Perhaps, the most mysterious phenomenon in the world is man, and among his qualities it is the mind. Whether created “from the dust of the earth” or brought from distant cosmic depths, formed as a result of the evolution of nature or some other yet to be recognized miracle, man has conquered nature, created a univer­sally artificial world, a «second nature» – culture, and has now become not only the master of the Planet but is also looking more and more (...) pragmatically into the Cosmos. The first attempts to master it (as well as the entire previous path of conquering nature) suggest that man possesses some incredibly secret power that allows him to rise and dominate the world. This power is the power of the mind – science, education and culture. It united all other human qualities into a single energy complex, concentrated them in the ability to work, thanks to which it mastered nature, and directed man into a civilized path. Philosophers studied both the historical sources of the origin of the mind, as well as the patterns of its development and the prospects for further application in society and the world. The mind finds various, sometimes unexpected ways for its embodiment – not only in science, philosophy, education, but also in folk traditions, in the prophecies of mystics and maxims of sages. At the same time, the loss of reason can take vari­ous forms – from “mind loss” to the loss of human values at work to the madness of war. The departure from “reason” creates civilizational conflicts, which mostly end in war. The current one is the deepest and most threatening. It is exacerbated by the ruscists’ threat to use nuclear weapons. To put an end to ruscism, to eradi­cate violence, to ensure the Ukrainian victory and to establish guaranteed peace and cooperation between nations – this is the «wisdom» of the mind, its inex­haustible energy, which guarantees new prospects for the civilizational progress of mankind. (shrink)

Process of formation of a new paradigm of development of education in European space was analyzed; one of the central issues is the relationship between national and universal in education; author asserts the thought about the fact that these existences at the level of national education systems should be optimally combined; at the same time, European tradition^ historically crystallized values – anthropocentrism and democracy, human rights, peacefulness, solidarity, ecological safety, tolerance, etc., which should be included (and on which should be (...) based) in any national system of education; establishment of such a system in Ukraine is at the initial state; signs repressive pedagogy, left for Ukraine from education system of the former Soviet Union are still quite noticeable; need for formation of democratic world and democratic human being requires accelerated reformation of education in the context of overall European strategy of development of Ukraine as an independent state. (shrink)

What is the nature and role of competition in markets and politics? This book examines the institutional dimension of markets and the rules and institutions that condition the operation of market economies. Particular attention is paid to the the role of the state, specifically the role of governments in shaping and maintaining the economic constitution of their societies.

Journal of Philosophy of Education, EarlyView.

kn. 1. Poni︠a︡tti︠a︡ osvity: zmist ta predmetne pole -- kn. 2. Strukturno-funkt︠s︡ionalʹnyĭ analiz osvity -- k. 3. Ekzystent︠s︡iĭnyĭ prostir osvity -- kn. 4. Ukraïnsʹka osvita: istorii︠a︡ stanovlenni︠a︡, rozvytok, modernizat︠s︡ii︠a︡ -- kn. 5. Statti ta interv'i︠u︡.

Purpose. The purpose of this paper is the study of gender aspects of management and relationship between management characteristic and style of leadership from gender typing in order to improve management efficiency. Theoretical basis. To understand the influence of gender mechanisms on the organization’s governance system, it turns out that there is a difference in the approach of women and men to management and leadership. The main characteristics of male and female leadership style, features in making management decisions regarding work (...) and career are given. Originality of a paper is the further development in the theory of gender processes with application of interdisciplinary approaches in studying the phenomenon of gender, not from the point of view of the interactions between two large social groups, but as a social resource of an organization where men and women represent labor potential, rational use of which is the key to successful management in the organization. The social potential of Ukrainian women can become a valuable resource in a country, a region, and any social organization. Conclusions. In modern society, the unique experience of women’s rule is ignored, indicating that they have significant and little used management potential. An analysis of gender interactions in management processes revealed the active desire of women for career growth and success in individual image. However, the transformation of the gender sphere in an organization reflects the preference of patriarchal relations, which is an obstacle to the advancement of women in the managerial structure and, accordingly, requires them to make significant efforts to achieve equal management opportunities with men. To ensure the effectiveness of the organization, it is necessary to take into account the gender factor and comply with gender balance in management positions. (shrink)

The author moves from the consideration of law as a set of rules serving as a means of socially regulating human conduct. He focuses on the fact that in order to fulfil its function, the law must be seen as a type of information. In this perspective law is a particular language and therefore gives rise to linguistic problems, linked to the technical character of juristic discourse. The author deals with some of the linguistic and sociological aspects of legal language (...) and attempts to pinpoint some trends of interlingual development. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

