scholarly journals Social Relations, Science, Education, Lifestyle and Social Life in the Historical and Philosophical Heritage of the Khorezm Mamun Academy

CONVERTER ◽  
2021 ◽  
pp. 939-954
Author(s):  
Masharipova Gularam Kamilovna
Keyword(s):  
Science Education ◽  
Modern Philosophy ◽  
Social Relations ◽  
Natural Science ◽  
Social Life ◽  
History Of Philosophy ◽  
Philosophical Thinking ◽  
New Knowledge ◽  
History Of

In the historical and philosophical heritage of the scientists of the Khorezm Academy of Mamun, issues of social relations, science, education, lifestyle and social life are scientifically analyzed. It consists in identifying the influence of the natural science heritage of the scientists of the Khorezm Academy of Mamun on the development of socio-philosophical thinking, substantiating its significance in the history of philosophy, its place in the development of modern philosophy and its role in the development of philosophy. creation of new knowledge.

scholarly journals Foreword

2018 ◽  
Vol 4 (2) ◽  
pp. 157-160
Author(s):  
Jorge Ledo
Keyword(s):  
Modern Philosophy ◽  
Early Modern ◽  
Case Studies ◽  
Literary History ◽  
History Of Philosophy ◽  
Comprehensive Overview ◽  
Early Modern Philosophy ◽  
Theoretical Relationship ◽  
Renaissance Studies ◽  
History Of

The aim of this volume is not to offer a comprehensive overview of the multifarious aspects of fiction and its implications for early modern philosophy, but to be an invitation, from the standpoint of the history of philosophy, to survey some of the fundamental problems of the field, using six case-studies written by some of the finest international scholars in their respective areas of Renaissance studies. Although perhaps not evident at a first reading, these six studies are linked by common concerns such as the theoretical relationship between (literary) history, rhetoric, poetics, and philosophy; the tensions between res, verba, and imago; and the concept of enargeia. They have been arranged according to the chronology of the corpus each one considers.

Archeographic Guide to the History of Philosophy. Research Publications of Taras Shevchenko National University of Kyiv in the Field of Philosophy. 1944–1961

2021 ◽  
Author(s):  
Taras Kononenko ◽  
Nataliia Shcherbyna ◽  
Iryna Petlenko ◽  
Alina Borodii
Keyword(s):  
Modern Philosophy ◽  
Middle Ages ◽  
History Of Philosophy ◽  
Thematic Content Analysis ◽  
Research Publications ◽  
Proposed Model ◽  
Source Data ◽  
National University ◽  
Source Studies ◽  
History Of

The archeographic guide contains a list of meaningful topics that were considered by scholars in research publications of Taras Shevchenko National University of Kyiv in the field of philosophy from 1944 to 1961. The guide raises the issue of archeography of the philosophical source and the preconditions of research in the field of history of philosophy. The author’s team of compilers has developed a methodology for reproducing detailed and verified source data of research publications, created a model of presenting the components of the description of the philosophical source and the concluded sequence of such components as the basis of the original historical and philosophical research. The proposed model involves the use of electronic document tools. The guide can be used in the periodical thematic content analysis of the history of philosophy: Hellenistic-Roman, Middle Ages and Renaissance, new (modern) philosophy, Soviet institutional philosophy, modern philosophy. The guide will be helpful for anyone interested in archeography and philosophical source studies.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

Introduction

2021 ◽  
pp. 3-8
Author(s):  
Michael Frede
Keyword(s):  
Modern Philosophy ◽  
Historical Context ◽  
Ancient Philosophy ◽  
History Of Philosophy ◽  
Medieval Philosophy ◽  
Factual Question ◽  
History Of ◽  
Theoretical Question

