In Ukraine, historically, there have been various religions, both national religions of peoples and world. In the Ukrainian territory, such a striking phenomenon of the Jewish religious tradition as Hasidism is emerging. This stage of Hasidism is conventionally called the second to separate it from German Hasidism of the Middle Ages. Ukrainian-Polish Hasidism gave birth to its numerous directions. Among them there is good Hasidism, as well as Uman, Chernobyl, Karlin-Stolin directions. Chabad, in its modern form with the adoration of (...) the lover's rebbe, originated in the teachings of Schneur Zalman, who brought Hasidism as close as possible to the traditional tenets of Judaism and insisted on an intellectual service to God, restraining excessive religious emotionality. The Ukrainian roots of Hasidism in general and Chabad in particular, as well as the Ukrainian origin of the Seventh Lubavitch Rebbe, contribute to the return of this movement to the territory of Ukraine after the atheistic period of the Soviet Union. (shrink)

We define proof nets for cyclic multiplicative linear logic as edge bi-coloured graphs. Our characterization is purely graph theoretical and works without further complication for proof nets with cuts, which are usually harder to handle in the non-commutative case. This also provides a new characterization of the proof nets for the Lambek calculus (with the empty sequence) which simply are a restriction on the formulas to be considered (which are asked to be intuitionistic).

This work is devoted to the relations between Lambek’s Syntactic Calculus and noncommutative variants of Girard’s Linear Logic; in particular the paper will consider: the geometrical representation of the laws of LC by means of proof-nets; the discovery - due to such a geometrical representation - of some laws of LC not yet considered; the discussion of possible linguistic uses of these new laws.

Autor prostredníctvom skúmania literárnych diel Charlesa Dickensa, Williama Makepeaca Thackeryho, George Eliotovej a Thomasa Hardyho vytvára mozaiku viktoriánskej morálky Anglicka 19. storočia. Dospel k záveru, že uvedená doba vôbec nebola taká puritánska, ako si ju zvykneme predstavovať a morálne problémy, ktoré ľudstvo rieši v priebehu svojho vývoja sú vo svojej podstate univerzálne, hoci nie totožné. Líšia sa vo svojich individuálnych podobách, v akých sa s nimi stretávame v jednotlivých obdobiach dejín ľudstva.

1. The characterization of Hegel's teaching as dialectical is usually associated with a critique of the logic that preceded his and that was dominant in his time: that of the Wolffians and, in particular, of Kant and the Kantians. All in all, to characterize Hegel's teaching in this way is entirely in accord with the facts. However, when stated in so general a form, it leaves much unclarified and undoubtedly demands further concreteness. The article we offer here for the reader's (...) consideration is an attempt at a concretization of this order. Central to this matter is the question of formal thinking: did Hegel accept the rights of formal thinking, and, if so, to what degree? (shrink)

Chastʹ I. Ėsteticheskie uchenii︠a︡ filosofov antichnogo mira -- Chastʹ II. Iskusstvo v suzhdenni︠a︡kh pisateleĭ antichnogo mira.

The Stoics, who advocated the extirpation of the passions, the sufficiency of virtue for happiness, and the equality of sins, embodied their radical doctrines in the figure of the sage, provoking both ancient and modern critics of Stoicism to dismiss this exemplar as an impracticable and unappealing ideal. This paper attempts to add depth and richness to an understanding of the sage by highlighting the sage's more human qualities and by examining how the Stoics’ idealized paradigm derives from, or maps (...) onto, the figure of Socrates, with special attention paid to the iconic philosopher's characteristic irony and erotic playfulness. (shrink)

Over the last twenty years, literary theory has become peculiarly fascinated with what language cannot do, and with the impossibility of language meaning what the individual intends it to mean. In Interprive Acts, rather than ask whether communication is possible, Professor Harris explores the issues that arise from the question: how does communication occur?

Mont Publishing House and Valery Vino deliver the first volume of an eclectic collection in aesthetic education. Aesthetic Literacy is an experiment in philosophy of culture, and this volume features cross-genre contributions by: Theodore Gracyk (Minnesota), Babette Babich (Fordham), David Konstan (NYU), Katya Mandoki (UNAM), Arnold Berleant (Long Island), Jale Erzen (Middle East Tech), Curtis Carter (Marquette), Clive Cazeaux (Cardiff), Fabrizio Desideri (Florence), Ken-ichi Sasaki (Tokyo), and many others... -/- .

