Emotional, social, and cognitive intelligence competencies have been recognized as the most critical capabilities for organizations to acquire at all levels. For this reason, a wide body of research since the 1980s has demonstrated their positive impact on individual performance, career success, and wellbeing across sectors and professional roles, and a large number of theoretical contributions on how these competencies can be effectively developed has emerged over time. We focus attention on the developmental and learning processes of emotional, social, and (...) cognitive intelligence competencies that occur after formal training or educational courses provided by universities or certified organizations and directed to students or practitioners. Specifically, we conduct an exploratory literature review on the existing academic studies in order to identify the scholars and the pieces of research contributing most to the debate under investigation. This article aims at analyzing this body of research through a systematic review of the literature in order to: i) provide a comprehensive critical analysis of the distinctive features of the theoretical and methodological frameworks adopted to develop these competencies; ii) review the contexts in which the training initiatives analyzed by the literature have been delivered and the categories of learner involved; iii) discuss the learning outcomes of these educational programs and how they have been assessed; iv) identify gaps and inconsistencies in the current state of the literature, suggesting promising paths for future research; and v) stimulate insights for educators, human resource managers, executives, and policymakers by organizing and critically analyzing the extant contributions on competency development. This review represents the first attempt to systematize the methodologies of the educational programs for competency development and to assess their effectiveness in order to assist educators and executives in their ongoing efforts to equip students and employees with the relevant skills needed to achieve superior performance in the workplace. At the institutional level, policymakers should promote a dedicated agenda with concrete actions to equip people with emotional and social intelligence competencies. (shrink)

В доступной форме ученики и последователи В. И. Свидерского рассказывают об этом выдающемся "генераторе" новых философских идей, о значении этих идей в преодолении кризисных явлений в современной философии.

Книга предназначена для студентов, преподавателей и научных сотрудников высших учебных заведений, занимающихся вопросами философии.

From the Editors:Such was the topic considered by members of a new discussion club, "The Free Word" [Svobodnoe slovo] , along with specialists from the Institute of Philosophy, USSR Academy of Sciences.

Bioethics is defined by the authors as a form of knowledge about the permissible limits of manipulating human life in the range from birth to dying. A comparative analysis of the materials of the Conference in Jerusalem and the «Handbook on Bioethics for Judges» prepared by the UNESCO Department of Bioethics in Haifa, on the one hand, and Statements of the Church and Social Council on Biomedical Ethics of the Russian Orthodox Church, on the other, was conducted. It proves that (...) bioethics as a type of modern medical ethics exists and will exist in the near future in conservative and liberal forms. Disclosure of their content contributes to solving the problem of finding compromises in specific situations of medical practice. (shrink)

Na questão do livre-arbítrio, Raimundo Lúlio parte, sem dúvida, de colocações agostinianas referentes às três potências da alma. Mas o pensador mallorquino vive num mundo onde a noção de individuo adquiriu espaços antes desconhecidos. Entretanto, comparando o pensamento de Lúlio, com o de Abelardo e de Duns Scotus, parece que ele se encontra bem mais próximo de Agostinho que do *individualismo' dos pensadores medievais.

t. 1. Igry rynka -- t. 2. Torgovet︠s︡ v Khrame.

In contemporary human sciences, the concept of activity continues to play a key, methodologically central role, since it is used in attempts to give a universal characterization of either the whole human world or the inner world of a concrete individual . In either case, the category of activity is elevated to the level of a universal, ultimate abstraction, which, in E.G. Iudin's words, "combines empirical certainty with theoretical depth and methodological constructiveness" [11, p. 249].

In his critique of empiriocriticism, V. I. Lenin also considered it necessary to characterize its relationship to religion in order to show more fully the social significance of this school, which was fashionable in its time. In contrast to those who took at face value the pretensions of Machism to present the scientific thought of the nineteenth century and who hastened to put it in place of "obsolete" materialist dialectics, V. I. Lenin unmasked the "completely reactionary character" of this essentially (...) subjective-idealistic current, which played into the hands of fideism despite the fact that E. Mach considered himself an atheist. (shrink)

Because of traditional scientistic optimism, which reached its culmination in the mid-twentieth century, scientific discussion of the problems of the ultimate fate of the world and of mankind has been rare. The scientistic-technocratic utopianism, which developed in the last two centuries and had numerous representatives in Russia—from N. F. Fedorov and N. G. Chernyshevskii to K. E. Tsiolkovskii—hindered the examination of the eschatological problem. In religious philosophy, the belief in an earthly paradise was characteristic of V. S. Solov'ev. Eschatological motifs (...) are prominent also in Marxism. (shrink)

T. 1. Opytʺ psikhologicheskoĭ istorīi i kritiki osnovnykhʺ voprosovʺ zhizni. 3. izd. 1905.--T. 2. Metafizika zhizni i khrīstianskoe otkrovenīe. 2. izd. 1906.

I should like to supplement somewhat the interpretation of the data presented by D.E. Furman. It seems to me that to understand current processes, we must have a clearer idea of the starting point of the present intellectual movement—the "mass atheism" of the preceding period. What was this mass atheism?