This introductory chapter provides an overview of the study of the history of philosophy. In general, there is an enormous difference between those who concern themselves with ancient philosophy, those who concern themselves with medieval philosophy, and the students of the history of modern philosophy. And, across this distinction, there is a great variety of approaches. One should not forget that the historiography of philosophy itself in many ways is a product of history and reflects the historical context in which it is pursued. Nevertheless, what this book is interested in is not the factual question of why historians of philosophy do what they do, but the theoretical question, the question of how one ought to conceive of and explain what they do; though they themselves in this work may not in fact be guided by these assumptions and principles, there must be such principles to the extent that their activity is a rational activity. It is also important to note that philosophers tend to criticize historians of philosophy as being unduly historical and not sufficiently philosophical.

scholarly journals Hegel’s Lectures on the History of Modern Philosophy

2017 ◽  
Author(s):  
Karin de Boer
Keyword(s):  
Modern Philosophy ◽  
History Of Philosophy ◽  
The Other ◽  
Other Hand ◽  
Wide Range ◽  
History Of ◽  
Methodological Principles ◽  
The One

This chapter examines Hegel’s lectures on the history of modern philosophy in view of the tension between, on the one hand, his ambition to grasp philosophy’s past in a truly philosophical way and, on the other hand, the necessity to account for the actual particularities of a wide range of philosophical systems. Hegel’s lectures are put in relief by comparing their methodological principles to those put forward by his Kantian predecessor Tennemann. After discussing Hegel’s conception of modern philosophy as a whole, the chapter turns to his reading of Locke, Leibniz, and, in particular, Kant. In this context, it also compares Hegel’s assessment of Kant’s achievements to that of Tennemann. The chapter concludes by considering Hegel’s account of the final moment of the history of philosophy.

scholarly journals WAYS OF USING DRAMA METHOD AND PRECONDITIONS TO REALISE THEM AT BIOLOGY LESSONS

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Onutė Gervienė
Keyword(s):  
Science Education ◽  
Key Words ◽  
Social Relations ◽  
Natural Science ◽  
Personal Experience ◽  
Biology Teaching ◽  
Individual Character ◽  
Natural Science Education

Self-expression is characteristic to any student and planning a drama lesson a teacher’s task is to make it very important for the student. If it turns out to be a success students will have an inner wish to improve their knowledge. The method of drama is one of the means to educate students seeking positive changes. The essence of this method is to feel the interrelation with the technology, the process of changes by means of drama signs. Drama method enables to develop abilities giving special tasks to the students with individual character and aptitudes. Each student has an opportunity to improve and seek higher level at a certain pace. Drama method is based on differentiation, the students have excellent possibilities to evaluate themselves, make conclusions, suggest technologies and make decisions. This article is an attempt to touch upon some examples how the method of drama helps to arouse students’ motivation for a peculiar subject. Besides, a teacher always tries to find links between students’ personal experience and the topic of the lesson so that the students could demonstrate their knowledge, attitude, thinking and opinion by means of drama method. All things considered, it is possible to state that the use of drama method in any lesson is a powerful tool to improve knowledge, feel open to cultural variety and establish social relations. Key words: biology teaching, drama method, natural science education

scholarly journals Philosophical Oriental Studies. By the 100th Anniversary of the Institute of Philosophy of the Russian Academy of Sciences (1921-2021)

2021 ◽  
Vol 4 (2) ◽  
pp. 344-362
Author(s):  
M. T. Stepanyants
Keyword(s):  
Social Life ◽  
Indian Philosophy ◽  
Focal Point ◽  
History Of Philosophy ◽  
Philosophical Education ◽  
Russian Academy Of Sciences ◽  
Research Activities ◽  
History Of ◽  
Oriental Studies ◽  
Academy Of Sciences

