In this book is the first meeting of Andreĭ Astvat︠s︡aturov the prose writer with Andreĭ Astvat︠s︡aturov the philologist. In this book of essays "Chaos and Symmetry", Astvat︠s︡aturov, as befits a philologist, is a sophisticated researcher and connoisseur of literature: classical Anglo-American and modern Russian. He will explain why in Oscar Wilde's The Canterville ghost" the ghost is an artist, how William Golding's "Lord of the Flies" echoes ancient tragedy, and why Henry Miller peered into the void. He writes about the (...) features of the modern literary process as well as prose by Mikhail Elizarov, Roman Senchin, German Sadulaev, and other famous authors. Personal experience is mixed with literary observations. Biographical details are a continuation (or, conversely, the source) of the writers' work, and all together it forms an elegant mosaic, not devoid of some practical usefulness: it is helpful to look at the tips and tricks of others. (shrink)

Издание адресовано специалистам в сфере философии и эстетики.

Rescued in 1972 from a storeroom in which rats and seeping water had severely damaged the fifty-year-old manuscript, this text is the earliest major work (1919-1921) of the great Russian philosopher M. M. Bakhtin. Toward a Philosophy of the Act contains the first occurrences of themes that occupied Bakhtin throughout his long career. The topics of authoring, responsibility, self and other, the moral significance of "outsideness," participatory thinking, the implications for the individual subject of having "no-alibi in existence," the difference (...) between the world as experienced in actions and the world as represented in discourse--all are broached here in the heat of discovery. This is the "heart of the heart" of Bakhtin, the center of the dialogue between being and language, the world and mind, "the given" and "the created" that forms the core of Bakhtin's distinctive dialogism. A special feature of this work is Bakhtin's struggle with the philosophy of Immanuel Kant. Put very simply, this text is an attempt to go beyond Kant's formulation of the ethical imperative. Toward a Philosophy of the Act will be important for scholars across the humanities as they grapple with the increasingly vexed relationship between aesthetics and ethics. (shrink)

Is the science of moral cognition usefully modelled on aspects of Universal Grammar? Are human beings born with an innate 'moral grammar' that causes them to analyse human action in terms of its moral structure, with just as little awareness as they analyse human speech in terms of its grammatical structure? Questions like these have been at the forefront of moral psychology ever since John Mikhail revived them in his influential work on the linguistic analogy and its implications for (...) jurisprudence and moral theory. In this seminal book, Mikhail offers a careful and sustained analysis of the moral grammar hypothesis, showing how some of John Rawls' original ideas about the linguistic analogy, together with famous thought experiments like the trolley problem, can be used to improve our understanding of moral and legal judgement. (shrink)

This book is not only a major twentieth-century contribution to Dostoevsky’s studies, but also one of the most important theories of the novel produced in our century. As a modern reinterpretation of poetics, it bears comparison with Aristotle.“Bakhtin’s statement on the dialogical nature of artistic creation, and his differentiation of this from a history of monological commentary, is profoundly original and illuminating. This is a classic work on Dostoevsky and a statement of importance to critical theory.” Edward Wasiolek“Concentrating on the (...) particular features of ‘Dostoevskian discourse,’ how Dostoevsky structures a hero and a plot, and what it means to write dialogically, Bakhtin concludes with a major theoretical statement on dialogue as a category of language. One of the most important theories of the novel in this century.” The Bloomsbury Review. (shrink)

We prove that the positive fragment of first-order intuitionistic logic in the language with two individual variables and a single monadic predicate letter, without functional symbols, constants, and equality, is undecidable. This holds true regardless of whether we consider semantics with expanding or constant domains. We then generalise this result to intervals \ and \, where QKC is the logic of the weak law of the excluded middle and QBL and QFL are first-order counterparts of Visser’s basic and formal logics, (...) respectively. We also show that, for most “natural” first-order modal logics, the two-variable fragment with a single monadic predicate letter, without functional symbols, constants, and equality, is undecidable, regardless of whether we consider semantics with expanding or constant domains. These include all sublogics of QKTB, QGL, and QGrz—among them, QK, QT, QKB, QD, QK4, and QS4. (shrink)

