Humanistic Consciousness Research Articles

VALUE-NORMATIVE DIMENSIONS OF THE ENVIRONMENTAL CRISIS IN THE CONDITIONS OF WAR

The article is devoted to the study of the ethical and value dimensions of the ecological crisis in the situation caused by war, and to the clarification of the significance of human responsibility for one’s actions in relation to nature. It is shown that the observance of moral and ethical norms and orientation to the values vital to man are a necessary condition for the preservation of human life and nature. The analysis of the tasks set in the article is carried out on the basis of the use of ideas of communicative philosophy and discursive ethics, which allows to form knowledge about the ecologically constructive relations of man with nature, to assess the scale of environmental problems in the conditions of war, and to search for ways to mitigate the consequences of the ecological crisis for man and nature.It is substantiated that the ecological crisis has value and cultural origins, therefore the awareness of the need to adhere to universal human values and the correlation of human actions in relation to nature with the norms of cultural and historical universalism becomes especially relevant. Attention is focused on the fact that in the conditions of war, barbaric expansion into the natural world, soullessness, merciless treatment of the plant and animal world, man and humanity must be guided in their actions by humanistic consciousness and moral principles, determine their actions by understanding responsibility for life. It has been established that modern man’s recognition of the importance of moral and ethical norms and humanistic values is an alternative to a lifestyle built on an unlimited, aggressive, exploitative attitude towards nature. Despite the difference between the types of culture and different cultural systems, the dominance of different value systems, people must equally ensure equal rights and bear joint responsibility for life. The most promising development strategy for humanity in a war situation should be the preservation of human life in unity with nature.

The Relationship between Islamic Education and Global Ethics in Building Humanistic Awareness in the Post Truth Era

In a post-truth era marked by disinformation and mistrust of facts, it is important to consider the role of Islamic education and global ethics in building a humanistic awareness. Both have the potential to be drivers in overcoming the growing crisis of confidence and social polarization. This research explores the relationship between Islamic education and global ethics in the context of strengthening humanistic awareness. Through analysis of literature and case studies, the study highlights the importance of integrating humanist values, such as tolerance, justice, and empathy, into the curriculum of Islamic education. Moreover, a critical and reflective approach to disinformation as well as an emphasis on cross-cultural and religious understanding in a global ethical context are also identified as key factors in promoting humanistic awareness. The results of this research offer new insights into how global Islamic education and ethics can work together to produce individuals who are more aware of human values in the face of the challenges of the post-truth era. In conclusion, close collaboration between Islamic education and global ethics can help build a strong foundation of humanistic consciousness for a more inclusive and harmonious society in the future.

Experience of multidisciplinary medical teams on humanistic palliative care in oncology wards: a descriptive qualitative study in Southern China

ObjectivesThis study aimed to explore the experiences of multidisciplinary medical teams in implementing humanistic palliative care within the oncology ward.DesignPurposive and snowball sampling methods were used in this qualitative study,...

РОДИНА КУРІСІВ: ГЕНЕОЛОГІЧНИЙ АСПЕКТ

The purpose of the work. Based on the analysis of the political, socio-economic, and cultural development of Southern Ukraine at the end of the 18th and the beginning of the 20th centuries, to study the genealogy of the Kursi family, the peculiarities of their activity and role in society, the heredity of their family traditions that influenced the development of the region. The methodological basis of the research was the principles of objectivity, historicism and systematicity with the use of general scientific research methods – analysis, synthesis, comparison, analogy, periodization and generalization. The scientific novelty of this article is due to the fact that, for the first time, a comprehensive study of the genealogy of the Kuris family at the end of the 18th – beginning of the 20th century, aspects of their military and civil service, cultural and educational activities, and the family's contribution to the formation of the historical heritage of Southern Ukraine are carried out. Conclusions. During the research, it was found that each generation of the family was represented by a historical figure who played one or another role in the historical process of Ukraine during the late 18th and early 20th centuries. A characteristic feature or phenomenon of the Kuris family can be called the desire of its representatives to be always at the responsible links of the military, socio-economic and cultural development of their country. The best representatives of the Kuris family were not only prominent military or public figures, businessmen, patrons, but also people with deep humanistic consciousness. Their family relationships, private life and public activities testify to the unique character and extraordinary role of the Kuris family in the history of Southern Ukraine. The Kuris belonged to large landowners. This allowed them to develop the main branches of agriculture and certain areas of industrial production related to it. Charity and education were important areas for the Kuris family, through which they, like other nobles, tried to establish themselves as the advanced state of society. They occupied a decisive place in the cultural development of the province.

