The exacerbation of ethnic [natsional'nye] conflicts in the USSR is ruinous not only for our country. Polemics on the ethnic question are being waged at all levels and with all means, but what they lack most is a sober analysis of explosive problems. Even persons who in every other respect are distinguished by tolerance and common sense make an unworthy show of themselves on this sensitive question.

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

A particularly strong reason to vaccinate against transmittable diseases, based on considerations of harm, is to contribute to the realization of population-level herd immunity. We argue, however, that herd immunity alone is insufficient for deriving a strong harm-based moral obligation to vaccinate in all circumstances, since the obligation significantly weakens well above and well below the herd immunity threshold. The paper offers two additional harm-based arguments that, together with the herd immunity argument, consolidates our moral obligation. First, we argue that (...) individuals should themselves aim not to expose others to risk of harm, and that this consideration becomes stronger the more non-vaccinated people there are, i.e., the further we are below herd immunity. Second, we elaborate on two pragmatic reasons to vaccinate beyond the realization of herd immunity, pertaining to instability of vaccination rates and population heterogeneity, and argue that vaccinating above the threshold should serve as a precautionary measure for buttressing herd immunity. We also show that considerations of harm have normative primacy in establishing this obligation over considerations of fairness. Although perfectly sound, considerations of fairness are, at worst secondary, or at best complementary to considerations of harm. (shrink)

Journal of Philosophy of Education, EarlyView.

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

In exact epistemology Immanuel Kant’s statement on the priority of application of cognitive faculties is detailed as an intellectual process. Empirical regularities of the JSM–method of automated support for research are synthetic a posteriori judgements. Theoretical intelligence is primary, and its aspects are understanding (Verstand) and mind (Gemüt). The conditions of possible experience in Kant’s sense are implemented in the JSM–method of ASR in intelligent systems. And the JSM–method itself is the transcendental logic of artificial intelligence using two theories of (...) truth, the coherence theory and the correspondence theory. Exact epistemology, which is exact neo-Kantianism, can be naturally considered as a reflection of information society culture on its civilizational (technological) aspects. (shrink)

This article provides a critical evaluation of the central components of Integrative Bioethics, a project aiming at a bioethical framework reconceptualization. Its proponents claim that this new system of thought has developed a better bioethical methodology than mainstream Western bioethics, a claim that we criticize here. We deal especially with the buzz words of Integrative Bioethics – pluriperspectivism, integrativity, orientational knowledge, as well as with its underlying theory of moral truth. The first part of the paper looks at what the (...) claims of a superior methodology consist in. The second reveals pluriperspectivism and integrativity to be underdeveloped, hazy terms, but which seem to be underpinned by two theses – the incommensurability and the inclusiveness theses. These theses we critically scrutinize. We then consider strategies the project's proponents might apply to curb these theses in order to acquire minimal consistency for their framework. This part of the article also deals with the conception of moral truth that drives the theory, a position equally burdened with inconsistencies. In the last part of the article, we observe the concept of orientational knowledge, and develop two interpretations of its possible meaning. We claim that, following the first interpretation, Integrative Bioethics is completely descriptive, in which case it is informative and important, but hardly bioethics; if it is normative, following the second interpretation, it is bioethics as we already know it, but merely clad in rhetorical embellishments. We conclude that there is nothing new about this project, and that its inconsistencies are reason enough for its abandonment. (shrink)

