Humanist Position Research Articles

The general educational component of the modern training of the future specialist in the specialty 017 physical culture and sports

In article on the basis of the analysis of psychological and pedagogical literature, it was found general education component context of preparation of the future of specialist in specialty 017 physical education and sports of professional activity, namely: «education», «professional education», «education», «education and development», «development of the personality».
 On the basis of theoretical analysis it was determined that despite the significant amount of research on the organization of process of specialist in specialty 017 physical education and sports in higher educational institutions, the problem of training of the future of specialist of physical culture and sports of professional activity are not well lit. Unresolved issues of compliance with the demands of society in the preparation of future specialists according to the new socio-economic conditions and the existing level of training of these specialists for professional activity.
 Exploring the issues related to preparation of the future of coach-teacher to professional activities, the author relied on the development of domestic and Russian scientists, who considered in their study various aspects of preparation of experts in higher educational institutions. The author is of the opinion that today, education is under active reconstruction as personal or individually oriented development and confronts researchers lot of questions.
 Personal interaction in the educational process should be based on the internal needs of the teacher to be the most disposed to dialogue with the student, on cooperation and co-creation. Humanistic position of the teacher should be based on maintaining a teacher of his personal integrity and understanding of the integrity of the individual student. Personal approach in education can be understood as a joint activity based on the realization of opportunities of the person as a pupil and teacher. The essence of this approach involves the integrity of the personality of the teacher.

Navigating in Insecure Territory: Attitudes among Islamic Movement Female Activists toward the Israeli Authorities and Culture

This article deals with female activists of the Islamic movement in Israel and their attitudes toward the Israeli authorities and culture. It looks at the complex Muslim existence in Israel, leading to such questions as: What is their opinion about the Israeli space and how do they live as Muslims in a non-Islamic space? And what strategies do they use to bridge the gap between their religious and civic identities? The article presents three main positions of the women activists in relation to the Israeli space: the majority who want to integrate into Israeli society, the minority who reject Israeli society and want to seclude themselves in a community of an Islamic nature, and a group which takes the humanistic position where the emphasis is on the person and not their religious identity, i.e., they prefer not to emphasize their religious identity in the Israeli space, partly because they fear expressing criticism towards Israeli society, assuming that it will lead to persecution and conflicts. Female Muslim activists give a religious interpretation and act according to Fiqh al-waqi’a (a religious interpretation according to the understanding of reality) in a subjective, personal way, without any top-down guidance from the (male) leaders of the movement.

DYING WITH DIGNITY AND THE ARGUMENT FROM CONSCIENCE

This paper examines some of the arguments in favor of and against “mercy killing”. Euthanasia is defined as the voluntary or involuntary killing of a terminally ill human being suffering from unbearable pain and intolerable suffering. Literally, euthanasia means “good death” or “dying with dignity.” But the argument for mercy killing hides under the ill motive of emancipating oneself the burden of having to bear a life that appears meaningless. This inquiry argues that such a position is morally unacceptable since it violates life itself. But the reason this paper puts forward is not based on the stewardship argument, one that says life is sacred. The stewardship argument is weak compared to the “right to die” advanced by liberal philosophers. As an alternative, the “argument from conscience”, which puts emphasis on recognizing the moral mistake of reducing the value of human life into something that is instrumentalist, is proposed. James Rachels’s utilitarian argument for mercy killing seeks to diminish the suffering in the world. But what it hides is that it actually mistreats human life as something that is quantifiable. The argument from conscience is a humanist position that is grounded in the love and attention for the dying.