VIRTUAL EDUCATIONAL SPACE AND THE PROBLEM OF MORAL AND AESTHETIC DEVELOPMENT OF PERSONALITY

Moral and aesthetic education is the basis for the formation of humanistic consciousness of a person, which determines the nature of the direction of his actions and deeds in relation to himself, his family and society. Purpose of the article: to consider in the history of development the problem of organization of interaction of subjects of the educational process in the educational space and to substantiate the relevance of application in modern realities of the methodological approach of integration of science and art in the process of pedagogical design of virtual educational space. The methodological approach of science and art integration contributes to the processes of spiritual, moral and aesthetic formation of the student's personality. In order to comprehensively analyze the problem posed, the theoretical and methodological foun-dations for the implementation of the approach of integration of science and art in the conditions of modern pedagogical reality were presented. Special attention is paid to the integration of the latest information and communication technologies: virtual reality (VR), augmented reality (AR), artificial intelligence (AI), the Internet of Things (IoT). The development of quality educational content will be the prospect of future research.

The Tradition of Humanistic Consciousness in Marxian Materialism

Traditionally, the researchers of Marx ignored the Epicurean roots for the maturation of Marxian thoughts, insisting that Marx was engaged in it only during his writing of the doctoral dissertation of 1841. Indeed, Epicurus played a decisive role in Marx’s subsequent works, although this reality is not explicitly mentioned. Epicurean atomism, through the theory of the declination of the atom, refers to a utilitarian consciousness for realizing human freedom and ethics. From the heretical tradition of humanism, Marx inherited Epicurean materialism as an important source of the “materialism of freedom”, a materialism that may be considered as a philosophy of emancipation. Besides the freedom of nature from which it ultimately derives, this Marxian idea also combines with that of Epicurus in terms of history: Marxian historiography is actually narrating history in the present, by which we can recall our lack of humanity.
 
 Received: 21 September 2021 / Accepted: 24 February 2022 / Published: 5 March 2022

Shaping a Values-Based Attitude toward Human in the Context of Postmodernism via the Structural-Functional Model

The problem of shaping a values-based attitude toward humans requires complex, universal, and multilevel solutions (natural-scientific, cosmological-anthropological, sociological, cultural, moral, and ethical aspects). Another side of the problem lies in the postmodern devaluation of classical values that has caused a crisis in the education of the younger generations. The article presents the author’s conceptual, scientific-methodical, structural-functional model and technology for shaping a values-based attitude toward humans by stages in the humanities-oriented educational environment. Given postmodern trends in the post-Soviet countries with “young democracies”, the structural components of this model are as follows: the consideration of human nature in mastering disciplines, as well as out-of-classroom and out-of-school work, that seek to shape humanistic consciousness, feelings, and behavior based on basic values. In this regard, it is essential to help students learn to respect themselves, understand their personality (reflexivity), and resist external negative factors (emotional stability). Besides, it is important to consider the axiological component in a study of human nature, teach students to realize the value of others and develop their empathy skills.

Montaigne’s Philosophy as an Expression of a New Humanistic Consciousness

Montaigne’s Philosophy as an Expression of a New Humanistic Consciousness

THREE MILLENNIA OF CHINESE POETRY

Abstract Poetry has a history of thousands of years in China and can be said to be the shining jewel in the crown of Chinese literature, occupying a major proportion in her history. Having originated from folk songs, the Chinese poetry has produced a large number of brilliant examples from the Western Zhou Dynasty (1046-771 BC) to the Chunqiu (Spring and Autumn) Period (770-476 BC). China has, since ancient times, maintained a tradition of education in poetry, which is used to educate the people and arouse their intelligence. Through the reading, studying and writing of poetry, it is possible to instruct and cultivate the character of young pupils, as well as to promote children’s creative thinking, logical dialectics and humanistic consciousness. In addition, reciting, learning and writing poetry has the ability to cultivate one’s temperament, allowing people of all social strata, professional occupation and age to cleanse and purify their minds. The realm of poetry has the same effect of calming the soul as religious belief. This article shows the highlights of three millennia of Chinese poetry to the readers or scholars whose native language is not Chinese.