Seyla Benhabib vermag es mithilfe ihres Konzepts der „demokratischen Iteration“ das Prinzip der Volkssouveränität mit den moralischen Ansprüchen von Migrierenden auf Augenhöhe zu vermitteln. Dies gelingt ihr, weil sie „demokratische Iterationen“ als diskursive Aushandlungsprozesse unter Bedingungen der Öffentlichkeit versteht. Der Begriff der Öffentlichkeit bezeichnet, wohl verstanden, nämlich einen konstitutiv offenen Kommunikationsraum, in dem sich die diskursive Klärung des demokratischen „Wir“ immer schon unter prinzipiellem Einbezug „des Anderen“ vollzieht. Bereits John Dewey, Hannah Arendt und Jürgen Habermas haben diese konstitutive Offenheit der (...) Öffentlichkeit herausgestellt und damit die migrationsgesellschaftliche Struktur des Begriffs der Öffentlichkeit theoretisch entfaltet. Angesichts gegenwärtiger Abschottungsversuche westlicher Demokratien gegenüber Migrationsbewegungen stellt sich allerdings die Frage, ob der Begriff der Öffentlichkeit mehr darstellt, als ein normatives Ideal, das realen Tendenzen einer anti-migrantischen Abschließung politischer Kommunikationsräume bloß ohnmächtig gegenübersteht. Dieser Aufsatz argumentiert, dass dem nicht so ist: Dem Begriff der Öffentlichkeit lässt sich auch als einer Idee im Sinne Hegels habhaft werden. Er lässt sich als eine Logik der Öffnung rekonstruieren, die sich aufgrund einer immanenten Nötigung der Praxis selbst aufdrängt und nur durch eine destruktive Spirale aus Widerstand, Repression, Regression und Nihilismus unterdrückt werden kann. Ich werde auf dem Wege einer sozialphilosophischen Integration kommunikationstheoretischer und radikaldemokratischer Erkenntnisse abschließend zeigen, dass migrantische oder postmigrantische „Gegenöffentlichkeiten“ diese immanente Nötigung hervorrufen. Die Nötigung objektiviert sich wiederum daran, dass der fortgesetzte Ausschluss von „Gegenöffentlichkeiten“ zu einer krisenhaften Struktur „systematisch verzerrter Kommunikation“ führt. (shrink)

In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well (...) as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school. (shrink)

How will religion develop in the 21st century? How optimistic can her outlook be on her future? What will be the meaning of global religious change in the coming decades? Despite being very advanced in the West, the answers to these questions remain problematic. In the famous work, "Returning the Sacred: Arguments for the Future of Religion," D. Bell noted that in the late eighteenth and early nineteenth centuries, most thinkers expected that religion would disappear in the twentieth century. At (...) the turn of the nineteenth and twentieth centuries, many sociologists believed that sociologists believed that "At least since the Enlightenment, most Western intellectuals have expected the death of religion as fervently as the ancient Jews of the coming of the Messiah," reminds American religious scholars R. Stark and R. Bindbridge. and the social sciences were particularly distinguished in the prediction of the inevitable triumph of rationality over “prejudice.” The most celebrated figures in sociology, anthropology, and psychology unanimously expressed the belief that their children, or indeed grandchildren, would witness a new era in which, from Freud, the infantile illusions of religion humanity will outgrow ”. (shrink)

Have you ever wondered what it would be like to sit in on a meeting of the Vienna Circle, listening to discussions by the greatest Austrian thinkers of the 20th century, including Moritz Schlick, Gustav Bergmann, and Karl Menger? Join original Vienna-Circle member Victor Kraft in his discussion of the movement for an exclusive insider s view of this important point in philosophical history. In this in-depth philosophical study, Victor Kraft explores the role the Vienna Circle had on the international (...) philosophical movement. The Vienna Circle constituted a point of departure for the reawaking, rebirth, and reformation of positivism and empiricism, leading to the creation of the Neo-positivism movement. At the time of publication in the 1950s, the Neo-positivism movement stood in the foreground of contemporary philosophy, and it was quite possibly the most significant serious philosophical movement in the period between the two world wars. Making Kraft s study of Neo-positivism available to a world audience, Arthur Pap provides a rich and accessible translation from the original German. Victor Kraft was an Austrian philosopher and a founding member of the Vienna Circle. He taught theoretical philosophy at the University of Vienna. During World War II, he lost his teaching post because of his wife s Jewish background, but he went back to teaching in 1945. He was known for his scientific approach to philosophy, especially his application of empiricism to his ideas on logical positivism. He continued to teach at the university and write on logic, ethics, and the philosophy of history until his death in 1975. (shrink)

