Comprehension Of Life Research Articles

Through the Veil of Alexandra Marinina's Detective “The Illusion of Sin”

The subject of the study is, on the one hand, the artistic reality of Alexandra Marinina's novel “The Illusion of Sin”, and on the other hand, an analysis of the features of Russian life in the 1990s, presented through the prism of this novel. The author doubts that this work can be fully classified as a detective genre, since the background is a description and comprehension of life in Russia at that time. A comparison of Chekhov's “The Cherry Orchard” and “The Illusion of Sin” allows us to formulate a hypothesis about the nature of Russian sociality. As before, two unrelated processes — impersonal, social and unrelated and often meaningless, marginal actions and deeds of people. From the point of view of this hypothesis, Marinina's work is considered: she, but naturally as an artist, presents to the reader the social reality of the 1990s, which in many ways resembles the “bad sociality” that Vasily nkovsky wrote about back in the 20s of the last century. The author identifies four aspects of this sociality: the attitude of Russians towards law that dates back to past centuries, a sense of social injustice, the absence of moral and ethical guidelines, and the obsession of Russians with ideas that M. Bakhtin wrote about.

Світоглядно-філософські засади педагогічних поглядів К. Д. Ушинського

The article is dedicated to the memory of Kostiantyn Dmytrovych Ushynskyi (1823-1871), an outstanding Ukrainian teacher-philosopher, founder and developer of the theoretical foundations of education based on the cooperation of pedagogy and psychology (the middle of the 19th century). In general, the purpose of the article is to update the scientific achievements of prominent compatriot. The article’s goal is detailed in such tasks: the assertion of Ukrainianness as the source or origin of K. Ushynskyi’s personality and creativity; the substantiation of the features of his life philosophy, mentality (the priority of the value of the human soul, heartcentred meaning of human being in the comprehension of life; high personal emotionality, but subject to will; love for the native foundations), which total combination nourished the thinker’s ideas about pedagogical anthropology; substantiation of the peculiar intertextuality of the K. Ushynskyi’s book “Man as an object of education. An attempt at pedagogical anthropology” (1868–1869); an attempt to characterize the worldview and philosophical meanings of K. Ushynskyi’s construction of the psychological and pedagogical foundations of the educational process (cultural conformity, nature conformity, activity as the basis of education), which remains not only the historical heritage of Ukrainian humanitarian thought, but also a variant of an anthropologically sharpened worldview landmark for modern educators. It has been established that in the documentary substantiation of K. Ushynskyi’s belonging to Ukrainian culture, the contribution of the modern local historian and teacher V. Terletskyi became the most important. It is shown that the appeals made by K. Ushynskyi to the thoughts, ideas, opinions of numerous European scientists, writers, historical figures, polemics and dialogues with them on the pages of the book ensured the transition to the creation of a text as a stereophonic intersection with other texts. The author of the article tries to substantiate this feature of the book as a kind of intertextuality of the analyzed scientific work.

Meditation, its Techniques and its science

Background
 For thousands of years, people have been meditating. Meditation is one of the greatest gifts to humanity from ancient sages. It was created to aid in the comprehension of life's sacred and mystical powers and to connect to the higher consciousness. Meditation is widely utilized these days for relaxation and stress reduction and a way to get relief from physical illness and mental agonies as well as to achieve peace and Happiness.

EMOTIONAL ORIENTATION IN THE STRUCTURE OF FACILITATIVE ACTIVITY OF FUTURE PSYCHOLOGISTS

The article presents theoretical substantiation and empirical research of the development of emotional orientation in the structure of facilitation activities of future psychologists. The development of students-psychologists’ readiness for facilitative activities and related problemsd are actualized. In the context of facilitate support it is possible to provide the full development of future psychologists’ facilitative abilities: self-actualization, comprehension of life, internal motivation, reflexivity, self-esteem and self-understanding, authenticity, empathy, self-confidence, responsibility, the ability to accept, respect and understand others; the ability to create special conditions for personal development. The essential basis for psychologists-facilitators’ professional formation is their professional self-determination, which correlates with meanings of their personal self-determination. An individual’s emotional orientation is an indicator of future specialists’ value and general orientations. We analyzed B.I Dodonov’s approach, according to which individuals’ emotional orientations are determined by their need in emotional colouring of their actions, when individuals’ experiences pbtain self-sufficient values; and it expressed in individuals’ activities, motivates them and influences a professional choice and professional procedural moments. Our empirical study was based on B.I Dodonov’s classification of value emotions: altruistic emotions, communicative emotions, glorious emotions, praxic emotions, pugnantic emotions, romantic emotions, gnostic emotions, aesthetic emotions, hedonistic emotions, and acquisitive emotions. The empirical study of future psychologists’ emotional orientations shows that the studied students are mostly characterised by high altruistic, hedonistic, communicative and romantic emotional orientations. We can assume that these particular features of future psychologists’ emotional orientation correspond to the essence and structure of their facilitation activities and, in the future, they will help ensure their work effectiveness.

