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This article compares and contrasts two eminent theologians, one Hindu (Madhva), and one Christian (Calvin) who had similar ideas in terms of the sovereignty and majesty of God and the doctrine of Predestination of souls each, of course, based on their respective religious-cultural contexts and scriptural texts.
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Review of: Uma Das Gupta, A History of Sriniketan. Rabindranath Tagore’s Pioneering Work in Rural Reconstruction, New Delhi, Niyogi Books, 2022, 234 pp., ISBN: 978-93-91125-44-8.
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The second article focuses on dialectical logic, biological and spiritual determination, freedom of choice, consciousness and Self-consciousness, as well as on non-evolutionary development. A correlation analysis was carried out, on the one hand: between organic structures, neurophysiology, events of the bodily organism and, on the other hand, mental processes, states and formations, especially free will or creativity, as well as cognitive functions, consciousness and self-conscious Mind. Here consciousness can be a determinant, and information is a mediator between Mind and body.
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The text reveals the approaches of the philosopher as a thinker to be in the being. Two possible paradigms for achieving the absolute as a form of philosophizing are presented. One is related to the school-academic historicalphilosophical approach, and the other is related to metaphysical experience as an act. The thesis is asserted that the metaphysical goal is achievable only as an individual practical experience of transcendence through the action of the thinker conceived as a precedent. The understanding is argued that it is in the metaphysical act that the thinker objectifies philosophical wisdom, not just the love of philosophy.
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The present article regards the influence exerted by the Hermetic philosophy on the original works of one of the last representatives of Tarnovo literary school – Konstantin Kostenechki. They are found not only in the explicit mention of Hermest Trismegist in “The Biography of Stefan Larzarević” among philosophes to whom God has partly revealed “the truth” but also in one long and sophisticated syllogism where God Father is presented as “Mind” and “The Sources of the First Mind”. Some specific terms, the description of the Serbian anchorites and one unusual transformation of the Gospel text (Mathew 6:6) also must be ascribed to Hermetic influence. All of these hermetic elements most probably have been loaned from Greek sources having included fragments of “Corpus Hermeticum” and some other hermetic texts.
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One of the important topics in the field of philosophy of religion is the relationship between the various forms of the Divine, in particular the wellknown distinction between "philosophical God" and personalist understandings of God (Blaise Pascal). Spinoza's ethics is oriented mainly to the argumentation of the first understanding and is its consistent implementation. Hegel's interpretation of Spinoza is reconstructed here in view of the question of pantheism and atheism in Spinoza's system and whether and to what extent Hegel rehabilitated and "justified" Spinoza. Our thesis is that Hegel's position on too many God in Spinoza is incomplete and imprecise.
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The article is dedicated to one of the fundamental social problems – the problem of inequality in the field of education and the mechanisms of its reproduction. The author's view of the problem is related to understanding the evolution of the institute of education in the light of the accompanying scientific discourse, which usually starts with the issue of equal access to educational resources, and then emphasizes on discussing the possibilities for equality of educational outcomes. The author traces several main stages that reveal the progressive movement of the institutional nature of education, especially in the direction of expanding its accessibility, openness and efficiency, which at the same time remains firmly embedded in the existing system of stratification. Attention is paid mainly to the analysis of the way in which the institutional instruments in the form of selection and differentiation are materialized in the complex mechanisms and realities of the pedagogical process and contribute to the exacerbation of educational inequalities.
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This article is focused on the differences between shame and guilt examined through a psychological perspective. The purpose of this analysis developed here is to attain conceptual clarity about what is distinctive about shame and guilt. We claim that shame is erroneously included in the category of “moral emotions” and that, paradoxically, there is nothing moral in it. To this end, we emphasize that shame is produced by the failure to achieve a certain minimum, which is social in its nature. It is therefore connected with low demands on one’s self and low self-esteem. Guilt, on the other hand, is based on the failure to achieve a subjective maximum and an ideal, so it tends to be observed in personalities that exhibit high demands upon themselves and a high self-esteem.
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The article summarized the results of the research activity of Andrey Rossokhin, which is devoted to studying the dynamics of reflection in the altered states of consciousness in the course of psychoanalytic process. These states of consciousness are characterized by transformation of the semantic space of the subject and changing forms of categorization with a transition from socially normed to new ways of rationalizing internal experience and experiences take place. By theoretical and empirical analyses, A. Rossokhin concluded that through means of the internal dialogue during the altered states of consciousness, it carries out an active reflexive rethinking activity both previously non-reflective mental content and the very strategies of reflection with the internal dialogue. This leads to qualitative alteration in value-meaning formations, activates, and brings about the personality integration into a new, more complete state.
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The war in Ukraine has led to a fundamental rethinking of European security, with further enlargement of both the EU and NATO being discussed today. Kyiv demanded a quick procedure for membership in the European Union, and the EU has categorically shown that Ukraine belongs to the European family. Enlargement policy has proved to be one of the most successful instruments in promoting political, economic and social reforms, as well as in consolidating peace, stability and democracy in Europe, proving that the European Union's enlargement policy is not purely technical process, but a geopolitical tool that also requires a more strategic approach. As a result of EU support, Ukraine is pursuing an ambitious fiscal policy, institutions are showing increasing resilience in their efforts to guarantee democracy, the rule of law, human rights and respect and protection of minorities. The present academic research examines the possible scenarios for the development of the European Union and the war in Ukraine from now on. The possible scenarios are separated into two groups, “Emotional” and “Temporal”, and the combination between the two groups allows a total of 9 possible scenarios to be outlined.