CULTURAL AND SPIRITUAL VALUES OF EDUCATION OF FUTURE TEACHERS: AN INTERDISCIPLINARY APPROACH

The article reveals the problem of preparing future teachers from the standpoint of axiological and humanistic approaches, which define education as an effective means of reviving national culture helping to foster socialization, self-organization, and personal responsibility; to lay the basics for would-be teachers to become guarantors of the civil world; to restore morality, social protection, and childhood protection; to show the way of becoming an open and democratic society. The areas of improvement of higher pedagogical education in the context of cultural and spiritual values of education are identified, which also include the education of a humanist teacher, professional, researcher, a citizen capable of effectively solving the tasks of teaching and educating schoolchildren in all areas of the educational system. Based on an interdisciplinary approach, the educational functions of pedagogical education and raising the status of education are determined. They include mastering the values of moral, civic, and spiritual culture of society and humanity, developing one's own attitude toward them; developing a value-meaningful attitude toward the teaching profession, and the actualization of the need to create oneself as a teacher and as a person; mastering pedagogical values, ideas as a part of humanitarian culture and universal human values and formation of a pedagogical worldview; forming civic positions of the individual, experience of protecting one's rights and compliance with the laws of a democratic society; developing intellectual and personal potential of students, their abilities and interests; developing spiritual and moral freedom of the individual, the ability to build one's life according to the laws of humanity.
 It is concluded that the cultural and spiritual values of the teacher, which act as mechanisms of education, define a humanistic position towards children, a positive attitude towards pedagogical activity, the need for personal and professional self-realization, spiritual and moral needs (the search for the meaning of life, mercy, the ability to help people), and the ability to work in dialogue forms.

ФЕНОМЕН ВІЙНИ У ПЕРЕЛОМЛЕННІ СВІТОВОГО МИСТЕЦТВА: АКТУАЛЬНІ НАГОЛОСИ

The article studies the interpretations of war in the artistic space, where they demonstrate humanistic positions and the presence of moral principles. The author analyzes the most notable examples of the phenomenon of war in the refraction of world art in the historical context and reveals what messages permeate the canvases, where the theme of deaths due to wars is emphasized. Such works serve as one of the most powerful condemnations of the war through the power of art. Article shows which key features in the experience of understanding past wars with the help of art coincide with the time of the full-scale Russian invasion of Ukraine. The war situation radically transforms the background of artistic creativity, where everything is embroidered with symbols, because the basis of creativity is represented by a symbol as a profound idea. The gallery of images dedicated to the understanding of war as an anti-human phenomenon is represented by the works of Rubens, Goya, Picasso, Dali and also modern world artists who artistically responded to the Russian aggression in Ukraine (Banksy, Driscoll, Melnychuk, mydogsights). The image of suffering mother, presented in most iconic works at different times, is consistent with Ukrainian reality. These are not separate human images, they are the quintessence of the general image of war and accompanying images of suffering, grief, and torment. In each work from the given gallery of images, an expressive desperately crying figure with hands raised to the sky was visibly present as an archetype of a martyr during the war. By demonstrating the horrors of war in visible symbols of culture, the artists utter their own humanist manifesto, while at the same time they warn about the catastrophic nature of the attitude towards war for the history of civilization, and thus the destruction of the main subjects of both history and culture. Did generations understand these powerful messages of artistic geniuses, framed in no less powerful symbols, metaphors and allegories? We will receive an answer in the near future.

На распутье: трагикомичный кадр серийной дегуманизации

In correlation with the semantics of the word “crossroads”, the modern worldview situation is conceptualized. The problems of humanism and dehumanization are in focus. While defending the humanist position in general, the author points out its weakness: humanism has not been able to escape the temptation of the idea of immortality, although the project of immortality steadily leads to de-individualization and thus to dehumanization.

UPBRINGING OF A HUMANISTIC POSITIONAND HUMANISTIC VALUES OF FUTURE SPEECH THERAPISTS IN THE PROCESS OF THEIR PROFESSIONAL TRAINING FOR WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The relevance of the study of the problem of educating the humanistic pedagogical position of future speech therapists in the process of their professional training cannot be doubted, because the student youth, as the intellectual force of the Ukrainian state, must become a leader of the ideas of tolerance, an active inspirer of its implementation in the educational space, thus guaranteeing the further progressive development of society in as a whole. The purpose of the article is to highlight the importance of educating the humanistic pedagogical position of future speech therapists in the process of their professional training for work in an inclusive educational environment; generalize the meaning of the concepts of «tolerance» and «humanity», present their essential characteristics as a pedagogical and psychological phenomenon; reveal the role of a humanistic pedagogical position for the development of positive general human qualities of future speech therapists. The article involves analytical and logical, systematic scientific methods, as well as the method of analysis, explanation, and synthesis, which made it possible to determine the content of the humanistic values of the future speech therapist, etc. It was found that the humanistic pedagogical position of the speech therapist appears as a system of positive and constructive attitude towards professional activity, which testifies to the ability of the specialist to focus on each individual child as the highest value, to promote the realization of his right to self-expression and self-development. Considerable importance in the upbringing of a humanistic position and humanistic values is assigned to educational institutions, which must direct the educational process in such a way that students, future speech therapists become a model of tolerant behavior, since a tolerant teacher will be able to build tolerant relationships with children, in particular, working in an inclusive educational space.