The article considers the Ukrainian translation of the latest edition of Hegel's work “The Phenomenology of Spirit”. The analysis focuses on the conformity of this translation with the generally accepted world requirements and norms that put forward the translation and publication of classical philosophical texts. The historical circumstances of the appearance of “Phänomenologie des Geistes” are briefly considered, as well as the history of its editing and republishing in the 19-20th cent., and it is shown that without this history any (...) translation cannot be considered as acceptable. Manuscript received 01.03.2020. (shrink)

The geometrical algebra hypothesis was once the received interpretation of Greek mathematics. In recent decades, however, it has become anathema to many. I give a critical review of all arguments against it and offer a consistent rebuttal case against the modern consensus. Consequently, I find that the geometrical algebra interpretation should be reinstated as a viable historical hypothesis.

The article is devoted to revealing the core significance of the con­cept of subjectivity in the modern philosophy of education. The focus on the ac­tualisation of the problem of subjectivity is combined with the awareness of its existential multidimensionality and collision, which has different manifestations in totalitarian, authoritarian and democratic societies. In the semantic field of philosophical anthropology as meta-anthropology (N. Khamitov), the author of the article reveals the philosophical and pedagogical context of the subject-sub­ject interaction between teacher and student. (...) As a result, the concept of the “New Ukrainian School” is understood as a paradigm of education of the present and the future, which generates a strategy of free, dignified and effective human self-realisation. The goal and condition of Ukraine’s civilisational progress is a per­son, their dignified self-realisation, which implies physical, mental and spiritual growth of the individual. It is substantiated that the new paradigm of education as a subject-subject communicative interaction “Human – Human”, co-creation of a teacher and a student, bases the foundations of the civilisational subjectivity of Ukraine. In the difficult conditions of the existential Russian-Ukrainian war, which is a real challenge to human nature, there is a tangle of problems between the con­cept of life and the concept of subjectivity. The development of an openly tolerant, communicative model of “Human – Human” on the basis of meta-anthropology as a theory of everyday, borderline and meta-borderline human existence opens the way to the implementation of the value consolidation of the Ukrainian society. On this path, the philosophy of education is increasingly becoming a philosophy of humanity, a desire for co-creation and co-action. The subject-subject interac­tion “Human – Human” is the basis of the metaphysical and cosmic process of life, which implies human freedom and independence of Ukraine. (shrink)

I present a systematic interpretation of the foundational purpose of constructions in ancient Greek geometry. I argue that Greek geometers were committed to an operationalist foundational program, according to which all of mathematics—including its entire ontology and epistemology—is based entirely on concrete physical constructions. On this reading, key foundational aspects of Greek geometry are analogous to core tenets of 20th-century operationalist/positivist/constructivist/intuitionist philosophy of science and mathematics. Operationalism provides coherent answers to a range of traditional philosophical problems regarding classical mathematics, such (...) as the epistemic warrant and generality of diagrammatic reasoning, superposition, and the relation between constructivism and proof by contradiction. Alleged logical flaws in Euclid can be interpreted as sound operationalist reasoning. Operationalism also provides a compelling philosophical motivation for the otherwise inexplicable Greek obsession with cube duplication, angle trisection, and circle quadrature. Operationalism makes coherent sense of numerous specific choices made in this tradition, and suggests new interpretations of several solutions to these problems. In particular, I argue that: Archytas’s cube duplication was originally a single-motion machine; Diocles’s cissoid was originally traced by a linkage device; Greek conic section theory was thoroughly constructive, based on the conic compass; in a few cases, string-based constructions of conic sections were used instead; pointwise constructions of curves were rejected in foundational contexts by Greek mathematicians, with good reason. Operationalism enables us to view the classical geometrical tradition as a more unified and philosophically aware enterprise than has hitherto been recognised. (shrink)

What is the nature and role of competition in markets and politics? This book examines the institutional dimension of markets and the rules and institutions that condition the operation of market economies. Particular attention is paid to the the role of the state, specifically the role of governments in shaping and maintaining the economic constitution of their societies.

