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Author(s):  
Ivan Nikolaevich Belonogov

This article is part of the extensive research of value characteristics of IT community and their potential for innovative development. In view of this, the author examines the problem of determination of the modern cultural situation and, as a result, deduction of the criterion that establishes what “modern” is. Based on the previously acquired conclusions (according to which, such criterion is the consideration of irreducible multiplicity, and the major risk is the loss of autonomy by individuals), the author aims to find the model of subjectivity that would be simultaneously multiple and autonomous. The search for the model that meets such criterion is carried out through referring to the control technologies developed within the framework of third-order cybernetics. The novelty of this article consists in peculiarity of the approach towards solution of the set task: the question in the form and method of determination of modernity has been first raised and  solved within the framework of the Russian academic philosophical community at  the previous stage of research, which determines the relevance at the current stage as well. Comparison of the developments of Russian and foreign authors reveals the parallelism between the development of cybernetics and psychoanalysis; demonstrates the conceptual intersections of the third-order cybernetics and schizoanalysis; establishes the conformity between the subjectivity of the individual and the type of organizations they are engaged in. The article offers the concept of “dividual” as a model suitable for solution of the set task. The conclusions is made that the existing potential of the IT community for modernization is neutralized in the context of transition towards the hierarchical structure of the organization.


Author(s):  
Volodymyr Bogdanov

Polish influences on the development of Ukrainian philosophy are indisputable, but they need a structural analysis: what was the motivation for these influences, how they were carried out, who was the leader of these influences, what was the greatest influence in Ukrainian philosophy. The study provided the following answers to these questions: the motivation for Polish influence was, among other things, the desire to support an independent Ukrainian state, culture and philosophy; these influences were exercised both consciously by Polish philosophers themselves and by the interest of Ukrainian philosophers in Polish achievements in philosophy, in particular in philosophical terminology; the main leaders of Polish philosophical influences were Polish and Ukrainian philosophers, as well as authors of translations of philosophical works from Polish into Ukrainian; the spheres of the history of philosophy, logic, philosophy of education, political philosophy and some others were most influenced in Ukrainian philosophy, that can be judged, in particular, by the works of Polish philosophers translated from Polish into Ukrainian. Polish philosophy simplifies the path of Ukrainian philosophy to philosophical classics, which is an advantage, and at the same time using Polish philosophy can limit the desire of Ukrainian philosophers to seek their own solutions and in particular their own philosophical terminology, which can already be a significant drawback. The prospect of interaction between Ukrainian and Polish philosophies should be their mutual influence and full inclusion of Polish and Ukrainian philosophical communities in the world philosophical discourse. Key words: philosophical discourse, philosophical translation, Ukrainophilia, Polish influences, national philosophical dictionary, philosophical community.


2021 ◽  
Vol 12 (4) ◽  
pp. 226-240
Author(s):  
Viktoriia Slabouz ◽  
Leonid Mozhovyi ◽  
Yuliia Butko ◽  
Tamiliia Dotsevych

The article considers the anti-representational paradigm regarding the concept of “language” presented by the American thinker, the founder of neopragmatism, Richard Rorty. Richard Rorty is the most cited philosopher in the Western philosophical community, the popularity of the texts of the American thinker, and the resonance of his ideas in the modern philosophical community are of great interest and discussion. The relevance of the topic in the context of postmodern society is dictated by the fact that modern American philosophy, in particular, neopragmatism and the concept of “language”, are insufficiently studied and covered in Ukrainian philosophical studies. The purpose of the article is to update the discussions about the philosophical tradition of neopragmatism by Richard Rorty regarding the concept of “language”. The research methods of the study are comparative analysis and descriptive reconstruction. In the course of the study, the following provisions of the philosophy of Richard Rorty have been analyzed: criticism of the epistemilogization of the discourse of philosophy; analysis of the main provisions of neopragmatism, in particular, the theory of truth and anti-representational paradigm regarding the concept of “language” as the basic concepts of human culture.The analysis of the specifics of the formulation and understanding of the main philosophical ideas in R. Rorty’s neopragmatic theory of knowledge allows approaching their analysis unconventionally, which does not refute, but complements and deepens the classical concepts, allowing them to be fruitfully applied to solving problems of specific sciences.


2021 ◽  
Vol 7 ◽  
pp. 191-214
Author(s):  
Wojciech Rutkiewicz

The Role of Philosophy Lessons in Context of Non-Official Curriculum in School Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.


Author(s):  
Samuel Wright

This book argues that a philosophical community emerged in sixteenth- and seventeenth-century India that crafted an intellectual life on the basis of intellectual and emotional responses to novelty in Sanskrit logic (nyāya-śāstra). As the book demonstrates, novelty was a primary concept used by Sanskrit logicians during this period to mark the boundaries of a philosophical community in both intellectual and emotional terms. This concept was expressed in their texts through the use of terms such as “old” and “new” when discussing certain philosophical opinions, signaling that periodization was a major component of their philosophy. By retaining space for emotion when studying intellectual thought, this book recovers not only what it means to “think” novelty but also what it means to “feel” novelty. Studying little-known essays by Sanskrit logicians in early modernity, the book explores the contours of what is termed “intellectual novelty” and “affective novelty” in Sanskrit logic—expressions of novelty in which is contained both cognitive and emotional content that, taken together, constitute intellectual life. As these expressions ultimately collapse into each other, the book argues that what emerges is an imaginative process that brings into being a new philosophical community.


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