Humanistic foundations of the teacher’s professional activity in modern sociocultural conditions

The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization of pedagogical activity in modern sociocultural conditions. To achieve this goal, the following tasks were set and solved: on the basis of a comparative historical and pedagogical analysis of scientific literature, trace the genesis of the concept of “humanism”; characterize the humanistic foundations of modern education; consider conceptual approaches to the humanization of education; determine the pedagogical conditions for the practical implementation of the humanistic paradigm in the professional activities of university teachers, school teachers and educators. Based on the results of a survey of junior students and their inclusion in project activities to study the heritage of humanist teachers of the XIX-XX centuries, conclusions are drawn that the values of their future professional activities can be formed in the course of studying pedagogy. When carrying out educational projects that have a humanistic orientation, future teachers develop a humanistic consciousness, reorient from material values to spiritual ones, and the personality of the future teacher is humanized.

PHILANTHROPY IN ANCIENT TIMES: SOCIAL AND EDUCATIONAL ASPECTS

The article presents the data of ancient times philanthropy that stemmed from community life and was a consequence of the social nature of man; in Rome, for the first time, social and educational activity was formalized, which resulted from moral and legal norms; in the Judaic religion, help to the needy was treated as one of the most important religious practices. The article discusses the most important forms of social aid in the Western antiquity. Charity, volunteering presented as important components of the social and educational activities of modern institutions. The author emphasizes the need for the formation and development of humanistic consciousness, spiritual and moral consciousness of citizens. Therefore, cooperation between educational institutions, families, non-governmental organizations, volunteer movements, charitable foundations for the expansion of active charitable activities, and the creation of a humanistic society is required.

A travessia atlântica como um trajeto iniciático nos romances de formação Un océan, deux mers, trois continents, de Wilfrid n'Sondé, e A rainha Ginga, de José Eduardo Agualusa

O objetivo deste artigo é refletir sobre a travessia atlântica no eixo Sul-Sul e o seu caráter iniciático nos romances de formação (Bildungsroman) Un océan, deux mers, trois continents, de Wilfried N’Sondé e A Rainha Ginga de José Eduardo Agualusa. Na leitura comparatista proposta, salientaremos a complementaridade dos romances estudados que narram um contexto histórico específico: o comércio transatlântico de escravos durante os séc. XVI e XVII. Debruçar-nos-emos mais especificamente sobre a questão da travessia atlântica e todos os aspetos inerentes à viagem: separação da terra natal, solidão, questionamento e reflexão pessoais. Elementos que ao longo de ambas as obras conduzirão os protagonistas a uma morte iniciática e a uma posterior ressurreição simbólica, culminando num processo de construção identitária, consciência humanista e descrença religiosa.

RELIGIOUS CULTURE OF PERSON

Статья посвящена экспликации религиозной культуры как элемента общей культуры личности. Цель работы – определение сущности и структуры религиозной культуры личности в контексте общей культуры личности и духовности как высшего качества этой культуры. В качестве методологической основы используется деятельностная концепция культуры, дополненная аксиологической, или ценностной концепцией. Применительно к отдельной личности, автор рассматривает ее индивидуальную культуру как способ социальной жизнедеятельности личности и ее ценностных ориентаций, определяющих этот способ. В результате исследования установлено, что основу религиозной культуры личности составляют духовность и религиозность, как особая форма духовности. Духовность рассматривается как гуманистическое сознание и ценностные ориентации личности, реализующиеся в ее практическом поведении. Духовность т.о. предполагает цельность личности, единство гуманистического сознания и поведения. Религиозность является формой духовности, которая основывает гуманистические идеалы и ценности на вере в абсолютную, сверхъестественную высшую сущность – Бога. В структуре религиозной культуры личности автор выделяет 1. религиозное сознание (комплекс религиозных представлений и эмоциональных переживаний), 2. религиозные ценностные ориентации (система мировоззренческих ценностей и поведенческих установок) и 3. религиозное поведение (система деятельности личности, обусловленной религиозным сознанием и религиозными ценностными ориентациями). Опираясь на определение религиозной культуры личности, автор дает характеристику типов религиозности.

