This article is a reexamination of the author’s understanding of pedagogy, aimed at developing an increased awareness of the provinciality, limits and blind spots of the pedagogy and knowledge systems of colonial modernity. It engages with particular Indigenous epistemological theorisations of non-human agency, with Haraway’s notion of multispecies entanglement, and with the Australian Great Barrier Reef in an inquiry aimed at noticing absences and hauntings of pedagogies of modernity, including the absence of ways of knowing and being without separability and (...) determinacy and the damage that has come of this. This opens space for contemplating separability and determinacy as ontological difficulties contributing to socio-ecological crises of our time. The article is intended as a move by the author toward developing greater capacity to stay with the trouble of educating and living on a damaged planet that is fast becoming uninhabitable. (shrink)

There are reasons to believe that decision‐making capacity (mental competence) of women in labor may be compromised in relation to giving informed consent to epidural analgesia. Not only severe labor pain, but also stress, anxiety, and premedication of analgesics such as opioids, may influence women’s decisional capacity. Decision‐making capacity is a complex construct involving cognitive and emotional components which cannot be reduced to ‘understanding’ alone. A systematic literature search identified a total of 20 empirical studies focused on women’s decision‐making about (...) epidural analgesia for labor pain. Our review of these studies suggests that empirical evidence to date is insufficient to determine whether women undergoing labor are capable of consenting to epidural analgesia. Given such uncertainties, sufficient information about pain management should be provided as part of prenatal education and the consent process must be carefully conducted to enhance women’s autonomy. To fill in the significant gap in clinical knowledge about laboring women’s decision‐making capacity, well‐designed prospective and retrospective studies may be required. (shrink)

On philosophy; transcript of the 1978-1979 Śāradā-vyākhyāna-mālā lecture, under the auspices of Sri Lal Bahadur Shastri Rashtriya Vidyapeeth, New Delhi.

Concept of Avidyā in the Vedānta philosophy of Śaṅkarācārya; a study.

Concept of Bhakti in Hindu religion and philosophy.

Razdel 1. F. Nit︠s︡she i russkai︠a︡ myslʹ Serebri︠a︡nogo veka -- Razdel 2. Religii︠a︡ Serebri︠a︡nogo veka -- Razdel 3. Russkai︠a︡ germenevtika -- Razdel 4. Filosofii︠a︡ imeni v Rossii.

Study of Vedāntasiddhāntamuktāvalī, treatise on Hindu Advaita (non-dualistic) Vedanta philosophy, by Prakāśānanda, 16th cent.

Hagiography of Sankaracarya, the exponent of Advaita philosophy.

Festschrift in honor of S.A. Shaida; contributed research papers.

Analytical study of Buddhist psychology.

Purpose. The paper is aimed at analyzing in a comparative way the philosophical conceptions of the human, proposed by Ludwig Wittgenstein and Martin Heidegger as the main representatives of the analytic and continental tradition of philosophizing in the XXth century. The theoretical basis of the study is determined by Wittgenstein’s legacy in the field of logical and linguistic analysis, as well as Heidegger’s existential, hermeneutical, and phenomenological ideas. Originality. Based on the analysis of the philosophical works of Wittgenstein and Heidegger, (...) the initial principles of their anthropological concepts in the unity of transcendental preconditions, essential foundations, and correlations to the world in the technosphere are reconstructed. It is demonstrated that, despite the difference in the explanation of the peculiarities in the interpretation of the realm of the transcendental and basic characteristic of the inner world of human, both philosophers emphasized the understanding of the human being through the prism of language and the need for anthropologization of science and technology. Conclusions. Wittgenstein and Heidegger developed their own original considerations on the nature of human being, which fully conform to the basic theoretico-methodological principles of their philosophical conceptions. The former focused on how language reflects a human’s world and serves as a means of expressing their knowledge and aspirations. The latter, on the contrary, interpreted the world as a reflection of language that expresses itself through human. As a supporter of analytic methodology and, accordingly, of accuracy in formulations, Wittgenstein came to the concept of the unspeakable in the process of reflection on the being of human over the language. But in Heidegger’s existential discourse, which is full of metaphors and neologisms, being of human is limited by the concept of Nothing. As a consequence, it is noted that the ontological status of values is transcendental to the world according to Wittgenstein, but it is immanent to the world, according to Heidegger. It is argued that the Austrian thinker developed a linguo-psychological approach to the study of human through the prism of the mental, but the German philosopher comprehended the human on the basis of the concept of self in the ontological sphere. It has been demonstrated that both thinkers have pointed to the challenges faced by humans in the development of science and technology while emphasizing the importance of substantiating their anthropological foundations. (shrink)

t. 1. Obshchai︠a︡ teorii︠a︡ prava. Ugolovnoe pravo -- t. 2. Kriminologii︠a︡, sot︠s︡iologii︠a︡, konfliktologii︠a︡ -- t. 3. Politologii︠a︡, ideologii︠a︡, ėtika.

Ethics of the police workers, lawyers and judges.

T. 1. Ot antichnoĭ fiziki do Mendeleeva.