The study presents the Russian historical-philosophical process in the context of the discovery of a new object, themes, personae, set of reactions and formation of a product for the intellectual community. The author's reliance on philosophical empirical material and appropriate hermeneutics in its processing allows the author to highlight those factors that influenced individual and collective reception. The author sees as a convenient case study the “discovery” by the Russian philosophical community of the early 20th century of both American philosophy (...) in general and C.S. Peirce in particular. Since the beginning of the 19th century, Russian thinkers have turned their attention to American philosophy in all the diversity of its manifestations. Russian intellectuals paid special attention to American pragmatism and everything associated with it. In Russia, in addition to translations, numerous reviews of foreign publications on this topic are appearing. Of particular interest to us in the Russian “collective reflection” of American ideas is the system of preferences for ideas, texts, events, and names. The point is that what might have been a priority for a European thinker, for a Russian one turned out to be on the “periphery” of his consciousness, as well as vice versa. While James appeared among the priority figures for Russian thinkers, Peirce was in his “shadow”. Using rich empirical material, the author shows all the stages of Peirce’s image formation in the Russian intellectual community. The research shows that “image” of Peirce, which represents not so much the thinker himself, but characterizes the intellectual community that turned to him. The results of the study may be useful both for contemporary foreign and Russian interpreters of Peirce and for historians of philosophy who are rethinking the past and forming in the present new objects of reception and reflection. (shrink)

The author proves that, despite the opinion prevalent among historians of psychology, the concept of “practical, sensuous activity” was present in Vygotsky’s work from the very beginning of his stu...

This study examined the impact of gender on perceptions of various business practices by male and female Russian managers. Female managers considered various activities such as doing personal business on company time, falsifying time/quality/quantity reports, padding an expense account more than 10 percent, calling in sick to take a day off, and pilfering organization materials and supplies more unethical than male managers. Female managers also perceived the acceptance of gifts and favors in exchange for preferential treatment more unethical than male (...) managers. (shrink)

The article devotes to the initial stage of I.S. Turgenev’s creativity path, when he intended to devote himself to philosophy. The first part of the historical and philosophical research covers the studentship stage of his life, Turgenev’s involvement to the University course of philosophy primarily in Moscow, then in St. Petersburg universities. Everything happened at Moscow University due to Professor M.G. Pavlov, Shelling’s philosophy follower, who was teaching physics in a philosophical format. He listened course of lectures on metaphysics at (...) St.-Petersburg University, given by A. A. Fisher, who was one of the first who started to teach philosophy in accordance with Uvarov’s ideological triade “Orthodoxy, Autocracy and Nationality”. The second part touches upon the period of education abroad. After he had finished the philological faculty of St.-Petersburg University in 1837, he became convinced that Russian universities could provide only preliminary education and real source of knowledge could be found only abroad; that is why he goes “to finish his education” in Berlin. There he studied ancient languages, history and Hegel’s philosophy under the guidance of Professor Werder. Turgenev also prepared different parts of Shelling’s teaching for publishing in Russian periodic, after famous philosopher had given lectures in University of Berlin. The last part of this article gives a picture of Turgenev attempts to receive masters’ degree and tries to take place at the Department of Philosophy. At the beginning of 1842, after presenting the diploma of candidate, granted by St.-Petersburg University, he asked Moscow University Council to give him a permission to receive the masters’ degree; his utter motive was to occupy the place at the Department of Philosophy, which was vacant for a long time. But he failed to do so in Moscow and moved to St.-Petersburg, where he tried to pass exams needed to get degree again. However, he failed again due to not giving the dissertation work; as the result, he didn’t receive masters’ degree and, furthermore, he dedicated himself entirely to literature. However, Turgenev saved his interest to philosophical problems, which he tried to solve in prose format. (shrink)

