin and A. Messian in reflecting the detachment from the harmonic system that is relevant for the twentieth century in favor of a linear-melodic approach, determined by the archaic structures of the Indo-Iranian melodic basis. The methodology of the research is a cultural and historical concept in the traditions of A. Losev, in which certain means of expressing art are tested by the cultural genesis and cultural ideas of the time. We use analytical, comparative-historical, and genre-nominative musicological approaches based on aesthetic, cultural, and philosophical positions. The hermeneutical lines of the intonation approach in musicology in the traditions of B. Asafyev and B. Yavorsky in Ukraine, which are in contact with the verbal-centrist approach to music in the French tradition and are clearly expressed by J.-J. Rousseau and his followers of the level of Y. Kristeva, are also important for the work. The scientific novelty is determined by the primacy of the author of the study in the statement of the origins of the sacred determination of Fret thinking and O. Scriabin, and O. Messian in the cultural incentives of Indo-Iranian archaism. This stimulated "scythism" in the Slavic art world of the early twentieth century and Celtic-eastern references to the developments of C. Debussy, determining the Indo-philosophical orientation of Fr. Messian's franciscanism. Conclusions. Cultural and social sources of interval-fret constructions by A. Scriabin and A. Messian point in both cases to the Iranian-Indian basis of European archaism, which in the French composer finds a frank bias towards Hindu-philosophical and rhythmic borrowing. IN O. Scriabin paradoxically closes the search for Scythian-Iranian roots of archaic semantic positions, multi-vector discussed in the circles of Russian Futurists (led by N. Kulbin) and Polish Symbolists. The semitone-whole-tone melodic basis, which encourages support for the quart in A. Scriabin and K. Debussy, fueled the discovery of a new modality of A. Messian, which established in the vanguard of the second wave Scriabin's "nerve" as a mysterious and liturgical interpretation of the musical expression in "Light" by K. Stockhausen, the memorial symbolism of L. Nono and absurdist abstractionism of the works of P. Boulez, others.

On co-Filters in Semigroups with Apartness

The logical environment of this research is the Intuitionistic Logic and principled-philosophical orientation of the Bishop’s Constructive Mathematics. In this paper, basing our consideration on the sets with the apartness relation, we analyze the lattices of all co-filters of an ordered semigroup under a co-quasiorder as a continuation of our article [?]. We prove a number of results related to co-filters in a semigroup with apartness and the lattice of all co-filters of such semigroups.

Guidelines for Conducting a Critical Realist Case Study

The case study is a widely used methodology among qualitative researchers irrespective of their philosophical orientation. While positivist and interpretive philosophies are the two most popular research philosophies across diverse research fields, critical realism offers a third alternative. Critical realism is a research philosophy that assumes the existence of an independent reality but also accepts that there may be varied interpretations of it due to a difference in context. Mechanisms are the theoretical building blocks of critical realism and presence, absence, or interaction of certain mechanisms may result in the presence or absence of certain events. However, limited guidelines are available on conducting a critical realist case study. This paper fills this gap by providing some practical guidelines on how a CR-based case study may be planned and executed. Practical guidelines are offered for framing the research question, data collection, writing a narrative, coding, and explanation building while following a critical realist philosophy.

A. K. Saran’s Sociology: Towards a Critique of Modernist Mode in Social Sciences

In the academic world of Indian Sociology, the deeply philosophical orientation of A. K. Saran’s approach, together with the masterly approaches developed by Radha Kamal Mukerjee and D. P. Mukerjee, each in his own distinct way came to be known as the trait of the Lucknow School, which made the great contribution of making traditional values not as the object of the study but as the frame of reference for sociological study and analysis. Saran, in this academic endeavour, appears to be influenced by the great philosophers like Rene Guenon, A. K. Coomaraswamy, Frithjof Schuon, Micro Pallis and Titus Burckhardt. These philosophers, though concerned with the crises of modern civilisation, were primarily remained engaged in the enunciation and interpretation of the traditional doctrines at the abstract doctrinal level. But Saran as a professional sociologist remained busy throughout his life in expounding and examining theories and ideologies, problems and problematic, conflicts and contradictions and norms, values and institutions of modern societies and welfarism. Saran took on the negative side of the task, that is, the critique of modernity as his vocation, whose unique logic-dialectical-philosophical method became his trademark. Through this article, I take an opportunity to make today’s academic world familiar with some of the significant contributions of Saran.

Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

Entrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

Guidelines for Conducting a Critical Realist Case Study

The case study is a widely used methodology among qualitative researchers irrespective of their philosophical orientation. While positivist and interpretive philosophies are the two most popular research philosophies across diverse research fields, critical realism offers a third alternative. Critical realism is a research philosophy that assumes the existence of an independent reality but also accepts that there may be varied interpretations of it due to a difference in context. Mechanisms are the theoretical building blocks of critical realism, and presence, absence, or interaction of certain mechanisms may result in the presence or absence of certain events. However, limited guidelines are available on conducting a critical realist case study. This chapter fills this gap by providing some practical guidelines on how a CR-based case study may be planned and executed. Practical guidelines are offered for framing the research question, data collection, writing a narrative, coding, and explanation building aligned with a critical realist philosophy.

Relation-objet et onto-logie, ensembles ou categories. Identité, objet, relation

This article puts into perspective Badiou’s differing approach to set theory and the theory of categories and shows how the distinctions and protocols specific to these fields affect his philosophical thought. It also questions the evolution of Badiou’s approach to these two mathematical theories. The article concludes with questions and examinations related to some of the key points of Badiou’s philosophical orientation that he has not yet addressed.