Dialogic Principles Research Articles

The Psychology of Adolf Busemann or Making Sense of Geborgenheit.

This article delves into the psychological framework of Busemann, focusing on the core principles of balance, character, autonomy and dialogue. It emphasizes how these concepts contribute to the development of personality, the dynamic process of becoming a fully realized individual. According to Busemann, personality evolves through the interaction of personal dispositions, talents, and character, with dialogue playing a crucial role in fostering growth. The paper also examines the phenomenon of Geborgenheit, understood as a sense of security and inner stability, within this theoretical context. Geborgenheit is framed as an advanced psychological need that emerges once basic needs are satisfied and is deeply tied to both external and internal balance. By analyzing the character of Holden Caulfield in J.D. Salinger's The Catcher in the Rye, the article illustrates the challenges of achieving Geborgenheit and suggests practical implications for applying Busemann's theory to create supportive environments in educational settings.

SUPERARE LE FRONTIERE DELLA SEPARAZIONE NEL DIALOGO CRISTIANO-EBRAICO. DALLA DICHIARAZIONE DEL SEELISBERG (1947) AI 12 PUNTI DI BERLINO (2009)

Crossing the borders of separation in the Christian-Jewish dialogue. From the Seelisberg Declaration (1947) to the 12 points of Berlin (2009). The Christian and Jewish religions are exceptionally close. Christianity grew out of Judaism and shares with it the holy books that make up the Old Testament. Over the course of two millennia of history, this closeness has led to separation and the need to emphasis one’s own identity, often denying the views and principles of the other religion. The frontiers of the initial separation between Christians and Jews. At the time of the writing of the Gospel of John, at the end of the 1st century AD, there are indications that Christians were excluded from synagogues, at least in some areas. The Jewish communities in the diaspora were religiously self-confident and well integrated into the socio-political structure of late antique society. Christianity, on the other hand, claimed the place of Judaism and sought to establish its validity as the new Israel, the only authentic version of Judaism, thus formulating a series of anti-Jewish premises and a replacement theory/theology. The contemporary dialogue between Christians and Jews. Christian-Jewish relations as an object of study could be described as a child of the 20th century. The conditions for the development of Christian-Jewish dialogue as we know it today were created by the Second Vatican Council first and foremost by the Declaration on the Relation of the Church to Non-Christian Religions “Nostra Aetate” No. 4 (1965). The first fundamental principle of dialogue with Judaism, based on Paul’s Letter to the Romans, is to accept that Israel has not been rejected by God, that the covenant made with Israel is eternal, and that the Church is not a substitute for Israel and does not take its place. The analysis of Christian-Jewish relations is a complex undertaking that cannot be reduced to simple theological or historical narratives. It must take into account sociology, education, language, history, biblical studies, hermeneutics and, of course, theology.

(Invited) Practical Evaluation Methods of Photocatalyst from Dialogue with the Industry