Available for the first time in English, this work explores a range of mental disorders in the context of Frankl's theory of human motivation. Skillfully translated and featuring extensive annotation, this English language edition remains true to the original while updating assessment and treatment protocols to be compatible with 21st century medicine. As the title suggests, On the Theory and Therapy of Mental Disorders applies a theoretical treatise to the practical treatment of variety of disorders. This long-awaited addition to the (...) body of English language literature introduces Viktor Frankl's clinical insights to a new generation of mental health professionals, and has much to offer to practitioners of all levels of experience. (shrink)

The article considers the problem of the relations between modernity and secularization. The author argues that the discourse on secularization is the most appropriate strategy for modern self-understanding. The discourse itself is not homogeneous. One approach is a classical theory of secularization, which considers the secularization as a universal world-historical process, which passed the stages “modernization – secularization – rationalization.” Other approach is to interpret modern society as a post-secular society, but with relevance to religious ethos. This approach considers Modernity (...) as a unique social reality with a specific type of rationality and a set of behavioral strategies, which were formed as a result of the transformation of religious social reality, the center of which was a Christian myth. Accordingly, modernization becomes the result of secularization, and not vice versa, as the proponents of the first approach assumed. The thematization in the discourse on the secularization of a new type of society, which J. Habermas called post-secular society, demonstrates a crisis of principles constituting the Modernity’s foundations. Predictions of the epoch of an irreligious society did not come true, and secular reason is now forced to reckon with other types of rationality and take them into account, including in public space. This situation suggests that we are witnessing the birth of a new form of social reality. Thus, the article concludes: discourse on secularization is recognized as the most adequate strategy of the comprehension of Modernity; secularization should be viewed as a consistent detranscendentalization of Christian social reality; the emergence of a post-secular society indicates fundamental transformations in the field of the most general ideas about the nature of cultural mind and cultural identities. (shrink)

How will religion develop in the 21st century? How optimistic can her outlook be on her future? What will be the meaning of global religious change in the coming decades? Despite being very advanced in the West, the answers to these questions remain problematic. In the famous work, "Returning the Sacred: Arguments for the Future of Religion," D. Bell noted that in the late eighteenth and early nineteenth centuries, most thinkers expected that religion would disappear in the twentieth century. At (...) the turn of the nineteenth and twentieth centuries, many sociologists believed that sociologists believed that "At least since the Enlightenment, most Western intellectuals have expected the death of religion as fervently as the ancient Jews of the coming of the Messiah," reminds American religious scholars R. Stark and R. Bindbridge. and the social sciences were particularly distinguished in the prediction of the inevitable triumph of rationality over “prejudice.” The most celebrated figures in sociology, anthropology, and psychology unanimously expressed the belief that their children, or indeed grandchildren, would witness a new era in which, from Freud, the infantile illusions of religion humanity will outgrow ”. (shrink)

Dr. Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The Element explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical Element is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and (...) AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI and draw their own conclusions rather than accepting opinions from people with vested interests or an agenda. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

This book focuses on two central topics. The first one is the Platonic concept of time. What is it, how is it defined, what is it not, and how does it help us describe the changing realities surrounding us? The second one is Plato’s understanding of the perceptible world. How is it related to Forms, and how exactly does it work? These are central, wide-ranging, and highly contested questions that have been garnering attention in recent Platonic scholarship. We have ensembled (...) an international team that aims to offer bold, innovative, and thought-provoking answers to these questions. The contributions represent a diverse range of starting points, methodologies, and interpretative traditions whose collective aim is to challenge your assumptions about Plato’s philosophy and help you rethink and revisit the Platonic corpus with fresh eyes. (shrink)

BOOK REVIEW José Luis Bermúdez FRAME IT AGAIN: NEW TOOLS FOR RATIONAL DECISION-MAKING,Cambridge University Press, 2020, pp. x + 330, ISBN-13: 978-1107192935, ISBN-10: 1107192935, Hardcover, $ 18.22, e-book, $15.49.

The paper reveals the ideological, cultural, structural and typological, philosophical, doctrinal features of Old Believers in Ukraine.

У статті зроблена спроба привернути увагу фахівців до такого напряму економіки й розваг, як гральний бізнес. Описано розвиток i стан цього бізнесу в США, Росiйськiй Федерацiї й Українi. Наголошено на перспективності розвитку грального бізнесу в Україні.