ЖИЛЬБЕР СИМОНДОН И ЭВАЛЬД ИЛЬЕНКОВ О ГУМАНИЗМЕ И ТЕХНОКРАТИИ

G.Simondon (1924–1989) and E.V.Ilyenkov (1924–1979) are outstanding philosophers of the second half of the 20th century, who searched for answers to the questions that the development of modern tech-nology posed to the mankind. These thinkers belonged to different philosophical traditions, but their ap-proaches converge in a number of significant points. They brought to the fore the sociocultural aspects of the integration of technology at the time when cybernetics attracted general attention as a methodology and was assigned a significant role in the progress of science and technology, both in France and in the USSR. This article aims to identify the common and the different in the criticism by Simondon and Ilyen-kov of some essential aspects of technical civilization and in their proposed solutions to a number of problems that arise in the course of its development at the present stage. An analysis and comparison of texts written by the philosophers in the 1950s–1960s showed that both of them state the presenceof dis-harmony in the relationship between culture and technology, the emergence of which they associate with the spread of the technocratic approach to technology and man and the mythology associated with it. Both authors stand on humanistic positions andconsider it necessary to eliminate the myths of technocracy in order to prevent the transformation of technology into a tool for the enslavement of man. However, their approaches differ significantly in their attitude to technology: Simondon fundamentallyrefuses to consid-er technology only as a means and endows it with certain autonomy, while Ilyenkov considers it primarily a means of achieving goals that a society formulates for itself as an ideal. For this reason, the Soviet phi-losopher insists on the need to eliminate all social, economic, and political obstacles to the creation of conditions for the complete liberation and comprehensive development of man, while Simondon high-lights the task of integrating technology into culture through cognizing it and identifying its immanent laws of development.

НАСЛЕДИЕ ЯНУША КОРЧАКА В СОВРЕМЕННОМ ОБРАЗОВАНИИ: ТЕОРИЯ И ПРАКТИКА

The article examines the awareness of students, school teachers, social workers of Tula region about the psychological and pedagogical heritage of Janusz Korczak, exploring their value attitude to his most important ideas. In modern conditions Dr. Korczak's humanistic position is especially in demand, helping teachers not just to cope with the difficult socio-economic and political situation, but also to develop resilience in themselves and their students. Analyzing the priorities of students and teachers, the author emphasized the particular importance of Janusz Korczak's book «How to Love Children» which is becoming increasingly relevant in this troubling situation. Teachers' knowledge of the rights of the child suggested by Korczak helps to create a psychologically safer environment in the school classroom.

Эвристические возможности понятия энергии в философии культуры (казус Батая)

The article examines an example of the use of the concept of energy in humanitarian knowledge. The interdisciplinary concept of French writer, philosopher, social thinker Georges Bataille, described by him in the book "The Accursed Share", is presented. It is shown that the concept of energy is applicable to the study of sociocultural systems. In the light of this approach, culture appears as a system of devices ("organs", "machines") that utilize free (psychic, social) energy. In the absence of these devices, socio-cultural systems experience internal pressure of excess energy (the "accursed part"), which is fraught with the destruction of these systems due to troubles, civil wars and other conflicts. Bataille examines in detail three ways of utilizing free energy, which can be described in the framework of the philosophy of culture as three «organs» or three «machines» – war, religion and labor. The article gives a non-classical understanding of these phenomena. War cannot be reduced only to a set of violent actions to seize resources or impose will on the enemy. Religion cannot be reduced only to establishing a connection with the divine. Labor cannot be reduced only to the production of material or spiritual goods. All these activities are partly self-referential, and this self-referential can only be explained by an additional function, which is disclosed in this article. In conclusion, the relevance of the use of the concept of energy in the cultural and philosophical analysis of the current situation is shown. This situation cannot fail to attract the attention of those who rely on a humanistic position.

