Philosophical Work Research Articles

Race and Religion in Everyday Life: Antisemitism, Islamophobia, and Christian Privilege Among Female Converts in the Netherlands

Abstract This article analyzes how the intersections of race and religion impact the experiences of women converting to Judaism, Christianity, or Islam in the Netherlands. It builds on the innovative historical and philosophical work by scholars who call attention to the intersections of race and religion. In ethnographic studies of female converts such entanglements of race and religion have primarily been noted in the case of white converts in Islam. However, research into race and racialization among Christian and Jewish female converts is rare, and a comparative approach even rarer. A bottom-up comparative approach, I argue, has the potential to critically examine not only the positions of religio-racialized minorities, but also the mechanisms of religious/racial hegemony at work in Western Europe. The article thus explores how becoming a religious minority impacts one’s sense of belonging to the nation and how processes of racialization, specifically antisemitism and Islamophobia, impact the conversion process.

Epistemic Class Injustice: Class Composition and Industrial Action

ABSTRACT Writings on epistemic injustice have assessed how people can be harmed in their capacity as knowers when they are a racial minority, a woman, disabled and so on. But what about when they belong to the working class? This paper is an initial attempt to understand why class has so far received limited attention within writings on epistemic injustice and to respond to these reasons. It focuses on how testimonial and hermeneutic injustices specifically harm workers in ways distinctive from the harm one might suffer due to other social identities. It does this by drawing attention to the special case of industrial strike action and the play of conceptual resources and credibility assessments that influence the action’s success. Additionally, it provides a first-time exposition for social epistemologists on what I term the ‘class compositional approach’, derived from 1960-70s Italian labour struggles. This approach, I argue, succeeds in evading the criticism of class reductionism while developing recent philosophical work on class-based injustice.

Динамическая стабильность как категория диалектического взаимодействия хаоса и космоса в онтологии сетевого бытия

The increasing information flow has led to, inter alia, the dominant role of networking in communications. Devirtualization of networking in information and physical networks has made it possible to introduce network discourse into modern philosophy. The study of writings by Laozi, Confucius and their followers demonstrates that network discourse and network thinking were developed in the philosophical works of ancient Chinese scholars as representatives of Eastern philosophical discourse. At the same time, Western philosophical discourse, which can be traced to Plato and Aristotle, rests on linear logic and linear thinking. It is only towards the end of the 20th century that the linear/network thinking opposition weakened with the recognition of network interaction, under the influence of a profound transformation during the transition to a new stage of civilization’s development, that is, to the information/digital society. This can be illustrated by the evolution of the perception of the categories chaos and cosmos in Western (linear) and Eastern (network) philosophical discourse as the basis of the development of the modern representation of dynamic stability of the network interaction system. Using the information and communication method, this paper analyses Western and Eastern philosophical discourse from the Axial Age to the present day and substantiates the introduction of the category of dynamic stability. The latter stands for a dialectically connected process of creation/destruction of communications between actors of a network interaction under the influence of the dynamics of information exchange, which indicates that a network interaction system is autopoietic. Further development of the concept of dynamic stability requires creating a mathematical apparatus for calculating measures, that is, information entropy, of a dynamically stable network. These purely abstract studies are expected to be of practical importance for the development of social networks of interpersonal and intergroup communication.

An Assessment of Kwasi Wiredu’s Contributions to African Philosophy of Religion

The African philosophy of religion has come of age. However, laying the groundwork and shaping its intellectual trajectories was the work  of eminent thinkers and philosophers who laboured in recent years. Kwasi Wiredu is one of the scholars who stood tall and strong  with the depth of his thoughts and perspectives seemingly traversing the scope of time and space. In light of the overarching objective of  this study “to decisively relaunch African philosophy of religion as a self-sustaining field of African philosophy,” it behoves that a  review of Wiredu’s contribution to the field is critically examined, considering the postmodern categories and contexts. Using an  analytical approach, this paper shows that Kwasi Wiredu’s contribution to the discourse on the substance and nature of Africa is highly  informative and enlightening, though it is open to dispute and reflections just like every other philosophical work. A brief review of the  catalogues of Wiredu’s scholarly works shows that the issues of conceptual decolonization, cultural reconstructionism and the nature of African philosophies underscore his work. The article argues that for contemporary philosophers, it behoves that Wiredu’s analytic  framework may be adopted. But, culturally-inclined and realistic approaches should be adopted in doing Africa philosophy. The  diversities of African cultures and traditions as well necessitate a pluralistic approach from various parts of Africa.  

