In our opinion, the flaws in the teaching of philosophy were to a large degree related to the fact that it was regarded as a science . The resolute rejection of this position and the recognition of philosophy's status as a world view is for us the necessary condition for escaping from the existing situation. To put it more concretely, the view of philosophy that became entrenched among us has produced the following fundamental flaws in the teaching process:—An underestimation of (...) or even a dismissive attitude toward pre- Marxist and in particular non-Marxist theories . Although non-Marxist philosophy was looked at in the course of study, this was done mainly to show its shortcomings—to the greater glory of Marxist philosophy. Idealism was regarded only as a barren flower. Students were instilled with the idea that idealism was on the verge of being overcome and supplanted by materialism, and this created in them a completely untrue picture of the real course of development of philosophical knowledge. (shrink)

Classical treatises on the Advaita and Dvaita school in Hindu philosophy; a study.

This study offers a panoramic view of the creative, expository, interpretive, dialectic, polemical, didactic and devotional phases of Dvaita philosophy, and its ...

On the doctrines of Madhva, 13th century exponent of the Dvaita school in Hindu philosophy.

On Dvaita philosophy; translated from English.

The ideas and conceptions of the Frankfurt philosophical-sociological school, above all the "critical theory of society," the principles of "negative dialectics" and the "great refusal," the utopia of "pacified existence," occupy an important place in the contemporary ideological struggle between the world systems of socialism and capitalism, and comprise a significant ideological and theoretical arsenal of bourgeois ideology and revisionism. And this is not accidental. The "critical theory of society" formulated and argued for by T. Adorno, M. Horkheimer, H. Marcuse, (...) J. Habermas, and others, which proclaims a protest against any social status quo, is used for the critique both of capitalism and actually existing socialism. At the same time it is also interpreted as an imaginary alternative to Marxism, and from, moreover, both right and "left" positions. Therefore the social theory of the Frankfurt school impacts upon the most diverse currents—from bourgeois social thought to the right and "left" varieties of revisionism. The complex evolution made by the representatives of this school in the last half-century contributed to this wide dissemination of the ideas of the Frankfurt school. Theoretical arguments are found in it both by those whose ideology, being directed to the progressive forces, is developed in the direction of Marxism, and by those who fled the soil of Marxism and are hostile to it. (shrink)

This article considers recent arguments against the proposition that one and the same object cannot go out of existence and then come into existence again (so that, e.g., teleportation would involve change of identity.). It argues that these arguments can be evaded by adopting a four-dimensional ontology, according to which human beings, trees, etc., have temporal as well as spatial parts.

A short account of the genesis and present state of English linguistic philosophy. Warnock looks briefly at the metaphysicians at the turn of the century, and then goes through the work of Moore, Russell, Wittgenstein, and Ryle, to that of Austin and Strawson. The book is mainly expository, and includes chapters on logic and metaphysics as these are related to linguistic philosophy. Sometimes Warnock's style is as mannered as it is lucid, but it is lucid nevertheless; a fine introduction to (...) linguistic philosophy --B. N. F. (shrink)

Sot︠s︡ialʹnai︠a︡ filosofii︠a︡ -- Evropeĭskai︠a︡ filosofii︠a︡ (vtorai︠a︡ polovina XIX-XX v.): osnovnye shkoly, tradit︠s︡ii i tendent︠s︡ii.