Fashions and Wars

Abstract Most accounts of E. M. Forster recall him as a dowdy man in a suit, someone Lytton Strachey nicknamed “the Taupe” for his restricted sartorial palette. The ability to wear unfashionable clothes without causing remark is an exercise of privilege that Forster became aware of during his time working for the Red Cross (1916–19), and through interactions with his Egyptian friend, Mohamed El-Adl. Refusing to wear his uniform after work, Forster broke away from convention to wear one of the three suits he had brought with him to Egypt even as he embarked on a difficult love affair with El-Adl. Their clothes-based interactions prompted Forster to question and discard many of his colonialist biases. The suit, previously an unexamined everyday object, thus becomes a loaded metaphor for social privilege and unwilling complicity with national politics in Forster’s essay “Me, Them and You” (1925). The sartorial symbols that emerge from his letters, essays, and the archive he created of El-Adl’s notes allow us to reapproach the philosophical idea with which he is most closely associated: liberal humanism. This essay finally suggests that Forster’s experiences in Egypt led to an intersectional humanist position that holds interest for global modernist approaches.

Инновационные подходы в подготовке курсантов – будущих инспекторов по делам к профилактике деструктивных форм поведения подрастающего поколения

The article presents the experience of the Department of Pedagogy of the Moscow University of the Ministry of Internal Affairs of the Russian Federation named after V.Ya. Kikot in training inspectors for minors.
 Within the framework of the implemented model of training students by the teaching staff, attention is focused on an integrated approach to the professional training of students, including the prevention of deviant behavior of minors. Complexity in this case is understood as a stable set of the following approaches to education: competence-based (system-activity), culturological, personality-oriented, environmental. Taking into account the orientation of the scientific school implemented by the department "Pedagogy of meaning–life orientations in the system of personnel training for the internal affairs bodies of Russia" (founder - Professor I.V. Ulyanova), the meaning-life orientation approach is also being updated (it includes such aspects as axiological, target, valeological, ethical-aesthetic, gender-psychological, preventive). Practice has shown that it is in the stable totality of the designated theoretical concepts that there is a real opportunity to help the younger generation in harmonious, truly humanistic development. The principle of complexity is revealed in the preparation of cadets for professional activity in the conditions of a rational combination of effective traditional methods, forms of humanistic pedagogy and new organizational technologies.
 Special attention in the preparation of cadets for the professional activities of the PD inspector is paid to their personal development. It is the strengthening of the moral, humanistic position of the first-year cadet that is noted as a significant innovation position implemented in the educational process.

The formation of the students‘ professional competencies of physical education teacher applying health-preserving learning technologies

The article proves that one of the conditions for achieving the putpose of the physical education teacher professional competencies formation is the activity whuvh develops ythe idea of health introduving health-preserving technologies into the educational process. In the modern realities, the training of the future physical education teachers is gradually transferring fromeducational and disciplinary to person-centered form of learning. This helps to create the preconditions for pedagogical creativity of future teachers and to increase their competitiveness in future professional activities. The most effective means of forming professionalism is education, and high professionalism is the key to succeedin socially significant activities. Pedagogical skills are based on the high professional level of the teacher, one’s behavior norms and pedagogical experience, and the necessary conditions for pedagogical skills are the teacher’s humanistic position and professionally significant personal qualities.The aimof the arficle is to substantiate the expediency of the students’ professional competencies formation applying health-preserving learning technologies. The study of the students’ basic knowledge of the compulsory educational component showed the difference between their self-assessmemt and teacher's evaluation. The results analysis shows that out of 46 students, 8.7 % of the students received a high level of knowledge, 39.1 % - medium, 32.6% - low, and 19.6 % - poor. Only 15.2 % ofstudents know the methodology of conducting a physical education class at school atthehigh methodological level, 52.3 % have an average level of proficiency, 30.3 % have a low level of proficiency, and 2.2 % dono tha vesufficient know ledge and skills. It has been proved that not all the students are familiar with modern physical culture and health-improving technologies, as indicated by 6.5 of students and 17.4 % of teachers. Among the surveyed respondents, 17.3 % have high professional competencies, 50.0 % have professional competencies developed at the middle level, 28.3 % - at the low level, and only 4.4 % have not mastered the professional competencies of a physical education teacher. In general, 95.6 % of students are ready to work as a physical education teacher at school. The results of the experimental works howed the positive dynamics of the formation of professional competence (at the meddle an dhigh levels) throughtheuse of health-preserving learningte chnologies.