Now we propose a comprehensive review of our recent contributions to the field of photocatalytic environmental purification. As a public research institute, our studies have focused on the practical evaluation of photocatalytic materials informed by the fundamental principles of photocatalysis and ongoing dialogue with industry partners.Our first study introduced non-woven fabric-supported photocatalysts that effectively adsorb and decompose odorous and tar components in tobacco smoke1. These photocatalysts, which respond to both UV and visible light, have shown promise in improving indoor air quality. Among the tested materials, non-woven fabric-supported Fe/TiO2 demonstrated superior efficacy, suggesting its potential for practical applications in creating a comfortable indoor environment.In another study, we explored the decomposition of gaseous styrene, a prevalent pollutant, using a combination of photocatalysts and ozone treatment2. This synergistic approach resulted in the complete decomposition of styrene, suggesting its potential for widespread use in air purifiers and odor management systems. The study provided insights into the practical application of photocatalysis and ozone oxidation technologies in air purifiers and their performance management.Furthermore, we developed a novel screening test to assess the anti-viral performance of photocatalytic materials against SARS-CoV-23. This method provides a rapid and efficient means to evaluate the anti-viral capabilities of photocatalysts, which is particularly relevant in the context of the ongoing COVID-19 pandemic. The proposed screening test, based on the ‘acetaldehyde decomposition test’, offers a correlation between air purification efficiency and viral inactivation, providing a promising tool for rapid evaluation of photocatalytic materials.These studies underscore our commitment to advancing the application of photocatalysts in environmental purification, bridging the gap between laboratory research and real-world applications. By establishing practical evaluation methods and engaging in productive industry dialogue, we aim to contribute significantly to the development of sustainable and effective environmental purification technologies.References Ochiai, T.; Aoki, D.; Saito, H.; Akutsu, Y.; Nagata, M. Analysis of Adsorption and Decomposition of Odour and Tar Components in Tobacco Smoke on Non-Woven Fabric-Supported Photocatalysts. Catalysts 2020, 10, 304. https://doi.org/10.3390/catal10030304Hamada, K.; Ochiai, T.; Aoki, D.; Akutsu, Y.; Hirabayashi, Y. Decomposition of Gaseous Styrene Using Photocatalyst and Ozone Treatment. Catalysts 2022, 12, 316. https://doi.org/10.3390/catal12030316Ochiai, T.; Nagai, T.; Hamada, K.; Tobe, T.; Aoki, D.; Sunada, K.; Ishiguro, H. Estimating the Anti-Viral Performance of Photocatalytic Materials: The Correlation between Air Purification Efficiency and Severe Acute Respiratory Syndrome Coronavirus 2 Inactivation. Catalysts 2024, 14, 163. https://doi.org/10.3390/catal14030163 Figure 1

The application of mechanisms of social dialogue in alternative methods of resolving labour disputes

The article defines the legal characteristics of alternative methods of resolving labour disputes, considering their role within the mechanism of social dialogue as a guarantee of interaction and mutual understanding between the parties involved. It highlights the trend in the development of modern labour legislation towards increasing the significance of social dialogue mechanisms in resolving both individual and collective labour disputes, as well as fostering greater involvement of social dialogue participants in the resolution of these disputes. It emphasises that conciliation and mediation procedures should be applied under current conditions in resolving both rights-based and interest-based labour disputes. A critical analysis is presented of the legislative limitation that confines conciliation procedures solely to the development of draft regulatory acts. Alternative methods of resolving labour disputes are considered as a form of conciliation procedure. It is emphasised that alternative methods of resolving labour disputes offer the possibility for the parties to the dispute to independently resolve their disagreements through a joint decision or to involve an impartial third party, jointly authorising them to develop an acceptable resolution that both sides will recognise as binding. The author identifies the following alternative methods for resolving labour disputes: direct negotiations, conciliation through settlement procedures, mediation, and arbitration procedures. It is highlighted that appointing a labour dispute commission at a general meeting or conference of employees contradicts the principles of social dialogue established in Article 3 of the relevant Law of Ukraine. It is proposed that such a body be formed on the basis of social dialogue, comprising representatives of both employees and the employer. Functionally, the labour dispute commission should operate as a permanent conciliation body rather than a jurisdictional one. It is suggested to regulate the use of mediation for resolving labour disputes at the local level within a collective or employment agreement. Arguments are presented that mediation is a subtype of one form of social dialogue—namely, conciliation procedures—since it aims to reconcile the parties to a dispute and to find a mutually acceptable solution. Mediation can be used not only for resolving labour disputes but also during negotiations for the conclusion of collective agreements, particularly to address disagreements that may arise during the preparation of draft versions of such agreements.

Free Speech, DEI, and Deplatforming: A Critical Analysis

Abstract Introduction: In recent years, the number of deplatforming attempts has increased at universities. Deplatforming is an attempt to block a person from speaking when certain groups find their content to be objectionable. An institution’s culture of free speech may affect the number of deplatforming incidents. Methods: This study utilized data from a new database of deplatforming incidents on campus. The data were tested for correlations in relation to an institution’s free speech ranking and its level of DEI (Diversity, Equity, and Inclusion) staffing. Results: These initial results show a negative relationship between free speech ranking and deplatforming incidents, and a positive relationship between DEI staffing and deplatforming incidents. Discussion: Institutions face the challenge of balancing an inclusive and equitable environment with the preservation of robust intellectual diversity and academic freedom. Finding this balance requires a thoughtful and deliberate approach that considers the nuances of promoting diversity, equity, and inclusion while safeguarding the principles of free expression and open dialogue. Limitations: These results were only for Power 5 universities in the United States. A more diverse sample may show different results. Conclusions: The culture of an institution is related to the number of deplatforming incidents that take place. This culture can be examined via its commitment to free speech and to its DEI staffing levels. Initial results show that these two factors have a relationship with the number of deplatforming incidents.

