Composer's Philosophy: The Interdependence Between Worldview and Writing Technique

The composer?s philosophical thinking category is actually significant; a stable approach to the phe- nomenon under study has not developed to this day. This phenomenon is a complex socially conditioned mechanism of creativity, which entails understanding and clarifying several philosophical and cultural cat- egories, such as thinking, consciousness, worldview, style, writing technique, concept, cultural values. This research reveals the essence of such a phenomenon as the composer?s philosophy of thinking in the interdependence?s aspect of the worldview and writing technique. The fundamental approaches, methods and principles of research in composer?s philosophical thinking area formed the methodological basis of this scientific article. The manifestations of the composer?s thinking as an aspect of writing technique (thinking-writing) are considered. The philosophical type of worldview in the composer?s work has been substantiated, and the primary forms of their manifestation in the musical text have been determined.

THE IMPORTANCE OF THE USE OF ORAL FOLK ART IN THE FORMATION OF THE MORAL QUALITIES OF OLDER PRESCHOOLERS

Kazakh folklore occupies a special place in pre-school educational institutions in the development of thinking, consciousness, love and pride for their children, their imagination, national spirit, the formation of their native language, homeland, history and culture. In this article, the moral education of the younger generation is considered as an urgent problem. The value of folklore in the development of moral education of the child. The legacy inherited from our ancestors is regarded as an educational tool. The ways of formation of human qualities in a child are expressed through types of folklore.

Det klingendes meningspotensial og dets slumrende klangbunn i lytteren: Utkast til en musikkinspirert livsanskuelse

In this essay I am aiming to sketch a context of my view of music, taking the form of a musically-inspired Weltanschauung [world view]. Confronted with “great” music of all types, I experience the particular ability of music to bring consciousness into a state of listening, attentive “passivity”, without the need for an explanation of what it is about. Afterwards, the thinking consciousness may rise to active reflection on the unique potential of meaning in music – so unlike anything else – and on the equally enigmatic resonant disposition in me that responds to music as an essential meaningful appeal. Although music has all the characteristics of its human origin and historical context, it may be considered as a spring welling from the very source of the world: Its potential of meaning is rooted deeper than human culture. Thus, music offers a confrontation with objective reality, not with something “staged” by our consciousness or, not to mention, by our brain. This musical confrontation with reality has led to my questioning the subjectivism of Kant and especially Fichte, and to an interest in Schelling’s philosophy of nature as a convincing refutation of subjectivistic epistemology. In the name of reality, I touch on the problematic interpretations and conclusions of neuroscience and brain research concerning self-perception. This sort of “philosophy”, where the very self (i.e. the “I” or the subject) is identified with the object studied, i.e. the brain itself. This view may also imply a reductionistic understanding of the experience of meaningful music as “staged” by the reward system of the brain.

Informational hygiene as a new topical branch of hygiene of children and adolescents

There were analyzed psychogygienic problems of the impact of the informational environment on children and adolescents. Their scope and controversy are shown. There are considered such problems related with virtual reality as clip thinking, consciousness manipulating, network self-identification, Internet dependence. The possibility of the creation of a knowledge-based society is set against a change of the development of consumer society. As a basic method for adaptation of children and adolescents to permanently informational environment there is proposed the aim-oriented development of cognitive and creative abilities and also skills ofknowledge extraction form information. The delivery of psychohygienic technologies for the work with information will allow to withstand against a destroying effect of mass culture and to use resourcefully opportunities of non-linear virtual environment.

Heidegger’s Critique of Causal Explanation in Relation to Psychotherapy. Critical Sketches on Heidegger’s “Zollikon Seminars”