FEATURES OF ORGANIZING STEAM EDUCATIONAL PROJECTS USING IMMERSIVE TECHNOLOGIES

Formulation of the problem. The rapid development of technologies in the modern world opens up new horizons for education. Integrating science, technology, engineering, arts, and mathematics (STEAM) holds particular significance as a transformative approach, fostering interdisciplinary learning and preparing students for the challenges of a knowledge-based and digitized society. The transition from a traditional approach to STEAM education becomes even more captivating with the incorporation of immersive technologies. This direction, merging technical and creative aspects, requires an innovative approach to the organization of educational projects, considering the new opportunities and challenges presented by virtual reality (VR), augmented reality (AR), and mixed reality (MR). Materials and methods. To achieve the goal of our research, we used the following methods: systematic and comparative analysis of pedagogical, psychological, philosophical, and sociological works, methodic literature, and analysis of the pedagogical experience of using immersive technologies to organize STEAM projects at school; synthesis and generalization to formulate the main provisions of the study; interviews and questionnaires of teachers regarding their understanding and attitude to immersive technologies as a means of implementing STEAM projects at school; interpretation of research results. We analyzed 18 scientific sources, including 14 Scopus-indexed articles, two reports (the educational report from Horizon 2020 and the "State of the Industry Report" from the XR Association), and two scientific studies by Ukrainian researchers. Eighty-seven teachers participated in interviews and surveys conducted through Google Forms. Results. Creating and organizing a STEAM educational project using immersive technologies involves the following teacher actions: forming a project name by the student's learning goals, educational content, and the project result as its product; creating a reference project; determining the subject, topic, age of students, project preparation time, learning time, essential immersive technologies; forming the purpose of the first lesson and project tasks to immerse and motivate students about the project; identifying problematic issues that should reflect the actual context or problem. We have characterized teachers' attitudes towards immersive technologies when organizing and conducting such projects. Based on the study's results, we have identified the features of organizing STEAM projects using immersive technologies: expanding the field of creativity with AR and VR, immersion in scientific concepts and conducting experiments through the use of virtual laboratories, visualizing abstract ideas through the use of augmented reality, interacting with technology through mixed reality projects, and teamwork in immersive environments. Conclusions. Immersive technologies in STEAM education have advantages (e.g., gaining practical experience, forming interdisciplinary connections through interdisciplinary learning, cooperation, communication, adaptive environment, and request for creativity) in teaching.

Existence Within and Beyond the Bounds of Mere Reason: The Confrontation Between Schelling and Hegel

In the multi-faceted trajectory of post-Kantian thought, Schelling—both the person and his philosophy—has always been a controversial figure. Popular historical accounts focus on his precocious interventions as part of the ‘Jena set’, initially building on Fichte's philosophy of the ‘I’, but quickly coming to challenge his predecessor's philosophical dominance. In the crucial period of the late 1790s, Schelling's most notable intervention was to develop a philosophy of nature alongside the Kantian and Fichtean theories of transcendental subjectivity, which caught the attention of Goethe and led to his appointment, at the age of twenty-three, as professor of philosophy at the University of Jena. But Schelling's life and philosophical work continued well beyond this well-documented period, culminating in a late system in which he developed key ideas surrounding freedom, existence, modality and the history of human consciousness that all revolved around a distinction between what he called negative and positive philosophy. This distinction, and his insistence on the need for the development of the latter mode of philosophy, came to challenge some of the core assumptions of the largely rationalist German idealist project and it remains, to this day, perhaps the most powerful alternative to the Hegelian system that rose to dominance already within Schelling's own lifetime, but also well beyond it.

Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices

While the integrity of academic work has always been vitally important, since the establishment of the International Center for Academic Integrity in 1992 increasing attention has been paid to the area. The term academic integrity now explicitly appears in policy and in job titles or offices tasked with either detection, training, or both. Equally, regulatory, quality and standards agencies, such as Quality and Qualifications Ireland (QQI), the Quality Assurance Agency for Higher Education (QAA) in the UK, and the Australian Tertiary Education Quality and Standards Agency (TEQSA) have mobilised around academic integrity with frameworks, lexicons, charters and networks that offer national guidance and promote shared action and understanding. However, despite efforts to interrogate and standardise the use of the term ‘academic integrity’ from those working and researching in the field, it is often used inconsistently and frequently conflated with its opposite – academic misconduct – in practice. Our aim, in this paper, is to acknowledge a lack of clarity around the term ‘academic integrity’ and to address this ambiguity by offering a taxonomy of academic integrity. We will arrive at the taxonomy of academic integrity through philosophical conceptual analysis and making use of pre-existing philosophical work in virtue (and vice) epistemology. The outcome of this analysis will be a taxonomy of academic integrity that represents the various concepts related to it in an organised way, classified into distinct groups, along with a graphic to aid understanding.

Abū Bakr al-Rāzī’s ethical decision-making systems

ABSTRACT Ethics plays an essential role in the philosophical framework of Abū Bakr al-Rāzī. Although most of his philosophical works have become extinct, two surviving works serve as primary sources for understanding his ethical theory. Although sharing certain foundational principles, these two works diverge in terms of ethical standards and exhibit distinct logical approaches to ethics, a facet that has largely remained unexplored within contemporary scholarly discourse. I aim to extract and reconstruct both of his ethical decision-making systems by shedding light on the place of ethics in his philosophy, explaining the interconnection of the two ethical frameworks, reconstructing both of these ethical systems, and finally presenting them in patterns.

Analysis and Reform of Leibniz's Law of Sufficient Reason

Since Leibniz first put forward the sufficient reason law in his philosophical work "The Monadology" (1914), the issue of the law of sufficient reason has aroused heated discussions in the field of logic in our country. The question of whether the law of sufficient reason is the basic law of formal logic was particularly heated in the domestic logic circle in 1978-1980. Since then, there has been little discussion, but from the newly compiled formal logic textbooks published one after another, no consensus has been reached. Although they didn't agree on the question of "whether or not", the two sides elaborated their arguments in detail and put forward some new opinions, thus creating new conditions for solving this problem scientifically. Firstly, this paper analyzes the different viewpoints of both sides of the argument. Secondly, it analyzes whether the law of sufficient reason is the basic law of formal logic from whether Leibniz put forward the law of sufficient reason. Finally, on this basis, a new transformation method is put forward. After this transformation, the law of sufficient reason is an important basic law of deductive logic, which can be juxtaposed with the other three logical laws, such as identity, and coordinated with the "three laws" and complement each other.

The concept of freedom in the thought of St. Augustine

The article discusses St. Augustine’s arguments for the existence of free will and its theological contexts in relation to human nature. The bishop of Hippo refers to the philosophical works of Plato and Plotinus as well as texts from the New Testament, and in justifying the existence of free will points to the direct consciousness of man. Augustine was deeply convinced that this intrinsic action is necessary for valuation and therefore for moral judgment resulting from the choice between good and evil. Without free will, man would not be himself, it is the condition of humanity and the foundation of responsibility. In his writings, the author distinguished between the freedom from autonomy and self-determination; independent acts of will that are an ontological feature of human being. He believed that the ultimate source of man’s inner freedom is God. Augustine was also aware that human freedom is imperfect, which manifests itself in ethical dilemmas related to decision-making. The human freedom is never absolute, as a result of man’s fallen nature, which God has bestowed with the grace of goodness in the form of the gift of free will. Among other things, this accounted for Augustine’s rejection of the concept of grace proposed by Pelagius, who denied its supernatural character claiming that it is given according to merit. Many scholars have attempted to interpret the issue of how grace affects the human will. Their statements seem to support the conclusion in light of which freedom of the will is not abrogated due to the action of grace.

An Analytical Evaluation of the Signification of ‘The Development of Metaphysics in Persia’ in the Advancement of Allama Muhammad Iqbal’s Theo-Philosophic Ideas