Humanizing climate change education using a Freirian perspective

This paper acknowledges the importance of introducing climate change education in Latin American classrooms. To address this need, we developed an online course for teachers from six Latin-American countries, aiming to integrate climate change education with a critical humanizing perspective. Within this paper, we present findings from 25 participants who engaged in the “Discussing our Abode” activity. Employing a mixed-methods approach, we conducted both content analysis to dissect participants’ discourses and an analysis of the pictorial representations they provided. This esthetic experience revealed that participants, and humans in general, are shaped by social conditions and remain unfinished in terms of education. We conclude that it is feasible to create a climate change education proposal based on Freire’s principles of dialogue, criticality, creativity, hope, and love. The Freirean perspective extends beyond discussing human impacts on nature to recognizing the emotional dimension in all relationships.

Beyond Magic: Fostering Literacy Resilience in Diverse Classrooms through Home-Based Approaches.

The classrooms in Israel are very diverse, with students differing in learning styles, their handling of literacy tasks, personal and socioeconomic backgrounds, and more. These differences significantly impact the curriculum aimed at promoting literacy resilience, explicit teaching processes in the classroom, and imparting metacognitive strategies and actions to overcome learning difficulties. This qualitative-interpretative study reveals the pedagogical perceptions, challenges, and coping strategies of fourteen Hebrew teachers in five elementary schools in central Israel regarding integrating home literacy in language lessons and cultivating literacy resilience among their students. The research data were collected through in-depth interviews with the teachers. The analysis of the teachers' reports reveals two main perceptions regarding literacy resilience: (1) Literacy resilience is a tool for life; (2) Home literacy significantly contributes to fostering literacy resilience. Furthermore, cultivating literacy resilience presents three significant challenges for the teachers: (1) Teaching in a heterogeneous classroom, (2) Encouraging parental involvement, and (3) Fostering independent learners. To cultivate literacy resilience in a heterogeneous classroom, teachers must be sensitive to each student's unique needs and plan teaching-learning processes based on principles of self-directed learning and peer dialogue. They must establish a personal-emotional connection that is a significant anchor for the students and outlines a path for integrating and strengthening the sense of competence in handling literacy tasks. It was also found that parental involvement is a significant factor influencing the cultivation of literacy resilience, and teachers undertake various actions to increase their level of involvement. This study adds an essential layer to the body of knowledge regarding the understanding of the factors affecting the development of pedagogical literacy perceptions that promote the integration of home literacy in the classroom. These perceptions may promote the nurturing process of literacy resilience among students from various cultures, accepting and understanding them. In this way, we can attempt to address literacy and language challenges in Israel.

Dialogic learning in jesuit education

In the present work it is affirmed that dialogical learning is a good contribution to the specifications of the Jesuit pedagogy. This analysis is relevant specially in times of educational reform, not only at state and global level, but also at the level of the Education sector of the Society of Jesus (EDUCSI) that aims at adapting teaching to the demands of the world and current students while maintaining its Ignatian identity signs as the main axis of its educational project. For this, a theoretical review of the links between the Ignatian educational literature characteristic of the Jesuits and dialogic learning has been carried out. The most important documents of the Jesuit educational mission, from 1549 up to the present, have been analysed and have been related to the dialogical principles, which are the foundation and support of the educational actions that this conception of learning proposes.

Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles

This paper seeks to initiate a theory of “imaginative dialogues” by articulating four dialogical principles that enable such a dialogue to occur. It is part of a larger project that takes the Socratic dialogue, a widely utilized conversation technique in philosophy education, as a starting point and aims to reinterpret it by shifting emphasis to the pre-reflective, pre-linguistic, and multimodal aspects of dialogues, involving both their verbal and embodied dimensions. To integrate the verbal dimensions of a dialogue with its more elusive embodied dimensions, the paper will examine the notion ‘dialogue’ from the perspective of two different strategies. The first strategy chiefly focuses on the dialogic encounter. The ‘in-between’ of this dialogic encounter enables something to emerge that transcends the individual perspective of the speakers involved. The second strategy is primarily concerned with internal differentiation. The minor differences that constitute this internal differentiation, differentiate a dialogue from within. These strategies are not mutually exclusive but indicate a variation in starting point and orientation. This paper proposes to combine these two strategies by linking accounts of the productive moments in verbal dialogues to an account of the imaginative potential of embodied dialogues. This will enable the articulation of four dialogical principles (derived from Lev Yakubinsky, Oswald Ducrot, Martin Buber, and Gottfried Wilhelm Leibniz) through which an imaginative dialogue can proceed.

VIRTUAL NETWORK ENVIRONMENT AS A SPACE FOR FORMING DIALOGUE BETWEEN AUTHORITY AND SOCIETY

The modern virtual network environment opens up new opportunities for involving the public in government processes and ensuring greater influence of citizens on decision-making; The online environment increases the level of openness and transparency, promotes interaction between government and the public, thereby strengthening the democratic principles of society. In the era of global digitalization, it is thanks to the virtual network environment that it is possible to form a high-quality and effective government- public dialogue, which is a key aspect of civil participation in government. The article examines the virtual network environment as a platform for the formation of high-quality and effective dialogue between the government and society in order to solve pressing problems and support democratic values. In particular, attention is focused on: key positions of the virtual network environment and its characteristics; principles of government-public dialogue; factors influencing the success and effectiveness of government-public dialogue through a virtual network environment; challenges and opportunities that arise when implementing a virtual network environment as a platform for government-public dialogue.

Dialogue of cultures as a principle for organizing project activities of foreign philology students in the process of professional training

The article reveals the goals and content of the project activities of foreign students studying in the field of 45.03.01 Philology (profile: Teaching Russian as a Foreign Language), organized on the basis of the principle of dialogue of cultures as the leading one in modern foreign language education. Dialogue of cultures as a principle of professional training for future teachers of Russian as a foreign/non-native language needs to be specified both at the level of goals and at the level of implementation technologies. Taking into account the requirements of the professiogram of a teacher of Russian as a foreign language, the goal of professional training is pedagogically significant intercultural competence, constructed on the basis of the principle of dialogue of cultures, as the ability to carry out pedagogical activities based on the principle of dialogue of cultures, to broadcast a foreign language culture and introduce it to it, teaching the language taking into account the principles of cross-cultural didactics. The achievement of this goal is facilitated by the project activities of students, organized as an educational analogue of the activities of a bilingual teacher to implement the principle of dialogue of cultures in the practice of teaching languages. The article describes a model for organizing project activities of foreign philology students using the example of project activities organized in the process of studying the discipline «Teaching RFL in the aspect of cross-cultural education» at the Ogarev National Research Mordovia State University.

Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums

AbstractAuthentic dialogue demands that we respond, interpret and sometimes disagree with others' ideas—a key component of participation in a democratic society. Yet the sharing and uptake of different ideas can be hampered by traditional online platforms which divide students into isolated threads. To tackle this issue, we introduce two novel online forums designed to foster engagement and idea exchange: a linear chat, akin to SMS, and a collaborative writing forum we call CREW. Seventy‐three graduate students, divided into 18 small groups, tested these forums. We used discourse analysis to measure idea uptake and other dialogic features. From this analysis, seven discussions emerged as particularly interactive and engaging, exhibiting a high uptake‐to‐turn ratio. We noticed linear chat encouraged a high proportion of uptake, but also produced ‘tangles’—breaks in related post chains. CREW discussions sparked similar engagement but resolved most tangles since they required a collaborative written response. This study offers fresh insights in both research and teaching for improving online discussions. Practitioner notesWhat is already known about this topic A vital practice for scholarly dialogue and democratic discourse is uptake: building on what others have written or said. Instead of encouraging uptake of others' words and ideas, typical online discussions in Learning Management Systems (LMSs) can inadvertently isolate students in separate threads. What this paper adds We introduce and analyse two new, innovative types of online discussions that may encourage more uptake of others' words and ideas. To eliminate isolation and encourage uptake, a linear chat forum makes all posts visible, but may produce interruptions, or ‘tangles’. A forum that includes collaborative responsive writing requires participants to converge on a collective response, encouraging dialogue and overcoming tangles. Implications for practice/policy Teachers and other stakeholders might consider how discussion forum designs in LMSs can support or limit authentic dialogue. Practitioners might consider how to incorporate deliberation about a shared focus into online discussions. Instructors might avoid tangles by aligning assignment purposes with dialogic principles: posing authentic questions that invite multiple interpretations and require uptake of others' responses.

