Philosophy Course Research Articles

ЭНТЕЛЕХИЯ КУЛЬТУРЫ В КНИГЕ СТИХОВ А. ШАЦКОВА «ЛЕБЕДИ ТЮТЧЕВА»

The object of the article is entelechy of culture. The subject is the entelechy of Russian artistic culture. The material for this article is represented by a new book of poetry by contemporary Russian poet A. Shatskov “Tyutchev’s Swans”. The focus of hermeneutic reconstruction is a cycle of poems from the book which presents swan symbolism in different variations. Great attention is paid to the problem of cultural entelechy which has a theoretical nature and at the same time is important for understanding the philosophical issues of creativity. The research methodology is based on the holistic ontological hermeneutic analysis aimed at highlighting the cultural potential of the given artwork, which makes it possible to approach the issues of creative process ontologically, to deepen the comprehension of the wordsmith’s views of genesis. The link between the concepts of “entelechy” and “apophaticism” is traced. Much attention is paid to the problem of cultural entelechy in the context of cultural transmission: not only the poetical prophetic gift is considered, but also the need to return to one’s roots, historiosophic perception of the past. The research results are presented through identification of the cultural potential of the book “Tyutchev’s Swans” for further study of entelechial problems in the artistic culture and national genesis. The research results can also be used in courses of modern Russian literature, culturology and philosophy.

Inovasi metode pembelajaran mata kuliah filsafat pendidikan islam menggunakan metode painem

The purpose of this paper is to develop a learning method in the Islamic Education Philosophy Course using the PAINEM method. This study uses a literature review with a descriptive qualitative approach. Learning method is one of the important aspects in realizing the implementation of quality education. The clarity of the learning method is a form of responsibility in carrying out teaching and learning activities so that these activities can be organized and run effectively so that the subject matter can be well received and the learning objectives can be achieved.

LITERARY TEMPTATIONS OF PHILOSOPHY

The article examines the features of literature that are attractive for philosophy. Literary temptations are diverse: from special literary means of expression to a literary style of thinking, from posing common human problems to special ways of representing the world, from studying literary phenomena to following them. The differences between philosophy and literature took shape in antiquity. Philosophy posed a question and gave a reasoned answer, while literature described an interesting adventure. Further evolution has accumulated many differences in means, and in goals, and in perception. But from time to time philosophy and literature interacted. Philosophy sometimes analyzed literature like Heidegger, occasionally used a literary style like Nietzsche. But literature has repeatedly posed philosophical problems like Dostoevsky. Of particular attractiveness are: 1. the comprehensibility and accessibility of the literary language, 2. the emotional impact of literature as the creation of a special experience of the read, 3. a narrative way of representing the world. The desire for clarity has led to the emergence of encyclopedias, various propaedeutics, simplified courses in philosophy and other new forms of organization and presentation of knowledge. The example of children’s literature led to the emergence of philosophy for children. A personal emotional attitude to the text can be a sufficient basis for the scientific work of a humanist. A philosopher always needs rational foundations, but the subject of research could also be asked by literary emotions. Narrative has proved to be an impressive temptation for philosophy. For a long time, it was studied only within the framework of literary theory. From there he came to philosophy. Under the influence of philosophy, the narrative turned into a paradigm for the methodology of humanitarian knowledge. Literary temptations of philosophy gave positive results: discussions were stimulated, interesting concepts were put forward, if philosophy remained philosophy.

The gamification of philosophy for meaningful learning in higher education

Introduction. With the impact of the COVID-19 pandemic, higher education institutions had to become more dynamic, to transform the face-to-face course in its traditional model towards an online course or distance mode, without changing the student-centered pedagogical model. This article documents the gamification of the philosophy course to get meaningful learning proposed by David Ausubel. Presentation of experience. It is implemented from a game program where the user interacts and plays while learning about the concepts found in each of the levels of the game. The software was developed using the Programming language (high level) C ++ version C ++ 17, using Visual Studio 2019 as an integrated development environment “IDE” in the epistemological unit of the philosophy class. Discussion. To implement the gamification of philosophy, collaboration between the engineering faculty with the Programming Lab III class and the administrative and social sciences faculty with the General Philosophy class is required. Conclusion. The gamification of a course implemented in tele-teaching contributes to meaningful student learning. Collaboration between faculties favors the interdisciplinarity of the teaching-learning process. A student-centered type of teaching arouses greater assimilation and interest, as the student transitions from a passive role to a leading role. The students show greater interest and importance of the pedagogical space, such as the development of competences, among others, the capacity for analysis and critical thinking.