Allama Muhammad Iqbal (1877-1038) is a versatile thinker of the modern Muslim world. Although he was born in Sub-Continent but his thought crossed all the barriers of color, creed, race and land. Syed Jamal Din Afghani (1838-1898) was the 1st person who set the foundation of the renaissance of the modern Muslim world. Iqbal preceded and accelerated Syed Jamal al Din Afghani’s movement of reformation with his sagacious approach in a new way with new dimensions. He used both the mediums ‘prose’ and ‘poetry’ to present his thought. His poetic work is in Persian and Urdu languages while his prose work is in English, Urdu and Persian. He was a theologian, philosopher, mystic poet and politician. His 1st research work is his doctoral dissertation under the title ‘The Development of Metaphysics in Persia’.  This research work is the 1st outcome of his intellectual endeavors during his stay in Europe from 1905 to 1908 in England and Germany. A common viewpoint of Iqbal scholars about this research work of is that ‘it is outdated and has no value in Iqbal’s thought and literature now’. The last and final philosophical work of Allama Iqbal is under the title ‘The Reconstruction of Religious Thought in Islam’. From 1st to final philosophical work there are many others his valuable books in poetry and prose. In this article our aim is to analyze the said views about his doctoral thesis and to find out the significance of his 1st philosophical work in the development of his thought.

Полигенетическая природа поэтики К.Д. Бальмонта и культурные традиции древнего Китая

The article discusses the polygenetic nature of K.D. Balmont's poetics on the basis of underinvestigated materials related to ancient Chinese cultural traditions by using the principles of comparative studies, historical poetics, hermeneutics and the mythopoetic method. The object of the analysis is the “Chinese” cycle, consisting of five sonnets included in Balmont's collection of poems “Sonnets of the Sun, Honey and Moon. Song of the Worlds” (1917). Special attention is paid to the analysis of the mythological images, motives and plots in these poems, identifying their sources and revealing the poet's creative intention. It is taken into account that S.M. Georgievsky's book “Mythical beliefs and myths of the Chinese” (1892) had a significant influence on Balmont's perception of Chinese mythology and it is an important basis for the creation of these sonnets. It is claimed that the source of this cycle is the Chinese treatise “Huainan Tzu” (Philosophers from Huainan, no later than 139 BC), which is essentially a Taoist philosophical work. It is noted that Balmont's reference to “Huainan Tzu” testifies to his continuing attention to Taoism, which turned out to be one of the main sources of the poet's spiritual exploration. The theme of the Eternal Femininity in this cycle is considered as a point of contact between the Silver Age culture and ancient Chinese culture, primarily Solovyov's doctrine of Sophia and Lao Tzu's philosophy. It is concluded that, firstly, Balmont's sonnets can be perceived not only as an attempt to stylize ancient Chinese myths, as researchers often assume, but also as a phenomenon indicating the transformation of the semantics of the myth created by the poet and its deepening on the basis of mythological traditions of ancient China. Secondly, the use of common motifs in Eastern and European mythology and the combination of Chinese mythology with the European poetic form reflects the polygenetic nature of Balmont's poetics and the contamination of traditions.

Benefit of Biodiversity – Polemic View of Environmental, Social and Ethical Aspects of Czech Philosophers and Environmentalists

This text will deal with the issue of the benefit of biodiversity in the polemic context of the works of Czech and Central European philosophers and environmentalists with the essential ideas of selected world thinkers and with environmental practice in Central Europe. To validate this thesis, the authors of this work chose an essay dealing with professional monographs and professional articles on this topic, focusing on the continuity of ideas of the authors of the Central European region. For the comparison, forestry was used as an exemplary major field. Based on the article, the premise can be accepted that the benefit of biodiversity appears as a basic assumption, thesis, or paradigm. We need a new definition of life that is not limited to carbon-based organisms. Humankind does not live in harmony with nature but uses its culture to deplete natural resources in the false belief that man is no longer a part of nature. Environmentalists and philosophers agree on the need for a turnaround to save the environment, maintaining, biodiversity, and life on Earth. But the predatory paradigm of culture may appear to be a temporary condition and perhaps even necessary to cope with that turn. The effort to preserve biodiversity is related to the effort to preserve the life of the human species. Popularization, or environmental education, leading to biodiversity preservation and development and sustainability of life on Earth should coincide from above and below. Therefore, it could be stated that biodiversity (not only the macroscopic one) is beneficial to sustain life as we know it now.

