This study offers a critical analysis of Husserl's theory of meaning. The author commences by delineating the position and function of Husserl's meaning theory in the sum total of his phenomenological philosophy. He goes on to demonstrate that this theory was conceived as an integral component of Husserl's theory of knowledge. (edited).

Along with other definitions, the XX century is also called a century of domination of ideologies, which almost always considered a person as a means to establish one or another type of domination: either national, or class, or bureaucratic. Any but mandatory one that would resist human freedom, and therefore - justice. Ideology exits a person to think freely and make informed decisions. She wants to accustom her to adapt humbly to the existing political and economic conditions, to form a (...) superficial perception of the propagandized reality of the best and the unchangeable. The ideology of totalitarianism seeks to turn a person into a "social dream," self-sacrificed, and a satisfied citizen of every kind, indifferent to spiritual demands. (shrink)

Tоday there is a strong tendency to incorporate the bioethical principle of social justice in healthcare in cross-cultural communication. Considering cultural differences makes it possible to ensure that the human right to medical care and wellbeing is fully respected. Several types of most vulnerable populations were identified – immigrants and social minorities. When seeking medical care they face a number of problems such as culture and language barriers, lower socio-economic status, lack of literacy, which impede effective communication and care provision. (...) The most promising ways of coping with the problem are developing cultural competence and practicing a patient-centered approach. New curricula aiming at raising cultural awareness have been elaborated for practical use in medical schools. (shrink)

Издание представляет результаты исследования малоизученной темы социально-экономических доктрин консерватизма. Оно отражает их развитие от времени выражения их в виде утопий, погруженных в более общие социально-философские и политические учения.

В книге большое внимание занимает рассмотрение сущностных черт самого сложностного мышления и тех возможностей, которые оно открывает при анализе процессов глобализации, проблем биоэтики, экономики, инженерной науки. Для специалистов.

Thomas Schelling, who wrote the foreword for this book, won the Nobel Prize in economics for "having enhanced our understanding of conflict and cooperation through game-theory analysis." This came after he had taught a course in game theory and rational choice to advanced students and government officials for 45 years. In this book, Robert Dodge provides in language for a broad audience, the concepts that Schelling taught. Armed with Schelling's understanding of game theory methods and his approaches to problems, the (...) general reader can improve daily decision making. Mathematics often make game theory challenging but was not a major part of Schelling's course and is even less of a factor in this book. Along with a summary of the material Schelling presented, included are problems from the course and similar less challenging questions. While considerable analysis is done with the basic game theory tool--the two-by-two matrix--much of the book is descriptive and rational decision-making is explained with stories. Chapter supplements are added to illuminate points presented by Schelling, including writings by Paul Krugman, Thomas Friedman, Steven Levitt, and others. (shrink)

On the philosophy of Śaṅkarācārya; papers presented at National Seminar on Ādi Śaṅkarācārya, organized by Sahitya Akademi in collaboration with the Department of Sanskrit, Pondicherry University in 1989.

The author examines the single topic approach to the construction of introductory philosophy courses. The author considers the single topic approach to be an alternative to more historically- and topically-based approaches. The traditional approach to philosophy is often broad and difficult for students to engage with in classroom discussion. A narrow and detailed treatment of a standard area or topic facilitates classroom discussion and allows students to transfer insights and skills in areas of their own disciplines. The author outlines a (...) methodology that treats philosophical texts in an interdisciplinary context, which emphasizes to students that philosophy is not a detached field of study. (shrink)

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)

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.