Jan Baudouin de Courtenay, Czy historia i filologia mogą umiejętnie rozwiązać swoje zadanie bez ścisłego związku z filozofią, a mianowicie z filozofią historii i filozofią języka?

Can History and Philology Competently Address Their Tasks without a Close Connection with Philosophy, Namely Philosophy of History and Philosophy of Language?
 The thesis by Jan Baudouin de Courtenay published here is probably the oldest of the texts by the Polish linguist. The text was submitted in 1864 as a part of the logic and philosophy course taught at the Warsaw Main School by Henryk Struve. It clearly shows an attempt by the young researcher to embark on a scholarly path, which turns out to be far from the one Baudouin de Courtenay took later in his academic activity. The future linguist argues here in defence of linguistics as a so-called physical science (a natural skill, as he often calls it in his dissertation), thus contrasting it with philology and history.

The Aesthetics of Gilda de Mello e Souza in Writings on Fashion and Brazilian Painting

This article aims to briefly present the aesthetic thought of Gilda de Mello e Souza, a Brazilian art critic, essayist and the first professor of aesthetics in the Philosophy course of Universidade de São Paulo in the 20th century. For this, it brings some excerpts from her works O Espírito das Roupas, that defends fashion as an art, and Pintura brasileira contemporânea: os precursores, focusing on Almeida Júnior’s paintings. Through these texts, it will also be possible to understand how her aesthetic thought is entwined with other areas of knowledge, when discussing anthropological, sociological and art history issues through the analyses of a singular object of art.
 Article received: April 19, 2021; Article accepted: June 23, 2021; Published online: October 15, 2021; Original scholarly paper
 How to cite this article: Franco, Juliana Siqueira. "The Aesthetics of Gilda de Mello e Souza in Writings on Fashion and Brazilian Painting." AM Journal of Art and Media Studies 26 (October 2021): 31-40. doi: 10.25038/am.v0i26.467

DIDACTIC LITERATURE LESSON ON PHILOSOPHICAL NOVEL SOPHIE’S WORLD

Literature in written works comes to give aesthetic value and entertainment to the readers. It also has an educational function in purpose to change the way people think. One of which is a novel written by Jostein Gaarder entitled Sophie’s World. Based on didactical value, this novel is categorized as Hybrid literature. Hybrid literature is combined with didactic literature and imaginative literature. Didactically, this novel gives philosophical lessons. Meanwhile imaginatively, it explores readers’ imagination. Sophie’s World was written in simple language and plot that can easily be understood by the readers to learn about philosophy in an easy way. Its progressive plot and its writing style, which tells the story inside the story, make this novel still interesting to read because of its suspension and puzzle on its story. This novel is studied by using a descriptive qualitative method with a content analysis approach, conducted by describing the didactical literature of this novel, analysing the content or didactic expression, and analysing the language use. This novel is highly suggested to be used as learning media for philosophical course taught in Higher Education and as learning media in teaching literature. Besides, the novel Sophie’s World is good to be read by everybody to enrich their philosophical knowledge..

University Philosophy Course: Reboot is Required

The philosophical training of tertiary-level students is designed to perform a number of functions assigned to it by society and the state. However, in recent years, it is no longer in demand by the majority of the educational process participants, since the university philosophy does not respond well to modern challenges from education, primarily to the need of digitalization and competence approach implementation. To preserve the disciplinary status of philosophy, the lecturers have to modernize the content, methods and forms of implementation of the discipline in order to increase its attractiveness in students’ minds, as well as the demand by society and the state. One of the possible ways to update the training course of philosophy is seen in its reorientation towards the development of students’ universal competencies prescribed in the state educational standards. In this case, the philosophical content becomes a tool to achieve this goal, and the philosophical heritage is used as a theoretical basis for mastering the technologies of mental action. The article presents the experience of Kazan University, where the philosophy course has recently become a tool for “system and critical thinking” competence training. Although a digital format of philosophical training has a number of cognitive advantages, nevertheless it is fraught with the risk that the philosophical value potential will not be fully realized. This risk can be minimized through a mixed format of teaching philosophy. Тo increase the demand for philosophy in higher education, the author offers a number of ways to enhance the role and importance of philosophy in students’ minds.

Postgraduate Course “History and Philosophy of Science”: What? How? What for?