God from the machine 2.0: biblical narrative as a metalanguage for discussing machine ethics

The article is devoted to theoretical models in which the biblical narrative becomes a means of conceptualizing the actions of technological objects. Based on the works of Russian and foreign philosophers, it is shown what the specifics of the discursive formulation of the problems of machine ethics, understood as a subject, are. The focus is not on the formulation of the problem of artificial intelligence ethics per se or the possibility of solving it, but on the very method of discursive formulation, or the way of talking about it, by incorporating biblical plots, motifs, and images as mechanisms for understanding this problem. The subject of the study is the heuristic potential of the biblical metanarrative in the structure of statements about artificial intelligence. It is demonstrated that the heuristic potential of the biblical metanarrative in the study of AI problems is related to the production of distinctions. It is revealed which new systems of basic distinctions can be constructed using this method of discursive design. It is shown what changes are observed in the discourse about algorithmic technologies. Possible reasons for the activation of biblical discourse in addressing the problems of artificial intelligence are identified.

Creolization as Decolonial Theory

Abstract What does Édouard Glissant have to contribute to theorizing decolonization and a philosophy of difference? And how is this contribution tied to rethinking place (from Caribbean to Caribbeanness) and world (comprised of creolized culture and identity)? This essay takes up Glissant’s work in the context of questions of history and memory, with particular focus on how historical experience grounds philosophical work on place and world through articulations of identity, language, cultural production, and thinking after catastrophe. Drawing from a contrast with Martin Heidegger and Walter Benjamin, this essay shows how Glissant’s critical concept “creolization” works as an expression of what I call “the afropostmodern,” and also as an important contribution to decolonial theories of world, culture, memory, language, and subjectivity after the Middle Passage.

Theoretical Basis of Training of Pedagogues and Psychologists for the Development of Cognitive Activity of Teenagers

The main problem: the current directions of its development are determined in the article by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodical works on the training of specialists for the development of the cognitive activity of teenagers. Currently, it is shown that the training of specialists in the development of cognitive activity of teenagers is a pedagogical and psychological problem. Purpose: to clarify the theory and propose a technology for the training of pedagogical and psychological specialists for the development of the cognitive activity of adolescents. Methods: When conducting the research, it was important to take into account statistical data that were sufficiently understandable and reliable. Therefore, in the framework of our research, we used the methodology of B. E. Milman, survey, method of expert evaluation, conversation, questionnaire, interview, series of tests, which include observation and open questions. The results and their significance: according to the results, the methodological predominance of the average level of social intelligence allowed students to see the following signs: the social significance of professional behavior, actions, relationships, full mastery of theoretical knowledge. During the course, we believe that the existence of a reflexive culture, which is evidenced by the improvement of communication in everyday life, in turn, is very valuable. Development of thinking, training and education of future teachers-psychologists, preparation for creative activity depend on methodological competence, qualifications and training of the teacher in the organization of research activities. Self-learning needs and skills do not arise by themselves. Such qualities begin to be formed in the process of organizing educational activities during the joint work of teachers and students in and out of class, even during school. In accordance with the tasks of the professional training of the future pedagogue-psychologist, active methods of training - problem-based lectures, seminars, debates and discussions, professional-oriented special courses, course and diploma works, scientific studies of school pedagogy and didactics, educational events such as scientifically organized forms of continuous pedagogical practice. As a result of mastering pedagogical activity, professional motivation of future pedagogical-psychological specialists is formed, understanding of goals and tasks, subject, psychological-pedagogical and didactic-methodical knowledge is developed, as well as relevant skills and abilities necessary for the development of cognitive activity of teenagers.

Development of Cognitive Abilities of high School Students by means of Psychological Training

The main problem: the article examines the development of cognitive abilities of high school students by conducting a theoretical analysis of philosophical, pedagogical, psychological, scientific and methodological works and current directions of its development. Improving the educational process in secondary educational institutions and developing the cognitive abilities of high school students is an urgent problem. Therefore, the task arises of developing the thinking and activity of high school students while studying in secondary educational institutions, teaching them to use their knowledge and skills in new life situations. The implementation of these tasks makes it urgent to search for ways and forms of organizing the educational process, which will contribute to the formation of the skills to plan and organize the cognitive activity of high school students. Purpose: to substantiate the general logical coordinates and methods of reformatting various humanitarian paradigms used in action. Methods: ontological principle of logic with genetic content, method of transforming specific images of objects based on their abstract meaning, method of transition from abstract to concrete language, language of thinking of schematic images of thought and language of methodological theory. activities. Currently, such an update represents a transition to the methods and tools of active learning technology as a means of continuous development of science and school practice, the use of which in most cases helps to increase the interest and activity of adolescents. The results and their significance: logically substantiated universal abstract-concrete coordinates of the universal movement are presented. In relation to life and the world of activity, they can be defined by the coordinates: “standard of living - activity efficiency”, or “action efficiency - time”, or “result - costs”, or “quality - quantity” etc. Clarity of thinking is ensured by the logic of movement vectors descending from the real to the abstract, ascending from the abstract to the real, as well as their combination. The constant need for cognitive activity creates in students a feeling of cognitive satisfaction, seeing the result of curiosity, its planning and organization. This result teaches the teenager to actively seek new cognitive activities and gain experience in mastering the subject.