The article deals with the anthropological views of M. Olesnytskyі, a professor at the Kyiv Theological Academy, whose creative work has not yet been properly studied. It reveals the connection of his anthropological ideas with moral theology and ethical doctrine, which he had taught for a long time in the KTA. Anthropological implications of the moral formation of a human person are also paid attention to, in particular, the dependence of the moral character on anthropological factors. In this context, the (...) writing considers Olesnytskyі’s views on the peculiarities of a person’s body-build. The Kyiv scholar focused on the principles of human corporeality based on natural conditions. In particular, Olesnytskyі stressed that it was the earth’s conditions that formed the bodily nature of man. The article also explores those religious ideas that influenced the anthropological views of the Kyiv scholar, which is quite understandable in view of his Christian outlook. Olenytskyі demonstrates the possibility of effective application of contemporary philosophical studies to the theological and anthropological analysis of man as an individual. In this sense, the conceptual connections of the anthropological views of the Kyiv scholar with the ones of the influential contemporary European philosophers and anthropologists, such as А. Schopenhauer, R. H. Lotze, F. Schleiermacher, E. von Hartmann, and others, become clearly evident. The article emphasizes the significance of the concept of the unconscious for the moral anthropological doctrine of Olesnytskyі; it also argues for the connection of this concept to the leading European doctrines of the unconscious, which were elaborated in philosophy and psychology in the second half of the 19 th century. (shrink)

The paper points to gaps in the conceptualization of bullshit as offered by Harry Frankfurt and Jerry Cohen. I argue that one type of bullshit, obscurantism, the deliberate exercise of making one’s text opaque for the purposes of deceiving the readership in various ways, escapes Frankfurt’s radar in tracking those judgments that are unconcerned with truth, and is not given distinct status in Cohen’s framework, which pays more attention to the product of bullshit than its producers and their techniques. First, (...) I offer on overview of the expanding literature on bullshit, with special attention given to accounts by Frankfurt and Cohen. I claim that Frankfurt’s essentialism and Cohen’s product-oriented account are not successful in exhausting our common understanding of what bullshit entails, neither separately, nor in conjunction. In particular, I claim that obscurantist bullshit pushes the envelope of the current conceptual frameworks. Second, following Boudry’s and Buekens’s work on obscurantism, I discuss the usual mechanisms utilized by obscurantists. Third, I reflect on an objection to my argument based on tweaking the permissibility for producing obscurantism by placing the production of obscurities into different contexts of writing style. I argue that there is an important normative difference between being an obscurantist and someone who merely writes obscurely, and that the distinction should bear weight regardless of constraining our capacities to tell between the two. I finish by discussing whether our understanding of obscurantist bullshit aids us in following a principle of clarity. (shrink)