Особенности реализации гуманитарной экспертизы в сфере образования

The study delves into the intricacies of implementing humanitarian expertise within the educational realm, particularly focusing on its technologization. By delineating the stages and methods of conducting such expertise, as well as elucidating its objectives and tasks, the article provides valuable insights into the complex process of evaluating socio-cultural aspects in educational settings. An author’s indicative list of questions aimed at identifying the socialization potential of the specified categories within the initial stage of the second phase of conducting humanitarian expertise is presented. Moreover, the emphasis on the dialogical principle underscores the importance of fostering interactive engagement between experts and participants, thereby enriching the quality and depth of the analysis. Additionally, the utilization of a resource-based approach highlights the significance of recognizing the valuable insights provided by individuals intimately connected to the subject of expertise. Overall, the findings presented in this article offer a foundation for further research and exploration in the field of humanitarian expertise in education, contributing to the ongoing discourse on enhancing educational practices and promoting socio-cultural understanding within academic environments.

Hayder Aliyev's Perspective of the Turkic World: A Qualitative Research on the Concept of Savior Leadership in Political Communication

Subject: Individuals, who form the building blocks of society, can play different roles within their structure. Although it has a controversial and comprehensive terminology, one of the most prominent roles is leadership. Leadership is a crucial role within society, often associated with authoritarian, participatory, and charismatic concepts. The leadership of Heydar Aliyev, the founding leader of Azerbaijan, is often referred to as savior leadership. Despite the Soviet Union's long rule, Azerbaijan quickly built its identity and gained independence in 1991. Various names have been used to describe his leadership style. Purpose: In this regard, in the relevant study, the meaning categories related to the concept of savior leadership towards Haydar Aliyev will be determined and its relationship with this concept at the discourse level will be questioned. In this context, the summit declarations published regularly every year by the Cooperation Council of Turkic Speaking Countries (Turkic Council), which was established in 1991, constitute the sample of this study. Method: In the study, an attempt was made to comparatively analyze Haydar Aliyev's relationship with savior leadership in the context of his discourses and policies, in the declarations of the council established under the leadership of Turkey in order to integrate the newly independent Turkic Republics in Central Asia and the Caucasus into each other and into the international system. In addition, while content analysis was conducted based on qualitative data to determine which research model they reflect in terms of their content and to what extent they meet the dialogical principles, qualitative content analysis was conducted based on thematic coding to describe the topics included in the papers. MAXQDA 20 package program was used while making the analyses. Results: In the seven summit reports made between 1992-2002; Content analysis was conducted with thematic coding of regional and international integration, cultural integration, political integration and dialogue. As a result of the analysis, "One nation, two states", used by Haydar Aliyev for Turkey and Azerbaijan at the relevant summits, stands out as the most frequently used discourse under the theme of cultural integration. In addition, the Turkic World discourse, which the Republic of Azerbaijan sees in parallel with its own identity construction, is another prominent concept in regional and international integration. Under the theme of political integration, he underlined that Azerbaijan should develop friendly relations with both the region and other countries, and maintained its pro-peace attitude until the last moment, even in the Nagorno-Karabakh conflict, which started with Armenia's occupation of Azerbaijani lands in the early 1990s. This situation also shows us the importance Aliyev attaches to dialogue. As a result, as seen in the content analysis of the summit declarations, Haydar Aliyev displayed a common attitude with Turkish President Suleyman Demirel in the integration process of the Turkic World with a policy prioritizing the full independence of Azerbaijan, but due to both the Karabakh War and the difficulties experienced in Azerbaijani domestic politics afterward, Turkey and other The economic crisis that started in 1994 in the Turkic republics caused the targeted integration to be postponed to another period. In this process, it can be said that Haydar Aliyev gave priority to cultural integration towards the Turkish world.