Although the concept of “pure knowledge” is one of the most interesting and singular concepts in the philosophical work of Vasily Seseman, it can only be presented after a comprehensive analysis of the philosopher’s numerous works devoted to ontological, epistemological and logical problems. Seseman believes that the main philosophical trends at the beginning of the twentieth century, namely neo-Kantianism, intuitionism and phenomenology, could not present this concept, although they did try. According to the philosopher, the main reason for the (...) inability of neo-Kantianism, intuitionism and phenomenology to start talking about pure knowledge is their inability to assert the essential difference between objective and non-objective knowledge. Sesemann pays special attention when substantiating his concept of “pure knowledge” to the difference between his approach and that of the founder of modern phenomenology. The philosopher points out that even Husserl, who concentrated attention on the specifics of inner experience, puts this specific, in the end, in dependence on the process of cognition and reflection, completely ignoring its ontological foundations. While pure knowledge, according to Seseman, is neither non-objective, nor objective knowledge, nor non-objective, nor objective being, it, in fact, is non-knowledge and non-being. It is precisely this understanding by the philosopher of this phenomenon that allows him to characterize pure knowledge as premiseless and limitless and, in general, as free from any ontological or epistemological determinations. However, on the other hand, Sesemann insists that the phenomenon of pure knowledge has the meaning of not just a regulatory idea, an infinitely distant ideal, but also a real constitutive meaning, as a principle that reveals and determines the human striving for knowledge as an interconnected and necessary process that ascends from the onto-gnoseological stage of non-objective knowledge to the epistemological, and then the logical stage of objective knowledge. (shrink)

This book has been ably reviewed by others. I am taking a second look at it now on the occasion of the publication of its sequel, a review of which I also provide in this volume. I have had the distinct pleasure of being a student and colleague of Vasilis Politis (VP) since the initiation of the project that led to these monographs, and the great privilege of witnessing the development of the project for more than a decade. VP’s Plato (...) is in a way the only one I have known. When I hear the terms ‘aporia’, ‘whether-or-not’, and ‘ti esti’, they ring in my ears like bells. In this double review, I hope to impress upon the reader the unique importance of this interpretation of Plato, both for the history of philosophy and philosophy more broadly, and thereby to give a sense of its melody and resonance. (shrink)

Russian Marxism was fairly late to address building its own understandings of the Russian historical process. Moreover, the Bolsheviks did not have their own historiography of “Russian history” despite the fact that, beginning in 1918, they began more and more vehemently claiming not just total ideological control but also intellectual hegemony. A confrontation between “Marxist” and “non-Marxist” understandings arose. At the same time, the real disputes within the camp of Marxist historians came down to a confrontation between the versions of (...) the historical process proposed by Georgi V. Plekhanov and Mikhail N. Pokrovskii back in the 1910s. This article broadly analyzes the disputes in the Marxist camp, from pressing political implications such as attitudes toward the state to the definition of the place of “historical facts” in theory and interpretation. We also demonstrate that it was, in fact, the understandings of Plekhanov, Leon D. Trotsky, and Pokrovskii that continue, both explicitly and implicitly, the legacy of Vasily O. Klyuchevsky’s historical schema and his understanding of the “state school,” a legacy that has remained unstudied until now. (shrink)

This is a review of: Николай Онуфриевич Лосский, под редакцией В. П. Филатова, Москва: Росспэн (Серия "Философия России первой половины ХХ века"), 2016. It describes and appraises the content of this collection of nineteen articles on the life and thought of the prominent twentieth century Russian philosopher Nikolai Lossky. The volume, edited by Vladimir Filatov, presents the reader with an analysis of Lossky's philosophical legacy, including such aspects of his thought as his intuitivism, his personalism, his relation to phenomenology, his (...) narrative of the history of Russian philosophy, and so on. Lossky is also compared to other Russian philosophers (Shpet, Frank) and his legacy in other countries (Poland, Slovakia) is examined. The authors are Piama Gaidenko, Frances Nethercott, Albert Novikov, Victor Molchanov, Vitaly Lechtzer, Tatiana Shchedrina, Irina Beshkareva, Anatoly Pushkarsky, Elena Serdyukova, Vasily Vanchugov, Irina Blauberg, Roman Granin, Varvara Popova, Evgeny Babosov, Teresa Obolevich, Zlatica Plašienková, Oleg Ermichin, Alexander Podoxenov, Alexander Opalev, and Vladimir Schultz. (shrink)