How Truth Commissions Can Effect Transformative Change in a Polarized Age

ABSTRACT Truth and reconciliation commissioners face the challenge of establishing legitimacy with survivors, victims and broader society, determining a way forward that will have longterm transformative impacts and completing their mandates. In this article, the author suggests ways for truth and reconciliation commissioners to ethically design activities around survivors voicing their experiences, creating space for management of fear, ethical learning, remembering and resurgence of epistemic resources. To do so, she engages with the work of several relational philosophers to propose areas of attention for newly appointed commissioners as they begin their work. How we understand memory, epistemic injustice, ethical fearing and calling in instead of calling out all lead the author to suggest that care around the design of processes around testimony, listening, sharing and responding will have the potential for transformation through the Truth and Reconciliation Commission’s activities.

Чернышевский и Наполеон III

Introduction. The image of Napoleon III in philosophical thinking of Chernyshevsky is important for the characterization of ideological struggle in the nineteenth century. Theoretical analysis. From his student years, Chernyshevsky followed the political career of Louis Bonaparte, noted his successes and personal traits. During the Second Empire in France, Chernyshevsky criticized Bonapartism, put forward an explanation of the reasons for its temporary triumph. He mentioned the worship of the peasantry before the glory combined with a famous name, the fear of anarchy and the erroneous calculations of the warring camps. The article shows how Chernyshevsky’s analysis of Bonapartism is related to the theoretical principles proclaimed in his main philosophical works. Just as Chernyshevsky himself, Napoleon III tried to rely on the theory of progress, but at the same time he assigned an important role to the government in the process of moving of society towards a better future. His ideal is an empire symbolizing order and power. Conclusion. In fact, Chernyshevsky and Napoleon III defended two diametrically opposed concepts of progress. They disagreed, first of all, on the question of how the true interests of the nation should be understood. In the question of the vitality of the empire, Chernyshevsky obviously turned out to be right.

ON THE ISSUE OF SOME THEORETICAL ASPECTS OF WORLD AND KAZAKHSTAN FILM MUSIC: GENRE AND FUNCTIONAL FEATURES

The world experience of composing music for films spans over a century, encompassing the creation of scores for films of various genres. Over the course of its existence, film music has solidified its position as an integral part of this form of art. Similar to any specific genre, film music has developed its own set of laws: the power of impact, stylistics, form development, musical language, dramaturgy, instrumentation, principles of functioning, methods of integration with other components of the film, etc.The comprehensive focus on the research subject necessitates the application of a systematic approach, employing multi-disciplinary methods. Historical-art, culturological and analytical methods, which are fundamental in the article, allow to achieve the intended aim. Due to an interdisciplinary approach, the theoretical foundation of the article is based on the works of philosophers, culturologists, art historians, film experts and musicologists, aiming for the most comprehensive exploration of the issue.Film music, serving as a colossal in volume and still insufficiently explored artistic domain, holds particular interest for musicology. It is characterized by a significant array of questions, encompassing both scientific-theoretical and practical issues. The scope of this article includes issues of theoretical principles of film music, including genre and artistic-stylistic features, methods of interaction with visual elements, questions of authorship, instrumentation, the relationship between sound and visual components, problems of form, functioning, etc. Having considered the theoretical aspects of the research subject, it becomes evident that music and sound have become one of the most crucial components of synthetic screen art. The musical structure of a cinematic work presents its multifaceted characteristics, contributing to the fullest realization of the creators’ intentions. The work defines the main terminological categories of the «film music» phenomenon, analyzes the existing systems of foreign researchers regarding the classification of functions, gives a genre description of music in the main types of films and also presents a generalized and expanded classification of the functions according to the criterion of dramatic role.