The “Contrasts” Sonata by G. I. Firtich: the Appeal to the Genetic Memory of the Genre

The article is devoted to the iconic work by G. I. Firtich, that is fi rmly established in the concert repertoire, but hardly represented in the scientifi c literature. The work indicates the avant-garde composer’s commitment to the traditional academic genre of chamber instrumental music. The author identifi es a complex of historically developed semantic features, which are uniquely implemented in the work under consideration. The article points out the most signifi cant features: the appeal to one of the variants of the classical ensemble composition, the concerto-like nature and, most importantly, the programme in which the most essential basic attributive feature of this genre is outlined – antitheticality, fulfi lled in the principles of contrast and dialogue, covering all levels of the musical composition. In conclusion, the author of the work emphasises that it is the contrast that generates the concept of the composition, becoming the main motive power and determining the features of the content, form, and all parameters of the musical language.

Intertextuality of Brazilian comics: new meanings in literary adaptations

The dialogical principle of communicational objects draws our attention to intertextuality: the dialogue between texts. In comics, intertextuality is combined with the resources of a hybrid language: the verbal discourse, the technique or tool used, the imagery style and the page layout contribute to expanding the meanings of the adapted text. Given the possibilities of the language of comics, questions arise: which are the intertexts of the source works and how do adaptations use the language of comics to show them and include others, as every adaptation is a new work? For this investigation, we propose the analysis of two Brazilian comics: Auto da Barca do Inferno (2011) and Luzia (2021). In our theoretical-methodological journey, we work with notions of dialogism, intertextuality, and adaptation. We also consider the particular parameters of comics. From the analysis, we intend to understand how intertextuality is used in these adaptations.

Sense‐making, sensemaking and sense making—A systematic review and meta‐synthesis of literature in information science and education: An Annual Review of Information Science and Technology (ARIST) paper

AbstractSense‐making, sensemaking, and sense making are terms used in different disciplines. Similarities of usage seem unclear. (1) to examine the concepts used in different approaches to sense‐making/sensemaking/sense making; (2) to identify, classify and synthesize recent studies relevant to information science, as well as similar group on sensemaking in education research; (3) to reflect on future directions for sense‐making/sensemaking methodology in information science. The objectives were to retrieve, examine, classify and perform meta‐synthesis on sense‐making/sensemaking studies in both information science and education research. The review used systematic review principles, with selection criteria for case studies for examination in both information science and education sets. The final meta‐synthesis used a meta‐ethnographic approach, together with findings of recent overviews on organizational sensemaking, and other information science reviews. Qualitative sense‐making studies in information science often used Dervin's SMM (sense‐making methodology) and studies in organizations and education frequently used Weick's organizational sensemaking. Different mixed methods approaches were identified. Sense‐making is actively used in research and practice in information science and knowledge management. Using a coherent sense‐making methodology helps and dialogic principles are useful in planning, data collection and analysis. Individual and collective sense‐making are important to information science.

Can dialogic eventness be created?

ABSTRACT Turning educational ideas into meaningful learning requires planning for uncertainty. This article presents Bakhtin’s key concept of eventness as an essential aspect of defining dialogic space. To Bakhtin an event is something happening here and now, with a degree of open-ended uncertainty tied to what will happen next. Acknowledging this uncertainty—or eventness—might help researchers and practitioners grasp and support the spirit of dialogue in activities aiming for genuine student participation, which is a core concept in recent curricular reforms in Norway. This article discusses eventness as a hub for dialogic principles, illustrated by examples from student group conversations on literature in Norwegian lower secondary school. The challenge of creating dialogic space is discussed with reference to Bakhtin’s general idea of authorship.