In this chapter we offer a reflection on the notion of sample representativeness from an interpretivist-qualitative perspective. Specifically we are looking into the idea of learning about a phenomenon through examining extraordinary individuals characterized by that phenomenon; to describe them we use the term ‘extraordinary’ as a noun, thereby building on Howard Gardner’s notion of ‘extraordinary minds’ (Gardner, 1997). We are looking at the ‘extraordinary’ in their professional socio-historical contexts, as the phenomena we are interested in cannot be divorced from (...) the contexts in which they are embedded. In this particular book chapter we are interested in the phenomenon of creativity, and the two research projects on which we base our argument are also concerned with creativity. However, we do not see any reason why similar considerations could not be made in other areas – but we do not suggest that a simple generalizability is possible. -/- The basis of our reflection are two research projects we have done in the past: In the first one, we conducted ‘insider interviews’ (the second-named author used to be a chef in Michelin-starred restaurants) with 18 extraordinary chefs in order to gain a better understanding of how creativity manifests itself socio-culturally in the culinary domain (Cousins, O’Gorman, & Stierand, 2010; Stierand, 2015; Stierand & Dörfler, 2012b, 2016; Stierand, Dörfler, & MacBryde, 2014; Stierand & Lynch, 2008). In the second one, we interviewed 20 extraordinary scientists, including 17 Nobel Laureates in order to gain a better understanding of cognitive complexity and how cognitive complexity is manifested in the socio-cultural acceptance of creative outcomes in the scientific world (Dörfler & Eden, 2014a, 2014b, 2017). -/- We have presented our research at various conferences, and, perhaps as we were so passionate about it, we have received a great deal of interest from others, mainly PhD students and early career researchers, who were keen to undertake similar research projects. But, although we believe that the methodological journey we have taken can be an excellent path to very interesting and meaningful research, we cannot wholeheartedly recommend it to junior colleagues, knowing the difficulties they will face when trying to justify their findings and methodological choices and the uncertain profits in the form of publication of the results (see an excellent overview of the difficulties and profits in Lebuda, 2014). We made our initial methodological choices, i.e. interviewing extraordinary chefs and scientists, purely intuitively that is, we just knew that the insights we could gain from these people would potentially lead to excellent findings. However, this is not an acceptable justification in the academic world. Therefore, we started to develop a framework for conducting this type of research, but we are not quite there yet. This reflection chapter is a midway point for taking stock of the convincing arguments we have developed over time and of the problems we still need to solve. (shrink)

There is a constant need for new ways to improve the Swedish school system. One such way could be to implement Matthew Lipman’s philosophy of education, which then must be proven compatible with the curriculum governing the Swedish school system. We restricted our examination to a comparison between Lipman’s Thinking in Education and the first chapter of the Swedish curriculum for upper secondary schools. We divided the results into three degrees of coherence: inconsistence, compatibility, and accordance, where accordance was a (...) stronger form of compatibility which would not only allow but encourage the implementation of Lipman’s philosophy of education. We found that the two parties were overall in accordance with each other, though with a few elements of mere compatibility. No inconsistencies were found. The parties were in accordance on especially two key points. Firstly, the critical, creative, and caring thinking emphasized by Lipman were all present in the curriculum. Secondly, there is in the curriculum an emphasis on the mediation of democratic values through democratic means, something inherent in Lipman’s community of inquiry. In conclusion, Lipman’s philosophy of education is not merely compatible, but in large part in accordance with the curriculum. (shrink)

Because methodical doubt is a process of demarcation of scientific (clear) and non-scientific constructions, then in this process Descartes affirmed truly neo-positivistic principle. Descartes` rational transformation of thinking is usage methods of mechanical sciences to «sciences about spirit» attaching to them also natural status. But Descartes had not noticed that scientific obviousnesses with time turns into dogmas. That is why Husserl offered to describe phenomena after riching «epoche» about natural-scientific beliefs. Search of pretheoretical grounds of obviousness has led to loss (...) of clarity and of its apodictic weight. Because «obviousnesses» were always founded on historico-philosophical invariant, then needed either reconsider Descartes «technique» or kernel of decomposition and reconstruct «laws of thinking» in respect to it. (shrink)