АКТУАЛЬНЫЕ ПОДХОДЫ К МОДЕЛИРОВАНИЮ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ДЛЯ ДЕТЕЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ

The ideas of the presented research are a response to the stable request of the pedagogical community to discuss the experience of implementing the inclusive approach, presenting variable practices of inclusive interaction in various types of educational organizations, searching for productive options for integrating children with special educational needs into the general education system. Based on the environmental approach in the analysis of the educational environment, the basic principles of modeling the system of inclusive relationships and interaction with children with disabilities in the real and e-learning environment are outlined. The strategy is substantiated and the method of applying the vector approach to the examination and modeling of the environment of inclusive interaction, designing ways to improve it is presented. Based on the generalized results of a survey of teachers organizing the education of children with disabilities in non-specialized general education classes and a specially organized electronic learning environment, the typification of relationships was carried out, specific features of the created conditions for the development of this category of children were identified. The significance of the "activity-passivity" dichotomy is statistically confirmed as a leading vector in the formation of the type of inclusive educational environment with a different degree of manifestation of freedom or dependence of a person, determined by a specific situation. Using the vector modeling strategy, the spectrum and the dominant type of modalities of the educational environment of secondary schools and distance learning schools are revealed. The basic orientation to the humanistic positions of the development of relationships between teachers and students, the implementation of a personality-oriented approach in pedagogical activity, the stimulation of personality activity, the formation of its subjectivity is proved. Typical manifestations and potential opportunities and risks of each of the diagnosed types of environment are characterized from the point of view of maintaining a balance in them between the real capabilities of the child and dynamic influences from teachers. The revealed stable priority of creative and career-oriented orientation in all the considered types of interaction allowed us to make conclusions about the currently established approaches in education to include children with deviant development in the environment of standard coevals.

Soviet Diplomats and Journalists in Fascist Italy: Impressions about B. Mussolini Regime

The author sees the purpose of this study in introducing to the scientific circulation the materials published by Soviet journalists and diplomats based on the results of their stay in fascist Italy. This topic is of particular relevance due to the fact that modern people’s ideas about the cultures of other countries are often superficial and are influenced by stereotypes. The ideological confrontation between Rome and Moscow of the time left a special imprint on these texts: criticizing the fascist regime, the authors of the publications portrayed the Italian people as their victims. The essays and reports considered in the text of the work were written by direct witnesses of the events that took place on the Apennines in the 1920-1930s, which makes them important sources of information regarding the history of Italy and Soviet-Italian relations. The memoirs conceived by the First Plenipotentiary of Soviet Russia in Italy V. Vorovsky, could have been an outstanding historical document, but his premature death thwarted these plans. The first journal publication following a visit by the Soviet correspondent to Italy was a report on the visit of the destroyers Nezamozhnik and Petrovsky to Naples in 1925. Boris Zilpert’s essay on the Italian press was published in the «Journalist» in 1926. It was written based on the conversations in Rome with colleagues. The materials of A. Keen, D. Ilimsky, I. Robin are of considerable value for the purposes of historic and cultural studies. S. Ignatiev in his writings was able to illuminate the situation in the Italian colony of Eritrea. In the 1920s Soviet domestic press also actively collaborated with Italian journalists (G. Giogo, C. Rossi). Almost all materials of the Soviet press of the period under review emphasized the alienness of the fascist regime to the national character of the Italian people. Authors focused their attention on the Nazis’ violation of civil rights and freedoms, the imposition of militarism, and the persecution of communists. The Za rubezhom magazine posted translations of the materials of the foreign press that were written in the similar vein. The author comes to the conclusion that the fascist regime of Benito Mussolini was criticized in the Soviet press from humanistic positions.