The article examines the views of the prominent Russian politician and publicist Vasily Vitalyevich Shulgin, whom the author considers to be the largest ideologist of the “chieftain” political subculture in Russian political culture. Following Shulgin, the author distinguishes two fundamentally different models of power: “monarchical” type of power and “chieftain” type of power. V.V. Shulgin was one of the first Russian thinkers who, after Alexander Pushkin and Sergei Solovyov, considered the “golden age” of the Russian society to be under (...) the rule of “leaders-heroes”. Shulgin explained many of the problems of Russian statehood revealed in the early 20th century by the degradation of the Russian ruling class and specifically the Romanov dynasty. Under these conditions, the national leader P.A. Stolypin, able to bring the country out of crisis by evolution, had appeared “next to the monarch,” but he has not been appreciated by Russian society and it has caused a national catastrophe. The First World War has accelerated the degradation of the Russian government. The “democratic forces” that came to power in Russia for a short time could not nominate a new “leader” from their ranks. Shulgin foresaw that “intermediate figures” like the White generals or the Red diarchy of Lenin and Trotsky would eventually give way to the autocratic rule of an all-Russian “Chief,” who would combine the ideology of the Whites and the will of the Reds. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Purpose. Based on the comparative analysis of the European and post-Soviet countries, the purpose of the article is to study one of the manifestations of gender discrimination, namely the problem of gender equality in the sphere of labor. It involves the consistent solution to the following tasks: a) to emphasize the basic principles of gender international and legal policy; b) to reflect the praxeological dimension of providing the equal social and economic opportunities for men and women at current level; c) (...) to emphasize the key criterion for ensuring the equality in socio-cultural sphere – equality in political life; d) to study the educational level of women and the possibility of self-realization in employment equal to men. Theoretical basis. The authors proceed from the standpoint that gender equality at the present stage has become a priority of legal policy and an important principle of the state of pro-European orientation. It is characterized in the legal plane, first of all, by the equality of the social roles of men and women, and the overcoming of the gender hierarchy of social ties, in which men are perceived as higher beings by their mental and physical abilities, and their activities are more significant and of priority in comparison with the activities of women. Originality. The authors have substantiated that in many economically developed countries the problem of providing a gender is still relevant, but most of the crisis problems in this area have found their legal regulation. The motivated position of the authors is that the level of education and professionalism of women cannot serve a reason for discrimination against women, which now exists in the economic and political sphere in the post-Soviet space. Conclusions. Gender stereotypes remain the priority in woman’s keeping family household, which creates significant inequalities of women and men at the labor market. Specialized regulatory acts in the field of gender declare the equality of men and women, while labor law defines a number of norms and guarantees that complicate the employment of women. In order to improve the situation we propose to implement a number of measures, such as, creation and financial support of the programs at the state level for supporting maternity, family and childhood; examination of all normative acts and concerning the issue of gender asymmetry, and especially the norms of labor law; introduction of state monitoring of employment and income of persons as to the complying with the principle of gender equality; introduction of quotas for women’s participation in political activities, in the work of the government and parliament, etc. (shrink)

The article gives a short account of V.A. Smirnovs scientific biography, including his work in Tomsk University in Siberia and in the Department of Logic of the Institute of Philosophy in Moscow.

The urgency of the study of the interaction of man, culture and education in the information society is gaining momentum, as the information society needs to deepen this interaction. This problem arises because people are beginning to rethink the problem of the context of the interaction of culture and education, which affect the person as a creature. The purpose of the study is to conceptualize the interaction of man, culture and education in an information society that requires conditions under which (...) effective interaction is effected that influences the deployment of essential forces in these areas. Formation of the aims of the article: studying the problems of human interaction, culture and education in the conditions of the information society; Identification of the concept of "educational and informational culture" as the coexistence of educational and information culture; an analysis of the interaction of man, culture and education as a value-mutually determined phenomena of human existence, which saturate, enrich and complement each other. An analysis of recent researches and publications from which the solution to this problem was initiated: the use of articles by the authors of V.Andruschenko, T.Andruschenko, O.Bazaluk, A. Boyko, V.Vashkevich, V.Voronkova, L.Gorbunova, O.Kivlyuk, S. Klepko, A. Kravchenko, S. Kutsepal, O. Punchchenko, I. Radionova, N. Skotnoy. Among the Belarusian scientists, we distinguish works by P. Vodopianov, A. Zelenkov, A. Lazarevich, V. Starginsky, V. Tsepkalo. Among the foreign ones are works by Carol Dvec, Richard Florida, Mary Furst and Jurgen Trinks, Eric Brignolfsson and Andrew Macafi, and others. Research methodology is a method of cultural creativity, which contributes to the construction of a model of cultural and innovative education and polity as the main drivers of sustainable development. Scientific novelty - identification of problems of interaction of man, culture and education in the conditions of the information society, contributing to the formation of a new cultural and educational policy as a policy of sustainable development. The results of the research: the interaction of man, culture and education - it is a valuable inter-deterministic phenomena of human existence, which saturate, enrich and complement each other. Therefore, the emergence of the concept of educational culture, and sometimes there is a scientific and educational culture, or educational and information culture, is not accidental in the information age. It is also complemented by the concept of "cultural and educational policy". Conclusion - we formed the concept of interaction of man, culture and education in the information society, based on a new cultural and educational policy that contributes to the formation of a policy of sustainable development. (shrink)