The article addresses the problem of teaching the course of history and philosophy of science. This course has been taught to graduate students of Russian universities for more than 15 years. But disputes over its content and expediency still do not subside, but only flare up with renewed vigor. Those disputes were in three directions. The author proposes to return to the discussion of the existing problems in each of the areas of criticism of postgraduate discipline. These are: 1) the content of the subject from the standpoint of the coordination of its historical and philosophical parts (What?); 2) pedagogical and methodological support of training (How?); and 3) the ultimate goals of postgraduate training in general (For what?). The questions “how?” and “ what for?” are included in a broader context – the formation of the competence of a future scientist, his readiness to solve complex and non-trivial scientific problems. Reflections outlined in the article are built into the overall picture of post-graduate training in universities that has developed to date. The author sums up his reflections by calling for non-stop communication in a mode of continuous “recursive adjoining”. Such a strategy, in his opinion, remains the most reliable means of highquality promotion of both teaching and training of graduate students in general.

Is mathematics created or discovered? Pre-service teachers’ perception on a classic enigma

There are many classic questions about the nature of mathematics which have been an endless debate among philosophers. One of them is about whether mathematics is created or discovered. This research aims to find out the pre-service mathematics teachers’ perception about the classical enigma of mathematics after joining the course of history and philosophy of mathematics education. It was a descriptive qualitative research involving 45 pre-service mathematics teachers in their first-year training. We collected the data using questionnaire and then deepened the findings using semi-structured interview. The results suggest that 40% of the respondents believed that mathematics is created, while the rest 60% believed that mathematics is discovered. The two claims have their basic reasoning in the perspective of the respondents. Those who believed that mathematics is created argued that mathematics exists because of human activities. Therefore, it will never be founded if it is not created first. Meanwhile, those who believed that mathematics is discovered tended to argue that whether or not there is human activities to prove the mathematics phenomena, it is already there as the God created it. Thus, human just discovered it, not create it. Both arguments are interesting and have a potential impact to the mathematics education practice.

Понятия идентификации, самоидентификации и идентичности в социально-философском осмыслении

Analyzed is the problem of concepts of identification, self-identification and identity in socio-philosophical comprehension. The significance of the research topic is predicated by the fact that a clear understanding of the essence and structure of the processes of identification and self-identification of an individual gives an idea of how a person becomes such; and what social or individual variables cause a shaping effect. In this regard, the purpose of the research is to specify the comprehension of the essence of personal identification and self-identification processes; and at the same time, the outcome of such processes - the identity. In this study, the structural and functional approach was used, which made it possible to identify the structure of identity and apprehend the factors of its formation. As a result of the conducted research it was established that identification is a process of interaction with an external (mainly social) environment, in duration of such process the personality establishes equation with objects and phenomena of the external world. Self-identification allows to compare the components of your own defined self with each other, having exercised the communication of thought. The processes of identification and self-identification together form the identity of the individual; an equation both to themselves and to society, and therefore, such equation have two structure levels, i.e. personal and social. The materials of the paper could be used as a theoretical and methodological basis for further study of the issues of identification and self-identification of the individual, as well as for pedagogical purposes for teaching the course of social philosophy.

UKRAINIAN PHILOSOPHER AND EDUKATOR IVAN YAKOVYCH CHALENKO (1873-1937): A FIGURE ON THE BACKGROUND OF THE AGE

In the article, based on the analysis of a wide range of sources and literature, the process of formation and development as a researcher of ancient philosophical thought, linguist and teacher from Poltava I. Chalenko, a talented scientist, an outstanding personality who fell into the grindstone of historical events of the first half of the twentieth century. His life, work and scientific heritage provide an opportunity to clearly see what was the basis for the development of contemporary philosophical thought in Ukraine, how philosophical views were formed and directed in the face of continuous ideological change and what determined the preservation of the basic foundations of Ukrainian philosophy. Scientific works of I. Chalenko, which in Soviet times for ideological reasons were removed from bookstores and destroyed, contain many layers of information and original scientific conclusions, which provides an opportunity not only to include I. Chalenko to the circle of well-known specialists in the field of philosophy and its history in Poltava region, but also to emphasize the need to pay more attention to the scientific work of educators (philosophers, historians, philologists, etc.) who did not live and work in large university centers, such as Kharkiv, Kyiv, Odessa, but in small towns, where then also developed education and science. Attention is drawn to the fact that in 1918 I. Chalenko, who then held the position of director of the Teachers' Seminary, at the same time took an active part in the establishment of the Ukrainian University in Poltava, lectured on philosophy to students of its Faculty of History and Philology. Until 1927 he taught courses in philosophy, modern philosophy, philosophy of history, general scientific methodology, logic, history of pedagogy in various educational institutions of the city. In 1921 he was elected secretary of the newly formed Poltava Institute of Public Education. Since 1920 he has been the chairman of the pedrada of the Poltava Pedagogical School named after M. Drahomanov. In 1925, when, as a result of the educational reforms of that time, the pedagogical school was reorganized and transformed into the Poltava Pedagogical College, I. Chalenko became its director. For various «compromising», from the point of view of the Soviet regime, connections and pro-Ukrainian sentiments with the beginning of the processes of persecution of the Ukrainian intelligentsia in 1927, I. Chalenko was administratively expelled from Poltava region, and in 1937 he was physically destroyed. It is emphasized that the fate of the scientist was the same as the fate of many members of the national intelligentsia, who under ideological pressure from the totalitarian state continued to be moral leaders and educators, preserved and tried to expand national and cultural values.