The author presents a version of the ontological scheme of Newton’s mechanistic worldview based on both the study of previous versions of its understanding and the text of the “Mathematical Principles of Natural Philosophy”. Newton developed a model of new universality or a homogeneous and isotropic world in which uniform laws operate. This model is based on several ontological postulates Newton introduced, which can be isolated from several provisions of his classic work. The new mechanistic worldview is based on the (...) imputation of the world of universal simplicity. The quantitative “unit” of a simple, homogeneous, physical-geometric universe is an ambivalent corpuscle-point. The main constants of the “mechanistic universe” are the diversity of the numbers of masses, motions, and forces connected by clear reciprocal relationships. Newton also introduced theoretical space and time as a privileged, absolute reference system. Finally, in the Newtonian version of the mechanistic worldview, there are compelled metaphysical ingredients or inexplicable and transcendental qualities. They are gravity, ether, and God. Thus, the ontological scheme of Newton’s mechanistic worldview is a construction based on the sequential mental experiment of presenting the universe exclusively from the side of its “objectivity” and “sensory certification”. (shrink)

It is a strange fact that people's opinions of psychoanalysis are only rarely tentative or unemphatic. It seems that one must either love it or hate it. Professor Cioffi, in a recent paper, has shown that he is no lover of psychoanalysis, and he makes what appears to be a devastating attack on Freud's theories and methods and on the credibility of the whole psychoanalytic discipline. Without wanting to ally myself wholeheartedly with the opposite camp, I want to show that (...) many of the main contentions of his paper are wrong. I shall argue that the objections he makes which, if valid, would be the most serious for Freudian theory, are unfounded. (shrink)

The revolution in science and technology exercises an enormous influence on the processes of socialization of the human being under the conditions of an advanced socialist society, thereby becoming one of its significant objective factors. Significant changes in the conditions of the functioning both of the individual and of socialist society as a whole are occurring under the influence of the revolution in science and technology.

Although philosophising about given languages had been going on ever since the time of Plato's Kratylos , the idea of an artificial philosophical language or system of signs began to take shape in the seventeenth century. Both Descartes and Mersenne explored the ground for the foundations of a system of expressions which could meet all the requirements of logical thought; but the merit of presenting the first elaborate plans goes to the British authors George Dalgarno and John Wilkins. 1 Leibniz (...) followed soon after with his characteristica universalis. (shrink)

It has been widely held that presentism cannot easily accommodate Einstein’s Special Theory of Relativity account of the relativity of simultaneity because presentism privileges successively unique times ontologically. Recently Brogaard and Marlow argued that presentism does not deserve the attribution of this defect because it may well be that Einstein’s account of the relativity of simultaneity is defective, leaving it open to establishing a view of absolutist simultaneity friendlier to presentism. Specifically Brogaard and Marlow present an argument against one of (...) Einstein’s most famous accounts of the relativity of simultaneity, and moreover raise doubts about whether Einstein availed himself of absolutist frames in some of his explanations of relativity. I will dismiss both of these charges, and thus argue that the complaint against presentism from SR stands. (shrink)

Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be illustrated in the (...) context of mathematical problem solving and used to explain the development of conceptual structure in mathematical problem solving. We focus on how acts of mental re‑presentation play a vital role in the gradual internalization and interiorization of solution activity. Method: A conceptual analysis of the actions of a college student solving a set of algebra problems was conducted. We focus on the student’s problem solving actions, particularly her emerging and developing reflections about her solution activity. The interview was videotaped and written transcripts of the solver’s verbal responses were prepared. Results: The analysis of the solver’s solution activity focused on identifying and describing her cognitive actions in resolving genuinely problematic situations that she faced while solving the tasks. The results of the analysis included a description of the increasingly abstract levels of conceptual knowledge demonstrated by the solver. Implications: The results suggest a framework for an explanation of problem solving that is activity-based, and consistent with von Glasersfeld’s radical constructivist view of knowledge. The impact of von Glasersfeld’s ideas in mathematics education is discussed. (shrink)