HISTORICAL MEMORY AND SOCIAL MYTH AS A FORM OF INTERPRETING OF THE PAST HISTORY

HISTORICAL MEMORY AND SOCIAL MYTH AS A FORM OF INTERPRETING OF THE PAST HISTORY

Epictetus’s Thoughts About True Freedom

The aim as this paper is to study the ideas of Epictetus, one of the representatives of ancient Roman stoicism, regarding the status of human freedom. According to his teachings, implementation of the principle of «living reasonably and honestly» is the most important prerequisite for freedom. Awareness of his/her freedom is the guarantee of a person’s decent life.Research methodology. The paper is based on sociocultural and systemic approaches, with the help of which the author studies Epictetus’s ethical rationalism, his views on the essence of individuals as rational and moral-ethical human beings. The author uses analytical, comparative and terminological methods of research. A descriptive method for presentation of the content of some conceptual ideas of the philosopher is also used as an additional one.Results. According to Epictetus, the awareness by individuals to be free human beings is the most important prerequisite for implementation of the principle of «living reasonably and honestly». He focuses on the concept of freedom as a conscious necessity that is characteristic of all Stoics. Having realized the need for a particular event, a person should act within the framework of this necessity. If a person goes beyond its scope, the necessity of certain events will force his/ her to obey it. Thus, in the context of the rationalist paradigm of the philosophy of the Stoics, it is possible to attain the state of freedom. Complementary to the rationalist aspect of freedom, Epictetus also considers an ethical aspect as a necessary one. Only the person who lives according to ethical principles achieves true freedom. Two principles: to live reasonably and honestly, are like two sides of one medal. According to Epictetus, reasonableness shows itself in decent behavior, which is caused by reasonableness. The interdependence of these two principles is reflected in the following dialectical concepts: «reasonable decency» or «decent reasonableness.» A person, who combines these two principles in his life, lives a good life. Human decency is one of the highest values in the axiological paradigm of Epictetus’s philosophy.Novelty. The author substantiates the idea concerning Epictetus’s interpreting true freedom. On the first hand, freedom consists in comprehension of life and on the second hand, it is based on the honest attitude of a person towards his neighbor and society as a whole.The practical significance. The material of this paper should be used in further research of the philosophical ideas of stoicism, as well as in educational courses in the humanities, first of all in the study of philosophy, ethics, and culturology.

ТРЕНІНГОВІ ТЕХНОЛОГІЇ У РОЗВИТКУ СОЦІАЛЬНОЇ ЗРІЛОСТІ СТУДЕНТІВ

The article deals with the different approaches to the definition of social maturity, the defined criteria: social activity, the existence of life goals, responsibility, communicative skills. The efficiency of application of training technologies in the pedagogical process is proved. The main content of the training of the development of social maturity is revealed and the results of the experimental verification of its effectiveness are presented.The structured training program contains three blocks: development of social qualities of students, providing effective interactive interaction; gaining experience of social activity and social responsibility; the striving or personal and professional success. Each block of the program is designed for 3 hours of work. The training program, in accordance with the block theme, consists of a set of exercises, role and business games, creative tasks, discussions, mini-lectures, case-method, and project method.Relevant findings of the study have established the positive impact of the training program on personal growth and the professional development of students, which contributes to their development of social maturity.The obtained results of the study showed that the developed and tested training promotes social activity of students, development of social qualities, definition and comprehension of life and professional position, acquisition of experience of social interaction, modeling of the future, independence and responsibility. As a result of the training, the communicative and volitional potentials of students are intensified; the motivation of personal and professional growth is actualized.