The Ecological Turn in Design: Adopting a Posthumanist Ethics to Inform Value Sensitive Design

Design for Values (DfV) philosophies are a series of design approaches that aim to incorporate human values into the early phases of technological design to direct innovation into beneficial outcomes. The difficulty and necessity of directing advantageous futures for transformative technologies through the application and adoption of value-based design approaches are apparent. However, questions of whose values to design are of critical importance. DfV philosophies typically aim to enrol the stakeholders who may be affected by the emergence of such a technology. However, regardless of which design approach is adopted, all enrolled stakeholders are human ones who propose human values. Contemporary scholarship on metahumanisms, particularly those on posthumanism, have decentred the human from its traditionally privileged position among other forms of life. Arguments that the humanist position is not (and has never been) tenable are persuasive. As such, scholarship has begun to provide a more encompassing ontology for the investigation of nonhuman values. Given the potentially transformative nature of future technologies as relates to the earth and its many assemblages, it is clear that the value investigations of these design approaches fail to account for all relevant stakeholders (i.e., nonhuman animals). This paper has two primary objectives: (1) to argue for the cogency of a posthuman ethics in the design of technologies; and (2) to describe how existing DfV approaches can begin to envision principled and methodological ways of incorporating non-human values into design. To do this, the paper provides a rudimentary outline of what constitutes DfV approaches. It then takes up a unique design approach called Value Sensitive Design (VSD) as an illustrative example. Out of all the other DfV frameworks, VSD most clearly illustrates a principled approach to the integration of values in design.

Послание Федора Карпова к митрополиту Даниилу и письмовник «Посланием начало…»: к вопросу о взаимодействии письма и письмовника в древнерусской литературе

The article raises the question of the interaction of ancient Russian scribes and individual samples of the epistolary genre. A connection is established between the message of Fedor Karpov to Metropolitan Daniil and the scribe “The beginning of the messages...”, created, like the mentioned message, in the 16th century. Both the message and the scribe actualize the intention of business writing, teaching message and secular friendly writing. The first introduces a respectful and complementary tone (the addressee is lower than the addressee), the second — the educational one (the addressee is higher than the addressee), the third is actually friendly (they are “equal”). This allows Fedor Karpov to flexibly conduct an epistolary conversation with the correspondent: to attract him to himself, to inspire confidence, then, already having this trust, contrast his point of view with his own and present it as authoritative, finally, boldly affirm the “equivalence” of both points of view. This is a completely secular, humanistic position inherent to Fedor Karpov, a secular man, a diplomat, one of the early Russian Europeans. He begins to speak with Metropolitan Daniel in the language familiar to Metropolitan Daniel, in the traditions of ancient Russian epistolary communication: he self-abases and exalts his interlocutor, introduces the antithesis “addressee-sinner / addressee-righteous”. His correspondent is characterized as was done in the scribbler “The beginning of the messages...” through his high position, wisdom, enlightenment, purity and beauty of the soul, metaphors of flowering, fragrance and light. Myself — by the principle of contrast. Introduces, like the author of the scribe, the traditional medieval motif of sailing and the image of the ship, raises the question of “helmsman”. But if in the scribe, which focuses mainly on the epistolary communication of the subordinate with the boss and the establishment of relations, promotion on the career ladder, the boss was given the honorary role of «helmsman», then in the message of Fedor Karpov the aforementioned motive and image are reinterpreted in a secular way. The point is that for monks the path lies to the heavenly harbor and “helmsman” is Christ, while the secular man “swims” in the earthly world and hardly needs a “helmsman”, he chooses the path. Supporting his judgments with quotes from the Holy Scriptures (strictly selected and arranged in the text, of course, exactly as the author needs it), Fedor Karpov remains in the Old Russian tradition, approved by the scribe for the epistolary genre. But he is not limited to this tradition. Quotes from ancient literature are adjacent to quotes from the Holy Scriptures in the epistle to Metropolitan Daniel, and the judgment of Aristotle turns out to be much more authentic for Fedor Karpov than, say, the apostle Paul. Thus, from a sphere close to the addressee, the author transfers epistolary communication into his sphere. This secular quotation plan was completely absent from the scribe, but the scribe, offering users, in accordance with the title, only the “beginning” of the messages, provided great opportunities for experimentation. Fedor Karpov, to whom the European individual beginning was so dear, could not help but use them. Based on the scribe, he created, on the one hand, a modern, flawlessly “correct” letter written “according to the rules of rhetoric”, as befits an educated person, and on the other hand, a letter that is very independent, very personal, reflecting his personality. However, there is a likelihood of feedback: perhaps the scribe did not form the basis of the creative experiment of Fedor Karpov, but the epistolary text of Karpov formed the basis of the scribe.