Blended Instruction in Symbolic Logic

This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.

Влияние развивающегося искусственного интеллекта на классические проблемы сознания, этики, культурфилософии и коммуникации

This article is dedicated to the problem of the development of artificial intelligence in modern society and its influence on such philosophical disciplines as philosophical anthropology, philosophy of mind and ethics. The article defines the possible content of the term "artificial intelligence", examines the impact of artificial intelligence on the problem of distinguishing intelligent and non-intelligent beings, assesses the possibility of the existence of consciousness outside the human brain, explores options for solving applied ethical problems in the field of AI, searches ways of communication between the humanity and artificial intelligence, assesses the theoretical prospects for organizing an ethical space for intelligent machines of the future. At the end of each topic, the author tries to assess the potential impact of the artificial intelligence development on usual philosophical problems. The work has practical application in teaching a course in philosophy, and theoretical application as a basis for further research in various fields of science and philosophy.

ЗАГАЛЬНОТЕОРЕТИЧНІ ПОЛОЖЕННЯ У СУДОВІЙ ПРАКТИЦІ: ВИКОРИСТАННЯ ТА НЕОБХІДНІСТЬ ЇХ ПОГЛИБЛЕНОГО ВИВЧЕННЯ

The article analyses the practice of using general theoretical provisions, studied within the discipline «General Theory and Philosophy of Law», in the argumentative parts of court decisions. The decisions of the European Court of Human Rights, the Constitutional Court of Ukraine as well as the Supreme Court were chosen as the objects of the research. It is established that in its decisions, the European Court of Human Rights often uses such theoretical constructions as «legal guarantees of human rights», «limits of using human rights» and «legal relations» as a component of argumentation, defines quality criteria of legislative acts and approaches to the interpretation of evaluative concepts. Interpreting constitutional norms, the Constitutional Court of Ukraine operates with such general theoretical provisions as «social state: concept and features», «rule of law: concept and elements», «legal regulation of public relations», «legal acts: concept, types», «legality», «validity and direction of normative legal acts action». Such institutions of general theory of law as «collisions of legal norms and ways to overcome them», «gaps in legislation and ways to overcome them», «hidden shortcomings of normative legal acts of Ukraine and ways to overcome them» have been chosen for argumentation in the decisions of the Supreme Court. Attention is drawn to the fact that the court practice simultaneously illustrates the need to develop general theoretical provisions and their adaptation to the needs of direct law enforcement. The proposal to introduce a separate topic of legal technique into the course of general theory and philosophy of law is substantiated. This topic should cover three main types of legal techniques: norm drafting, law interpretation and law enforcement. Emphasis is placed on the importance of studying the topic «Defects in normative legal acts: concept, types, methods of elimination and overcoming». In particular, it should formulate a theoretical model of the hierarchy of ways to overcome collisions and inconsistencies between legal norms. It is proposed to expand the study of such general theoretical blocks as «Legal guarantees and limits of using human rights», «Legal acts», «Quality of legislative acts», «Interpretative legal acts». The opinion is expressed about the expediency of studying a new topic «Legal Argumentation» within the general theory of law. The necessity of normative consolidation of basic provisions of the general theory of law, in particular in the laws on normative legal acts or principles of law-making is pointed out.

A Reflection on the Importance of Philosophy and Ethics in the Gulf and in Saudi Arabia

This essay offers a critical perspective on the future of the Arabian Gulf universities with respect to the humanities and philosophy. Although higher education institutions in Saudi Arabia and some other Gulf countries have begun offering some philosophy courses, there are too few degree programs for the humanities and philosophy. Most Gulf colleges still do not offer a bachelor's or master's degree in the Arts, Humanities, and Social Sciences (AHSS) based on the common assumption that the future is in STEM, and that degrees in engineering, science, technology, and medicine are more economically viable than their counterparts in the humanities. However, the latest results of the British Academy in its recent research report “Qualified for the Future: Quantifying demand for arts, humanities and social science skills” have shown that graduates in the humanities are more in demand in several areas of employment across the world. Key findings are that people who hold AHSS degrees have similar employability rates to those of STEM graduates. As a result, humanities and social sciences graduates work in a wide range of industries, including education, science and technology, public administration, national defense, financial services, and the media.