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

The article is about metaphysical studies of Peter Linitskyi’s, a professor of the Department of Logic and Metaphysics in the Kyiv Theological Academy. For many years P. Linitskyi taught students of the Academy all parts of metaphysics. The author of the article examines all approaches to metaphysical issues that the Kyiv professor held. Special attention is paid to the arguments that P. Linitskyі used to protect metaphysics from attempts to prove its inability to formulate theoretical knowledge about transcendental objects – (...) God, Soul, World. Deep analysis conducted by P. Linitskyi with regard to the purpose and task of metaphysics revealed different principles of construction and substantiation of metaphysical knowledge, significant impact that metaphysics of materialistic philosophy of that time had on metaphysics, as well as positivism, which despite all the criticism of metaphysical doctrine, showed a strong connection with and dependence on metaphysical principles and concepts of positivism even derived from metaphysics. A concept of “Matter” in materialistic philosophy, “the Unknowable” concepts of the positivists – all these doctrines meet the basic criteria of transcendent reality, which is the subject of traditional metaphysics. In his studies of the origins of metaphysics, P. Linitskyi draws the reader’s attention to those conceptual approaches that reduced metaphysics to psychical motives such as interest, curiosity, desire to discover new truths about “hidden” things, search for answers to questions caused by fear of death, egoism or altruism, intent on explaining transcendent things based on his knowledge. Not ignoring these subjective motives of metaphysics, Kyiv professor believed that metaphysics needs to be studied and explained more thoroughly, namely, what is a logical-epistemological and categorical definition of the subject of metaphysics, as well as the recognition of theological basis which lays in cognition of it. Only a combination of all these factors allows existence of metaphysics as a philosophical science. Article received 08.08.2019. (shrink)

This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical (...) exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples. (shrink)

Dr. Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The Element explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical Element is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and (...) AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI and draw their own conclusions rather than accepting opinions from people with vested interests or an agenda. (shrink)

The author examines Kant’s transcendental doctrine of space and time in order to find out possible anthropological connotations of the German philosopher’s topology. The analysis allows us to draw the following conclusions: 1) the anthropological features of space and time significantly correct the transcendental understanding of space and time as forms of sensual intuition; 2) the anthropological connotations of the forms of space and time make it impossible to have both noumenal, intellectual intuition of things and intuition based on a (...) different topology, on configurations of the world that are different from those familiar to humans; 3) Kant’s achievement is his work «Metaphysical Foundations of Natural Science» (1786), which demonstrates the effectiveness of the transcendental method, in particular transcendental aesthetics, in substantiating the natural sciences (physics) of the time, which made it possible to prove the close connection of the natural sciences with the transcendental conditions of experience. (shrink)

Nudges have been criticized for working ‘in the dark’, influencing people without their full awareness. To assess whether this property renders nudging an illegitimate policy tool in liberal democracies, we argue that in scrutinizing nudge transparency, we should adequately divide our focus between nudging techniques, the nudgers employing them, and the nudgees subjected to them. We develop an account of what it means for nudgees to be ‘watchful’, a disposition that enables them to resist and circumvent nudges. We argue that (...) such ‘watchfulness’ should be cultivated if we want to implement nudges in legitimate, accountable, and democratic ways. (shrink)

Sociological theories of space have so far not provided an in-depth analysis of online spaces. The paper addresses this issue by means of Löw’s relational theory of space. As this theory mainly focuses on material spaces, it is necessary to embrace the phenomenological perspective in order to apply it to the virtual realm. More recent phenomenological research has highlighted the ongoing mediatization or virtualization of the life-world. These theories, and presence research more generally, are useful for examining the layers of (...) virtual presence. This paper focuses on two emblematic types of spaces: multiplayer online role-playing games and Skype video chats. The first represents an online version of a Schutzian finite province of meaning, while Skyping is an example of how the paramount reality of everyday life expands into the virtual realm. Albeit differently, actors in both cases constitute hybrid, virtual-material spaces with various forms and degrees of virtual presence. User experiences in these spaces are in line with contemporary sociological diagnoses indicating the vanishing experience of living in space and the general tendency of late modernity to question previous social forms of modernity. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

У статті зроблена спроба привернути увагу фахівців до такого напряму економіки й розваг, як гральний бізнес. Описано розвиток i стан цього бізнесу в США, Росiйськiй Федерацiї й Українi. Наголошено на перспективності розвитку грального бізнесу в Україні.