The Debate on the Concept of the Person in Bioethics

This article endeavours to sketch the debate about the concept of a person in the realm of bioethics. Initially, it sets out three understandings of the issue, namely the concept of a person in naturalistic philosophy, in the current of communitarianism and in one of the humanistic positions. The analysis of these approaches lead to the conclusion that a human person is perceived either as an empirical and psychological entity or as a free subjectivity creating him/herself. This thesis provides stimulation for further research. In order to avoid a kind of dualism in the perception of a person stemming from the stances outlined above, the personalistic approach is developed. This points out that a human being should be depicted as one indivisible entity unifying in itself more strictly its self, a subjective aspect of the person, with nature-body aspect which is an objective facet of being human. Given this personalistic perspective, a person comes out as an embodied subjectivity formed by the unique personal act of existence. In this article, such a concept of a person is argued as a vital support in the complex field of bioethical dilemmas.

¿Dónde acaba un objeto? Objetos, fronteras e intimidad en la donación de leche materna

En nuestro artículo queremos explorar la dimensión plástica de los objetos, su relacionalidad, su ser más bien “objeto-frontera” (Leigh Star y Griesemer, 1989), y la forma en la que las relaciones en las que se inserta un objeto modifican su propio estatus, así como el de las personas con las que se ve conectado (Winance, 2019). Para ello, recurrimos a un caso que venimos estudiando desde hace un tiempo: la donación altruista de leche materna a bancos hospitalarios y otras prácticas de lactancia compartida o “distribuida”. Nos centraremos en tres objetos que han tenido una presencia significativa en nuestro trabajo de campo: los cojines de lactancia y otros utensilios similares, como toallas o mantas; los extractores de leche –comúnmente llamados “sacaleches”–; y los medicamentos probióticos. Cada uno de estos tres objetos redefine, en su forma de ensamblarse con las prácticas de lactancia, las fronteras entre la madre lactante y el mundo –la relación con el dolor y el propio cuerpo, las redes sociales, familiares y de amistad, la propia diferencia entre lo vivo y lo inerte, entre cuerpo y medicamento–. Cada uno de estos objetos participa también de forma peculiar en aquello que llamamos cuidado o intimidad y que, al contrario que lo que suele argumentarse desde posiciones humanistas “ingenuas”, no se constituye por oposición a lo técnico/ “artificial”, sino que surge como efecto del modo en el que relaciones heterogéneas –y siempre más-que-humanas– se ven materialmente mediadas (Mol, Moser y Pols, 2010; Latimer y López, 2019)

Students’ Humanistic Position Formation in the Educational Process

Objective: The student's humanistic position is not only the result of the teacher's personal influence but also a controlled process. As a result of the implementation of this process, the student receives an understanding of what should relate to the humanistic process and the humanistic function of society. Background: The basis for the formation of humanism for all participants in the students' educational process is determined either by the teacher's position or by the installation in the pedagogical process. So, any impact on the part of the teacher can be perceived as an exceptional factor of influencing the student's personality, which can be perceived as a compulsory education requirement. Method: Assessment of pedagogical effectiveness was carried out by means of an expert survey. Diagnostic and processing of empirical data was carried out according to the methodology for assessing the importance of each individual requirement for the proposed educational materials. Results: The study examines the components that form the student’s humanistic position on the basis of the traditional components of the formation of the pedagogical teaching strategy. The practical significance of the study is determined by the fact that it is possible to implement the concept of the formation of active skills in students during certain actions and the formation of other humanitarian positions. Conclusion: The study shows that the level of formation of the students' humanistic position concerning all participants in the educational process depends on updating the educational process of training specialists based on the developed theoretical and methodological foundations.