Bergson Felsefesinde Bilinç, Süre, Madde ve Evrim İlişkisi Bağlamında Hayat

In this study, it will be tried to be explained the relationship between consciousness, memory, time, matter and evolution within the framework of French Philosopher Bergson’s conception of life and vital force (Elan vital). The basis of his views on metaphysics is based on comprehension of life and vital force. Bergson made a connection between the seemingly disconnected concepts; time, evolution, consciousness, and memory within the frame of vital force, as well as explaining what they are, how they are formed, their relations with each other, space and matter. In fact, he also expresses life itself with the concept of vital force. Since all of these concepts are almost inseparable from each other, when one is mentioned others are mentioned as well. Bergson linked closely the structures of these concepts by using the best way the qualitatively intertwinement, basis of his own philosophical claim, so he could present the entity as a whole through these concepts. He created this approach in a kind of way based on psychological and biological principles. Bergson claims that in the face of scientific developments, existence/life cannot be assessed by a mechanical or finalist view, because, according to him, freedom tries to make itself dominant in existence/in life. Bergson’s views have been tried to be critically examined in this essay.

"SAÚDE COMO COMPREENSÃO DE VIDA": AVALIAÇÃO PARA INOVAÇÃO NA EDUCAÇÃO EM SAUDE PARA O ENSINO FUNDAMENTAL

Demandas atuais indicam ser necessário pensar formas diferenciadas de ensinar saúde. A prática defendida e orientada pelo MEC nos PCNs é de que a saúde seja um eixo transversal ao currículo, considerando a escola como parceira da família e da sociedade na promoção da saúde das crianças e dos adolescentes. Nessa perspectiva, a escola tem uma co-responsabilidade de orientação. A proposta representa um avanço efetivo, mas esbarra em diferentes questões, desde a valorização da formação científica de professores e alunos na Educação Básica até a falta de qualidade na maioria dos livros didáticos. Assim, o objetivo do estudo consistiu em promover o resgate histórico das caracte rísticas formais, organização e metodologia do livro "Saúde, como Compreensão de Vida" (MS/DNES - MEC/PREMEM, 1977), publi cação inovadora nos anos de 1980. Além disso, foi realizado um estudo exploratório de avaliação por especialistas visando subsidiar a criação de um livro sobre saúde destinado ao ensino fundamental.

Life and teleology

A comprehensive definition of the phenomenon called “life” led to the addition of many dimensions to the natural sciences, and especially the conscious mental dimension. Historical attention is paid not only to those employing the natural philosophical paradigms, but also to evolutionary theories and to the Kantian teleological philosophy. The belief that science can solve the riddle of life is a category of purposal thinking. A revised version of critical teleology is essential for comprehension of life.

“Uproar in the Echo”: Browning's Vitalist Beginnings

In letters to Mrs. Ernest Benzon and Mrs. Thomas FitzGerald, Browning claims affinity with the great philosopher of the Will, Schopenhauer, and asserts that elements of vitalism are the “substratum” of his life and work. These letters confirm the poet's place in the line of vitalist thought shaped by Schopenhauer, the English Romantics, and Carlyle and further developed by Nietzsche, George Bernard Shaw, Henri Bergson, and D. H. Lawrence. Vitalism resists precise definition; each theorist advances a singular terminology and application. Schopenhauer's vitalism may be understood from his concept of cosmic Will; Carlyle's from the essential presence of energy, movement, and change in the world. Bergson used the term élan vital and Lawrence such characteristically vague phrases as “sense of truth” and “supreme impulse” to express faith in forces operating beneath or hovering above the surface of life. Broadly put, when a rational orientation to the world ceased to be adequate, when rationalism devolved into a falsification of reality's authentic energy, major vitalists came into existence and posited as the true reality a primitive, universal force of which everything in that reality is an objectification. Unlike other vitalists in the English tradition, such as Blake and Lawrence, Browning was not comfortable with cosmic images. His vitalism breaks from the main line to focus on the individual human will, which he saw as an intuitive impulse and as a means to realize the self and locate its place in the world. For Browning, the comprehension of life's vital movement lay in the dynamic energy of willed action.

Engineering and Industry in Reconstruction

IN his inaugural address on October 12 to the Institution of Electrical Engineers, Sir Harry Railing made an assessment of the extent to which engineers, particularly those in the electrical industry, can and should contribute to the solution of some post-war problems. A broader understanding of sociological problems has become essential for the engineer, for the products of his technical skill affect every human individual and human organization. A greater understanding of science in general and engineering in particular has become essential for every citizen, not necessarily in the form of detailed knowledge, for a better comprehension of life. In the logical pursuit of his mission to help the post-war world, the engineer must therefore teach the principles which underlie his work, in the hope that they may be accepted and applied.