«Науки об исламе» и «науки ислама»: тождество и различия

On the assumption of the identity and differences between the “sciences of Islam” and “Islamic sci-ences”, the peculiarities of their subject matter, logic, and methodology of knowledge, the author substantiates the significance of combining the efforts and potential of various branches of Islamic studies in order to create the image of Islam adequate to the in-depth essence and forms of the Mus-lim religion and to overcome the stereotypical ideas thereof. The specific features of the “sciences of Islam” are derived from their initial focus on developing a value-neutral image of Islam formed by an outside researcher guided by the criteria of social and humanitarian knowledge. “Islamic scienc-es” are associated with their traditional orientation towards understanding Islam from within the religion itself, on the basis of unconditional faith in One Allah, the Islamic understanding of the world and man, as well as the cult, norms of behavior, and principles of Islamic doctrine prescribed from above. The article substantiates the danger of a content-related transformation of “Islamic sci-ences”, the prospect of losing their confessional essence and meaning in the event of their forced transformation into a scientific discipline that meets the criteria of social and humanitarian knowledge. Another subject to the author’s critical consideration is Islamology, which in recent dec-ades has established itself as a borderline branch of Islamic knowledge formed according to the can-ons of post-non-classical science. It is noted that Islamology, declaring itself a discipline that meets international standards of science, is based on the principles of critical analysis and dialogue with various humanities and social sciences and focuses on the paradigm of understanding God as the true goal of a scientist, actually transforms the problem of understanding the essence and existence of Islam into the problem of the essence and existence of Allah, which has always been and still re-mains the pivot of theology/theology of Islam.

Philosophical conceptions and theoretical foundations of historical anthropology as a modern philosophy of history forming

The article analyzes the impact of methodological approaches of philosophical thought on the formation of historical anthropology as a modern philosophy of history. The methodology of this work is based on the principles of complementarity, structure, and dialogue. In the study of labor problems, methods were involved: philosophical hermeneutics, systemic- structural, interdisciplinary. Historical anthropology as a version of the philosophy of history, which explores the mental- cultural plane of causes, the essence of historical processes and their possible projection into the future, has a significant potential for understanding the global social- cultural dynamics in past eras through philosophical- historical concepts. An important condition for the implementation of this scientific task is the analysis of the formation of the theoretical foundations of historical- anthropological dimensions of philosophical- historical thought. The study of the specified problem field is based on the study of the philosophical theories of R. G. Collingwood, K. Lévi- Strauss, and M. Foucault. The main ideas of R. G. Collingwood, which are important for the formation of the concepts of historical anthropology as a modern philosophy of history, include the understanding of the philosophical potential of historical thought; the need to combine philosophical concepts and historical methodologies; the importance of understanding the mental and cultural horizon of the past through the philosophy of history. Among the factors influencing the structuralist concepts of K. Lévi- Strauss on the formation of the theoretical foundations of historical anthropology as a modern philosophy of history, it is possible to single out the analysis of mythological elements of perception of the world by proto- societies; identification and studies of unconscious components of psychology and culture of societies of the specified type, implementation of scientific interactions of historical knowledge and ethnology. Important concepts of M. Foucault, which influenced the formation of theoretical approaches of historical anthropology as a modern philosophy of history, includes the analysis of unconscious elements of the psyche of societies in different eras of the past; understanding the phenomenon of «otherness» in history; study of mental representations in European society about mental illnesses; research on the understanding of the phenomenon of madness in Western European art; studies of the mentality of doctors in the Early Modern Time. The theoretical foundations of historical anthropology as a modern philosophy of history, which were formed under the influence of philosophical concepts, include the ontological, epistemological and axiological planes. The ontological plane is manifested in the formation of the problem field of historical- anthropological studies, the mental- cultural horizon of the past. Its composition includes: analysis of the subconscious foundations of psychology and mythological systems of proto- societies and early- historian societies; understanding the communities’ perception of the specified types of various socio- cultural phenomena, in particular diseases and means of treatment; the attitude of societies to certain social groups, in particular to doctors; analysis of the perception of political power and the mechanisms of formation of its social- psychological foundations. The epistemological plane is revealed in the formation of historical- anthropological concepts of methods of analysis of deep, unconscious aspects of the psychological and cultural dimension of past eras; effective application of an interdisciplinary approach in the analysis of mental phenomena and social behavior; realization of cognitive interaction of methodological approaches of ethnology and historical anthropology. The axiological plane consists in stimulating the spread in the understanding of the mental- cultural horizon of historical processes of the values of humanism, pluralism and the equality of cultures and civilizations of the past and the present; dialogue of various cultures, worldview systems and intellectual traditions.