A Thematic Study of Shakespeare’s Sonnets

<p>Shakespeare’s sonnets are a summit in terms of their thematic profundity as well as their rhetorical beauty and emotional exquisiteness. This paper attempts to make an exploration of the thematic uniqueness of Shakespeare’s sonnets through analyzing the themes of time, beauty, and love in the cultural context of the Renaissance. These sonnets show that men should conquer time through offspring, poetry and true love to procure eternal beauty and life, and thus reflect Shakespeare’s humanistic consciousness and his philosophical thoughts.</p>

Three Biographies of Sir Thomas More

Featured Review Featured Reviews are especially provocative discussions of highly significant works. They appear on a recurring basis. (Review Editor). Jasper Ridley, Statesman and Saint: Cardinal Wolsey, Sir Thomas More, and the Politics of Henry VIII. New York: The Viking Press, 1983. [xiv] + 338 pp. $20.75; J. A. Guy, The Public Career of Sir Thomas More. Brighton, Sussex: The Harvester Press, and New Haven: Yale University Press, 1980. xii + 220 pp. £20 and $22.50. Alistair Fox, Thomas More: History and Providence. New Haven and London: Yale University Press, 1983. xii + 271 pp. $19.95. There was a natural affinity between the biographical mode and the Christian humanists of the sixteenth century. Asking about the nature of the individual human personality, they were fascinated by the many different roles that one person might perform, and they were attracted to those areas where the personal and the social, the individual and the historic moment, and life and art met. The young Thomas More translated Giovanni Francesco Pico's life of his uncle, Pico della Mirándola; and a later work, The History of King Richard III, is also, in some sense, a biography. Later still, More commissioned a family portrait, by Holbein, that could be thought of as a group biography, so brilliantly are the figures and their interaction represented. But, then as now, More's own life, character, and personality—which he shaped and reshaped in both his writings and his life—have proven more fascinating still. As early as 1517, a friend, Richard Pace, included an 84 biography Vol. 8, No. 1 informal sketch of the clever young humanist in his De Fructu. The definitive portrait of More as humanist, however, proved to be Erasmus ', written as a letter to a friend, Ulrich von Hütten, in 1519. By focusing on More's personality and the telling detail and combining classical models with classical and Christian ideals filtered through a humanistic consciousness, Erasmus gave the world a new kind of hero. The More he portrayed was a good friend, a loving son, husband, and father, and a valued administrator, well-rounded, witty, steeped in good letters (not pseudo-learning), devoted to the humane and godly, able to find pleasure in all human relations, and willing to serve his society without self-aggrandisement, on the one hand, or retreat to the monastery on the other. Erasmus took particular pains to evoke a characteristically humanist stance: "None is less guided by the opinion of the herd, but again none is less remote from the common feelings of humanity." Erasmus wrote a decade before More became Lord Chancellor and before the religious and political turmoil of the late 1520's and early 1530's that led to More's trial for treason and his death on Tower Hill on July 6, 1535. A second biographical tradition, reacting to these events, emerged in the course of the sixteenth century, initiated by Roper's life of More (written in the 1550's but not printed until 1626). Roper was More's son-in-law and had lived with him for over sixteen years; like Erasmus, then, Roper spoke from personal knowledge and was interested in the personality and character of More. His More was "a man of singular virtue and of a clear unspotted conscience," and a hagiographie tone colors all that he wrote, although, if we read between the lines, we can detect some of the ways that More controlled passions and emotions Roper never discussed directly. These two traditions did not go wholly unchallenged, either in the sixteenth century or later; More's opponents were quick to challenge his own self-charactertization, for example. But the images that were created—of humanist and saint or martyr—have continued to dominate our view of More until very reently. The three works under review, all published between 1980 and 1983 (a fourth biography, by Richard Marius, is announced for Fall 1984 publication by Knopf) are, in this respect, signs of what promises to be a new era in More studies. There are several reasons for this. To begin with, the psychological aspect of both Erasmus' portrait and Roper's is inadequate from a...