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Drawing on the research of Martha Nussbaum, the article focuses on the “devastating” crisis experienced by modern education systems entailing their consistent subordination to the dominant economic logic and the resulting neglect of the literature and humanities in the school curricula. According to Nussbaum, should this trend continue to prevail, very soon the education systems will be simply producing generations of efficient machines incapable of human empathy and devoid of any critical reflection. Literary education, Nussbaum emphasizes, can not only help cultivate empathy and humane attitude towards the other, but also become one of the main factors in developing these traits. Stimulating the active emotions and imagination of the children, literature encourages them to think about others, about strangers with whom their real life experience will not give them the opportunity to meet. Reading literature helps one to build an inner intuition for the common human vulnerability, and thus counteracts the temptation to respond to human imperfections and weakness by pursuing total control.
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Article aims, through a comparative analysis, to explicate the Gnostic and Bogomil religious-philosophical conceptual grounds for the possibility of acquiring knowledge saving man from the dualism of being. The tasks of the study are to indicate the reasons for the search for such knowledge, which provides a form of human existence that will lead man to salvation. To achieve the tasks, the study begins by establishing the connections of Gnosticism and Bogomilism with historically preceding spiritual-religious communities and their concepts, the relations with Christianity and the grounds for their designation as Christian heresies are indicated, the conceptual parallels between Gnosticism and Bogomilism in their cosmological understandings are indicated and their consequences for man, the way out is indicated, which overcomes the unnatural state of being and the subsequent opportunity available to man for union with God.
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The text outlines some of the main theoretical-methodological procedures in Edmund Husserl's transcendental phenomenology. The first part offers a brief introduction to Husserl's general philosophical project. In the second part, the question of the phenomenological epoché is considered, as a first, negative procedure of the phenomenological reduction. A comparison is also made between the practice of epoché by Husserl and Descartes’ methodical doubt. The third part turns to the different types of reductions and examines the relationship between them.
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The archaeological record is information left in artifacts and biofacts from an extinct culture. It is the result of a process of growth of entropy in the site, which destroys the structures of culture. I theorize on archaeological information and archaeological entropy – the missing information about the site. From archaeological record to virtual reconstruction, information is extracted from the entropy of the extinct cultural form/process in the archaeological record. Archaeological entropy is differential and depends on the material, not the culture.
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The article focuses on some issues of a practical nature related to the implementation of activities for general and additional support for personal development of children and students in kindergartens and schools in Bulgaria. The authors hereby express their personal position based on discussion comments by deputy principals, teachers and other pedagogical specialists, during trainings on inclusive education in the territory of the Republic of Bulgaria. Emphasis is placed on the modern dimensions of inclusive education, as well as on specific features of the activities of pedagogical specialists in their work with children and adolescents. The philosophical concept of inclusive education at present in the context of normative documents and practice is presented. The article does not claim to be exhaustive.
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The image of the church, presented in history and sociology, is of an institution, a supporter of patriarchal morality, which is of key importance for the preservation of Bulgarian identity. Religion and traditions preserved the memories of our past greatness and independence. During this period, the church became a key factor in preserving our national identity. The question of the religious psyche of the Bulgarian villager has been studied by most historians, many of whom believe that the patriarchal man is self-aware as directly connected with tradition and customs, his spirituality is a consequence of this relation.
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The central idea of the present text is to show that in the formation of the students of tomorrow's world, a fundamental role belongs to the idea of curiosity. Scientific knowledge has recently become, thanks to technological development and the increasingly computerized era, a way of life in which the skills to understand and handle the applications and software increasingly present in everyday life have become inherent requirements of a life quality. Therefore, there is a need for education based on scientific knowledge to be much more present in the school curriculum of the students who will form tomorrow's society. Perhaps one of the most effective means by which students benefit from a science education is the systematic stimulation of native curiosity. We show some ethological and neurological foundations of curiosity that we consider sufficient for a reformulation of standard pedagogy.
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The article discusses a groundbreaking post-critical project in Anglo-Saxon literary studies formulated in Rita Felski’s book The Limits of Critique. Tomasz Mizerkiewicz offers a comprehensive analysis of the “hermeneutics of suspicion” carried out by Felski, showing its numerous limitations. Felski argues that criticism – understood as an emotionally uninvolved reading of literature being part of the panoptic system of power that subjugates individuals – should be modified to embrace an affective quality and a new vision of the ontology of a literary work. Felski believes that thanks to Bruno Latour’s actor-network theory, it is possible to begin to perceive the literary work as a causative non-human actor. The work then avoids participating in the sterile dispute between the idea of the autonomy of art and radical pragmatism, which assumes the full dependence of the meanings of this work on the context. Theorized in new phenomenological analyses, literature demonstrates a capacity to exert influence. At the same time, it does not do anything by itself, but in cooperation with other important human and non-human actors (readers, schools, reading family customs and others). The type of critique described in The Limits of Critique becomes a conscious participant in the social interventions of literature consisting in the joint discovery of the possibility of the emergence of new types of connections, networks and communities. Thus, critique and literature contribute to the development of particularly effective varieties of aesthetic, economic and political agency.
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