Study on the contributions of Śaṅkarācārya to Hindu philosophy.

Aktualnejshaya problema segodnyashnego dnya - vyhod iz sistemy globalnyh krizisov, s kotorymi stolknulos naselenie Zemli, i perehod k "obschestvu razumnogo potrebleniya," obschestvu znaniya. Ogromnuyu rol v etom protsesse igraet obrazovanie - sotsialnyj institut, odnoj iz zadach kotorogo yavlyaetsya sohranenie i translyatsiya znaniya v sotsialnyh sistemah. A chto takoe informatsiya? Iznachalno ee teoriya voznikla dlya nuzhd tehniki. Iz-za etogo mnogie ee aspekty ostalis ne razvitymi, potomu chto oni prosto ne byli vazhnymi dlya tehnicheskih sistem. Primenenie teorii informatsii k biologicheskim sistemam uzhe (...) zastavilo zanyatsya voprosom vozniknoveniya novoj informatsii. A rabota s sotsialnymi sistemami vydvinula takie ponyatiya, kak tsennost, effektivnost, slozhnost informatsii i t. d. Bolee polnyj podhod k teorii informatsii, v svoyu ochered, pozvolyaet najti resheniya ryada problem v teorii sotsialnyh sistem, v chastnosti v obrazovanii, i pokazat puti optimizatsii etih protsessov. (shrink)

Time and narratice technique compared. Two novelists, Heliodorus, 3rd century author of the novel Aethiopica and Sigrid Combüchen, contemporary Swedish novelist using a dystopian Europe around 2050 as a scenic setting. In both stories girls and women are captured and killed by soldiers. Both narrators are external to the story being told, presented in the past tense. But Combüchen´s narrator adopts it as a confession, and a turning point in his career as a commanding general, characterized by"double-bind".

Unlike his other fictional works Blanchot’s 1953 narrative Celui qui ne m’accompagnait pas has received comparatively little attention. The reasons for this would seem to lie in the intense abstraction of his writing in this work, which is forbidding even by his own standards, but as I will show, this intensity can be understood as comprising a singular topography of the experience of writing. Blanchot’s narrative thereby becomes a very precise and concrete form of aesthetics, which can be usefully compared (...) to the understandings of melancholy developed by Benjamin and Adorno, but transposed into a more stringent modernist context. (shrink)

Despite his enormous bibliography of written works, Ricoeur has never devoted an entire tome to either moral philosophy or ethics per se. Three chapters of one work, Oneself as Another, do, however, encompass what he calls summarily his “little ethics.” To understand Ricoeur’s ethical project, it is important to see its genesis in his earlier anthropological studies and to follow its evolving nature into a hermeneutical poetics. Ricoeur’s ethical orientation is teleological. He makes a strong distinction between ethics and morality, (...) with ethics being comprised of three inseparable components: the “good life,” the other, and justice. The essential hermeneutical nature of his ethics becomes fully apparent in his discussion of practical wisdom. (shrink)

Study on the view of Aurobindo Ghose on philosophy of education.

The article interprets Franz Caucig’s Socrates with a Disciple and Diotima?, one of several paintings commissioned for Palais Auersperg in Vienna, now housed at the Slovenian National Gallery. Socrates and a young man are in a pastoral setting beneath a plane tree near a river. They are addressed by a woman, and a chariot with maidens can be seen in the background. The scene is from Plato’s Phaedrus, since Socrates never leaves Athens, except for military service and in this scene (...) from the Phaedrus. The woman addressing Socrates and Phaedrus in the painting cannot be Diotima because her chariot has two white horses, indicating a goddess. The most likely goddess would be the goddess in the poem of Parmenides of Elea, the source of the soul-chariot analogy in the Phaedrus. The setting of Caucig’s Socrates painting bears a remarkable similarity to his Amnytus painting, which features political references to Napoleon’s subjection of Gorizia, Caucig’s homeland. Caucig’s Phaedrus remarks upon Napoleon’s conquests, Hegel’s lectures on Parmenides, and David’s idealized painting of Napoleon crossing the Alps. (shrink)