Inspired by the views by the American educationalist Henry Giroux on the role teachers and educationalists should be playing in the time of postmodernism and by Abraham Maslow's concept of biological idioscyncrasy, the author discusses how the concepts of the dialogues created by the representatives of Norwegian Dialogue Pedagogy, Hans Skjervheim, Jon Hellesnes, and Lars Løvlie, can be applied in the area of higher education. The aim of pedagogy in the time of postmodernism is to provide learners with knowledge and (...) skills that will allow them to earn a living, maintain democracy and fight social, racial or gender injustice. This can be achieved only if educationalists provide for educating thinking and emancipated individuals and accordingly consider the issues of identities, ethics, differences, language, transformative intellectuals, and biological idiosyncrasy. The main pedagogical function of the dialogue concepts is to encourage Bildung by enlightening learners to seen and unseen power and authority relations. The dialogue can have a form of a discussion in class, at meetings, in talk between a teacher and a learner, and parents and a child, where everyone should be allowed to speak his or her mind. The dialogue in instructional situations is also understood as a dialogue in a broad sense, including texts in the text-books. Depending on the type of problem that is discussed, a dialogue can take many different forms, all of which can and should be used in supervising graduate and post-graduate students, as the use of the concepts will promote emancipation and self-determination. When it comes to the issues of ethics, transformative intellectuals and biological idiosyncrasy, the use of the concepts should be an approach of choice. However, the author argues that the dialogue concepts do not meet the requirement for the language that Giroux suggests that pedagogy in the time of postmodernism should use, and are based on assumptions that partly conflict with the postmodern understanding of the truth. The author proposes that a new type of a dialogue, the dialogue that allows existence of several narratives at the same time, should be developed. (shrink)

The essays assembled here are all very early and differ in a number of ways from Bakhtin's previously published work.

Scientists from various disciplines have begun to focus attention on the psychology and biology of human morality. One research program that has recently gained attention is universal moral grammar (UMG). UMG seeks to describe the nature and origin of moral knowledge by using concepts and models similar to those used in Chomsky's program in linguistics. This approach is thought to provide a fruitful perspective from which to investigate moral competence from computational, ontogenetic, behavioral, physiological and phylogenetic perspectives. In this article, (...) I outline a framework for UMG and describe some of the evidence that supports it. I also propose a novel computational analysis of moral intuitions and argue that future research on this topic should draw more directly on legal theory. (shrink)

This article provides a brief analysis of the life, work, and character of Nikolai Berdyaev. He is described as both a captive and apologist of freedom, and as an influential representative of existential personalism.

One can well understand the guarded attitude adopted toward a concept of culture that forces many structures and layers of experience beyond its boundaries, where they then become identified as lack of culture, chaos, etc. Such a restrictive, normative use of the word ‘culture’ is in principle explainable: after all, the intelligentsia does not simply speak; it speaks possessing a speech apparatus that is representative of the intelligentsia in relation to other strata of society that do not possess analogous speech (...) capabilities or in some cases even the inclination to self-expression. In some sense, culture and the discourse of culture are molded by a specific intellectual environment and serve that environment as a means to universalize its position. (shrink)

The absence of a clear influence of an animal's behavioral responses to Hebbian associative learning in the cerebral cortex requires some changes in the Hebbian learning rules. The participation of the brain monoaminergic systems in Hebbian associative learning is considered.

The absence of a clear influence of the responses modified by new connections created by LTP on the development of these connections casts doubt on an essential role of LTP in learning and memory formation without any association with reinforcement. The evidence for the involvement of the monoaminergic systems in synaptic potentiation in the cerebral cortex during learning is adduced, and their role in reinforcement system function is discussed.

Most of the time our utterances are automatically interpreted as speech acts: as assertions, conjectures and testimonies; as orders, requests and pleas; as threats, offers and promises. Surprisingly, the cognitive correlates of this essential component of human communication have received little attention. This book fills the gap by providing a model of the psychological processes involved in interpreting and understanding speech acts. The theory is framed in naturalistic terms and is supported by data on language development and on autism spectrum (...) disorders. Mikhail Kissine does not presuppose any specific background and addresses a crucial pragmatic phenomenon from an interdisciplinary perspective. This is a valuable resource for academic researchers and graduate and undergraduate students in pragmatics, semantics, cognitive linguistics, psycholinguistics and philosophy of language. (shrink)