У статті досліджується дискурс свободи в українських соціокультурних реаліях державно-церковних відносин. Аналізуючи проблему, автор з’ясовує, що факт, відповідно до якого кожна людина є завжди кимось більшим, ніж просто громадянином, з усією очевидністю засвідчує неприпустимість зводити людину лише до цієї однієї з багатьох її функцій у бутті.

The relevance of the study is that the analysis of education as a factor in the formation and development of a creative personality and the conditions conducive to the emergence of a "new creative class" is done. Formulation of the problem - the conceptualization of education as a factor in the formation and development of a creative personality, its main categories in terms of "creativity" and the demand of man as a creator of an innovative environment, based on a new (...) level of interaction "man-society-education", changing the model of sociality. Analysis of recent research and publications. In the study, we rely on the phenomenon of creativity, which is studied in the works of V. Andruschenko, V. Beh, V. Voronkova, A. Kravchenko, S. Kutsepal, O. Kivlyuk, R. Olexenko. The main focus is on Richard Florida's work "Homo creatives: How the New Class Conquers the World". The matrix of education as a factor in the formation and development of a creative personality focuses attention on the discourse thinking of the relationship "creative personality-education" and the influence of the information society on these relationships. Exemption of unexplored parts of the general problem - conceptualization of the concept of "creative personality" and its role in modern information society. At the heart of the study - the conceptualization of the basic schemes of creativity and this is a scientific novelty. The epistemological character of the statement and the praxeological solution of this problem in favor of a creative person and education show that the society must have the necessary and sufficient resources for the reproduction of a creative person and its effective development that affects the social sphere of man. The basic material. The analysis of formation and development of the creative person as the main factor of education is carried out; the definition of "creative personality" is presented; it is proved that the creative component is the dominant factor necessary for solving problems of efficiency of all spheres of activity, including economic ones; conditions that contribute to the growth of the creative component in the future are analyzed ; It was found that it is a "creative social class" as a new class of information society. The object of research is the concept of a creative personality as a new social and cultural phenomenon. The subject of research is the influence of the information society on the formation and development of a creative personality. Methodology is a method of cultural creation, which provides an opportunity for the formation and development of a creative personality. Conclusions - the concept of education as a factor in the formation and development of a creative personality in the conditions of the information society is formed. (shrink)

Synchronizing oscillations may be just one case of integration and/or coding, one which explains associations by concurrence. Understanding the sequencing of neural/behavioral events requires a clock mechanism that imposes structure behind mere associations, and may be best served by dissociating oscillations and synchronization in terms of physiologic and computational mechanisms.

Harry Frankfurt's famous examples of overdetermined moral agents who are nevertheless responsible for their actions and omissions have long been hailed as proofs that the ability and/or opportunity to do otherwise is not a necessary condition for moral responsibility. In this paper I use recent clarifications of some of these examples by Frankfurt himself to show that their force relies in part on tacit ceteris paribus assumptions concealing a reliance on PAP that concerns matters of fairness in assessing moral responsibility.

This article considers the concept of Sachverhalt in the Austrian philosophical tradition of the 19 th century. In particular, we examine the works of Bernard Bolzano, Rudolf Lotze, Julius Bergmann, Franz Brentano, Karl Stumpf, Anton Marty and Alexius Meinong. The emergence of the concept of Sachverhalt, or the state of things, in extensive philosophical discussions is connected with the works of L. Wittgenstein and phenomenologist Adolf Reinach. Reinach criticized previous theories of judgment. He wrote that they were built on the (...) evaluation, affirmation or negation of a particular object. And that is a mistake. Only introduction of the concept of Sachverhalt allows us to solve a number of logical contradictions that faces the theory of judgment. We find this term in the works of Lotze and Stumpf, but what is its position in their theories? Does it solve the problems that mentions Reinach? Therefore, in this study, we answer the question of how fair is Reinach’s criticism. Also we analyze the various theories of judgment in Austrian philosophy to determine whether it is possible to speak of Sachverhalt as a single entity connecting the concepts of all authors in the Austrian tradition. (shrink)