The Russian Oriental studies are rich and diverse in their disciplines. The focus of research activities conducted mainly at the university centres of St. Petersburg, Moscow, Kazan, and during Soviet times in the capitals of some republics (Azerbaijan, Kazakhstan, Tajikistan, Uzbekistan, etc.), was largely determined by the domestic political and geopolitical interests of the Russian Empire. Thus, a philosophical aspect in oriental studies, as well as university philosophical education practical^ did not exist. The changes brought by the revolution of 1917 have greatly affected all fields of social life, including the academic milieu. The article examines a complex and contradictory path of development of the national philosophy, on the example of the Institute founded in 1921 by Gustav Gustavovich Speth (1879-1937), nowadays the Institute of Philosophy of the Russian Academy of Sciences. The latter has become the main focal point of the philosophical research activities in the former Soviet Union. Particular attention is paid to the liberation from the Eurocentrism inherited from imperial times concerning the spiritual heritage of the peoples of the East as a whole, and in philosophy in particular. The pivotal points of its activity became “History of Philosophy” in 3 Volumes (19411943) and “History of Philosophy” in 6 Volumes (1957-1966). The real breakthrough was the encyclopedias, such as: “The New Philosophical Encyclopedia” in 4 volumes (2001); “Indian philosophy. Encyclopedia” (2009); “The Philosophy of Buddhism: Encyclopedia” (2011). The Orientalist aspect in higher philosophical education nowadays becomes more visible. The recent international recognition of the achievements of the Russian Orientalist philosophical studies regardless of a relatively small number of specialists is largely due to their collective efforts and close cooperation.

Units, Markets, Relations, and Flow: Beyond Interacting Parts to Unfolding Wholes

2018 ◽  
Author(s):  
Naeem Inayatullah ◽  
David L. Blaney
Keyword(s):  
Political Economy ◽  
International Relations ◽  
Social Relations ◽  
Social Life ◽  
International Political Economy ◽  
Scientific Practice ◽  
European Expansion ◽  
The Social ◽  
History Of ◽  
History Of Violence

Heterodox work in Global Political Economy (GPE) finds its motive force in challenging the ontological atomism of International Political Economy (IPE) orthodoxy. Various strains of heterodoxy that have grown out of dependency theory and World-Systems Theory (WST), for example, emphasize the social whole: Individual parts are given form and meaning within social relations of domination produced by a history of violence and colonial conquest. An atomistic approach, they stress, seems designed to ignore this history of violence and relations of domination by making bargaining among independent units the key to explaining the current state of international institutions. For IPE, it is precisely this atomistic approach, largely inspired by the ostensible success of neoclassical economics, which justifies its claims to scientific rigor. International relations can be modeled as a market-like space, in which individual actors, with given preferences and endowments, bargain over the character of international institutional arrangements. Heterodox scholars’ treatment of social processes as indivisible wholes places them beyond the pale of acceptable scientific practice. Heterodoxy appears, then, as the constitutive outside of IPE orthodoxy.Heterodox GPE perhaps reached its zenith in the 1980s. Just as heterodox work was being cast out from the temple of International Relations (IR), heterodox scholars, building on earlier work, produced magisterial studies that continue to merit our attention. We focus on three texts: K. N. Chaudhuri’s Asia Before Europe (1990), Eric Wolf’s Europe and the People Without History (1982), and L. S. Stavrianos’s Global Rift (1981). We select these texts for their temporal and geographical sweep and their intellectual acuity. While Chaudhuri limits his scope to the Indian Ocean over a millennium, Wolf and Stavrianos attempt an anthropology and a history, respectively, of European expansion, colonialism, and the rise of capitalism in the modern era. Though the authors combine different elements of material, political, and social life, all three illustrate the power of seeing the “social process” as an “indivisible whole,” as Schumpeter discusses in the epigram below. “Economic facts,” the region, or time period they extract for detailed scrutiny are never disconnected from the “great stream” or process of social relations. More specifically, Chaudhuri’s work shows notably that we cannot take for granted the distinct units that comprise a social whole, as does the IPE orthodoxy. Rather, such units must be carefully assembled by the scholar from historical evidence, just as the institutions, practices, and material infrastructure that comprise the unit were and are constructed by people over the longue durée. Wolf starts with a world of interaction, but shows that European expansion and the rise and spread of capitalism intensified cultural encounters, encompassing them all within a global division of labor that conditioned the developmental prospects of each in relation to the others. Stavrianos carries out a systematic and relational history of the First and Third Worlds, in which both appear as structural positions conditioned by a capitalist political economy. By way of conclusion, we suggest that these three works collectively inspire an effort to overcome the reification and dualism of agents and structures that inform IR theory and arrive instead at “flow.”

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