The article represents a critical re-evaluation of the contribution to psychiatry and psychotherapy made by Heidegger. The author gives a detailed analysis of “Zollikon Seminars”, placing emphasis on Heideggerian concept of the human being in the first part of the article. According to Heidegger, the human being is not just present in the world, but he is present in the world along with other beings, he exists in indissociability with things, with the world. The existence of the human being, but not its interpretation, which reduces the concept of the human being to thinking, consciousness or instinct, represents the starting point of his philosophical inquiry. But that, which ever-already is, needs to be given an opportunity to show itself. Therefore, the matter of the causal explanation, given with a view to psychotherapy became one of the focal points for “Zollikon Seminars”. The second part of the article is devoted to critique of Freud, delivered by Heidegger, which clarified Heidegger’s approach to the existence of the human being through the striking antithesis of causality and motivation and critique of the causal explanation. The third part of the article comprises a reference to psychopathology and the practice of psychiatry, which, according to our reckoning, Heidegger has elided in his reflections. It is fair to assume that, if Heidegger gave consideration to the uniqueness of the psychopathology practice, which its phenomena appear in, with regard to the causal explanation, his intuition on this subject, concerning a radical distinction between the realm of freedom and the realm of causality, could take a different direction. Having examined the critique, delivered by him, more intently, we are able to say that Heidegger, despite his innovative approach, still, did not take into consideration a number of problems, being present in the practice of psychotherapy and psychiatry. Nevertheless, the importance of Heideggerian approach resides primarily in a fact that Heidegger, for his part, insisted on the “productive meeting” of philosophers and psychiatrists, meant to amend understanding of the practice of psychiatry. An opportunity to combine the causal and the hermeneutic approaches in psychiatry was not considered by Heidegger, although, it seems to us, it is exactly the practice of psychiatry, which the “meeting” of the causal theory and philosophy can become really potentially productive and “stimulating” in.

English Interpreting Teaching from the Perspective of Interpreter Qualities

<p><em>With the frequent development of the international communication and cooperation, the interpreter’s role is much more important than ever before in the modern society. In order to meet this demand, more and more China’s universities have set up undergraduate translation major, and (or) set up a professional Master of Translation and Interpretation (MTI). Under this circumstance, the universities become the main force of interpreter training. This paper mainly studies the English interpreting teaching from the perspective of interpreter qualities focusing on eight qualities: language competence, knowledge storage, interpreting quotients (communication skills, thinking consciousness, reflexes and concentration, learning ability, psychological quality, service consciousness). Through the study on the interpreters’ qualities, this paper aims at providing the references for interpreting teaching in universities both for interpreting teachers and trainers.</em></p>

Commentary: Fiction as a Transformative Tool

This piece explores the potential of ction as a powerful pedagogical tool within and beyond the academy. Drawing on professors’ examples, literary neuroscience, and my experience as an author of sociological ction and editor of the Social Fictions book series, I suggest how ction can be used to foster critical thinking, consciousness- raising, forge micro-macro connections, engage learners in deep re ection, teach substantive content, and promote understanding and empathy across di erences.

Kierkegaard contra Hegel on the ‘Absolute Paradox’

In the Lectures on the Philosophy of Religion, Hegel propounds three interrelated theses:(1) The radical continuity of religion and philosophy:The subject of religion as of philosophy is the eternal truth in its objectivity, is God and nothing but God and the explication of God. Philosophy is not worldly wisdom, but knowledge of the non-worldly, not knowledge of the outer substance, of empirical being and life, but knowledge of what is eternal, of what God is and what emanates from his nature. For this nature must reveal and develop itself. Philosophy therefore explicates itself only by explicating religion, and by thus explicating itself, explicates religion … Hence religion and philosophy collapse into each other; philosophy is indeed itself religious service [Gottesdienst]. (Hegel 1986c: 28)(2) The view that philosophy renders in conceptual form the essence of what Christianity consists in and thus transcends the merely subjective vantage-point of faith:In philosophy religion obtains its justification from the thinking consciousness … Faith already contains the true content, but it still misses the form of thought. All previously considered forms — feeling, representation — can have the content of truth, but they themselves are not the true form which makes the true content necessary. Thought is the absolute judge before whom the content needs to prove and justify itself, (ibid.: 341)(3) Philosophy alone shows Christianity to be rational and necessary:This vantage-point [of philosophy] is therefore the justification of religion, especially of the Christian, the true religion; it apprehends [erkennen] the content in its necessary form [nach seiner Notwendigkeit], according to reason; at the same time it also knows the forms in the development of this content. (ibid.: 339)