George Turnbull, Adam Ferguson, and the Social Value of Knowledge

The importance of Adam Ferguson as part of the Scottish Enlightenment has been well established, with concentration on his social and political thought. George Turnbull has not been as well studied, but the valuable recent anthology by M. A. Stewart and Paul Wood has incited new interest. This paper selects a narrow aspect of their thought, their views on the social role of knowledge, which show common as well as complementary aspects. As educators who published their enhanced class notes, their concern for providing positive motivations for their students is evident from their writings. Moral philosophy courses in general attempted to prepare graduates to assume responsible roles in society. Turnbull emphasizes the inspirational value of order and beauty in nature, while Ferguson's particular interest is in the value of learning efforts and knowledge development as part of the cumulative progress of civilization. We believe that a joint review of their thought can provide a rich source of possibly inspirational and motivational themes that could be helpful for professionals and educators in any culture. These topics are discussed here in the broader context of the Scottish Enlightenment.

Wacana Dekolonisasi Ilmu Dan Pembentukan Kearifan Tempatan Melalui Kursus Falsafah Dan Isu Semasa Discourse on the Decolonization of Knowledge and the Formation of Local Wisdom through Philosophy Courses and Current Issues

The Philosophy and Current Issues Course is one of the two courses that have been introduced to students in addition to the Ethics and Civilization course. It is a prerequisite for all students at the undergraduate level to complete the course. It shows the importance of philosophy in our daily life. The initial problem is that philosophy oftenly regarded as difficult, ambiguous, heavenly and has no direction.Such perception need to be changed and philosophy need to be seen as applicable for life. This paper is a result of the discussion of several UiTM lecturers who teach this course. Based on a content analysis approach, this paper aims to build an understanding of the Philosophy Course and Current Issues by discussing on the course information and key topics according to ‘local wisdom’ perspectives to build backgrounds and problems. Indeed this course is critically important due to its noble aims. It is hoped that the course could eventually capable of forming balanced human beings that will produce good society as the cornerstone of a glorious human civilization based on the narrative of local wisdom.

Artistic Image And Nationality

The article explores the national features of Paulo Coelho's The Alchemist and Isajon Sultan's The Free. The course of events and philosophy of both works are close to each other. The dream-goal of the protagonists is given in a similar way to the images of the journey process. Therefore, the symbolic meanings in the images, in the way of expression of ideas, in the materials that reveal the subject, in some artistic details are analyzed from a national point of view. In this work, the role and importance of the novels "Alchemist" and "Free" in the education of a harmoniously developed person is revealed. Also, the artistic skills and unique styles of the writers were studied.

Analysis of functional potential of communication technologies in modern educational practices

The object of research is communication technologies. It is devoted to the analysis of their functional potential in educational practices. On the basis of the author's integrated methodology, communication, its structure, varieties, functional range and constructive potential are considered. The role of dialogue and discourse as a form of reflection is highlighted. It turns out the importance of hermeneutics for educational activities. It is necessary that taking into account the peculiarities of modern communication is of fundamental importance for increasing the effectiveness of educational and educational practices.
 Investigated problem. The communicative philosophy proposes landmarks different from the classical philosophy of consciousness. They provide for the recognition of the phenomenon of communication as fundamental to human existence. Here communication is seen as the last foundation of consciousness, cognition and social life. This question was developed by a number of researchers earlier, but the problem remains relevant. This is due to the need to substantiate the universal foundations of human understanding. Also, the aim of research is to find new ways to harmonize relations between people.
 Main scientific results. The scientific novelty of the research lies in the creation of an integrated post-non-classical model of modern communication. The features of the complex of modern communication technologies are investigated. On the basis of the author's methodological program, the functional potential of modern communication technologies in educational and upbringing practices was discovered.
 The scope of practical application of the research results. The proposed methodological program is used in the development of strategies for the education of a communicative culture, in the teaching of special courses in modern communicative philosophy, pedagogy, sociology of education and culture. The research results were introduced into the educational process of the H. Skovoroda Kharkiv National Pedagogical University, Ternopil Volodymyr Hnatiuk National Pedagogical University, Kharkіv College of Trade and Economіcs of Kyіv Natіonal Unіversіty of Trade and Economіcs.
 An innovative analysis of the functional potential of communicative practices, together with the developed recommendations, is appropriate to apply in modern education, which is aimed at the formation of a strong and courageous personality, capable of building a successful life strategy.