scholarly journals Riddle and secret: Laza Kostic and Branko Miljkovic around Heraclitus’ fire

Balcanica ◽  
2019 ◽  
pp. 437-452
Author(s):  
Bogoljub Sijakovic
Keyword(s):  
Ancient Greece ◽  
Entire Body ◽  
Self Awareness ◽  
European Culture ◽  
Science Philosophy ◽  
Cultural Self ◽  
The Subject ◽  
Self Knowledge ◽  
Entire Cosmos ◽  
Creative Self

The culture of ancient Greece, and particularly its philosophy, contains paradigms that are predetermining, binding and eternally valid for the entire body of European culture. European culture and, in its distinctive way, Serbian culture, as an important dynamic motif has the need to constantly revisit Hellenic culture. This is in fact a productive (re) interpretation as a way of acquiring cultural self-awareness and self-knowledge. The entire cosmos and human fate in it are revealed in Hellenic thought as both a riddle and a secret. Both of these relationships to reality, in the model form found already in the work of Heraclitus, still characterize human thought and creation. The world seen as a riddle to be solved is the subject of many a discipline, and the secret that reveals itself to us provides the basis of faith and all arts. Two Serbian poets (although there are more) acquired their creative self-awareness around Heraclitus? concept of fire. In his scholarly and philosophical treatises Laza Kostic (1841-1910) turned to Heraclitus in a bid to solve the riddle of reality. In his contemplative-poetic works Branko Miljkovic (1934-1961) turned to Heraclitus seeking to uncover the secret of nothingness in the latter?s fire and to learn from the Ephesian?s foretokening that poetry is hermetic and loves to hide. Is there a deeper logic linking riddle and secret? Do science, philosophy, art and faith have a deeper unity? The answers are to be sought in Laza?s and Branko?s understanding of Heraclitus? fire.

scholarly journals The Evolution of Mind and Reflexive Thinking Starting from the Ancient Greeks to Stoic Philosophers

2020 ◽  
Vol 8 (2) ◽  
pp. 01-16
Author(s):  
Diana Laura Ciubotaru
Keyword(s):  
Good Knowledge ◽  
Self Awareness ◽  
Human Ability ◽  
The Subject ◽  
Self Knowledge ◽  
The Creation ◽  
Evolution Of Mind ◽  
The Universe ◽  
Universal Nature

The aim of this article is to investigate the vision of self-knowledge and the human ability to know oneself and also in relation to the source, starting from the ancient Greeks and exploring their sources of inspiration. Everything is pursued in relation to the affirmation: Man's self-consciousness is a mirror of the source Consciousness, which knows itself through people. There are a few arguments in relation to this: Self-awareness as a self-concern reflected in the universe, appears in pre-Socratic thinkers and outlined in Plato in the triadic vision, and much later is the subject of well-defined study in psychology. Therefore, a good knowledge of the subject starts from the first mentions. The perspective of Stoic philosophers in which self-concern is organized in the form of a set of clearly defined rules, well-defined procedures, a true process of transformation that is completed with the creation of an attitude of alignment Man-Universe / Universal Nature. It is the best represented system of self-conscious work of all the schools of philosophy up to that time.

scholarly journals The Analysis of the Meaning of the Person’s Internal World as a Basis of Self-Efficacy in the Educational System

2020 ◽  
Vol 159 ◽  
pp. 09012
Author(s):  
Fatima Tashimova ◽  
Aidana Rizulla ◽  
Galiya Ibrayeva ◽  
Gulnar Abdullina ◽  
Bakhtiyar Nurumov
Keyword(s):  
Education System ◽  
Semantic Analysis ◽  
Individual Psychology ◽  
Self Awareness ◽  
Mental Processes ◽  
New Meanings ◽  
Collective Phenomenon ◽  
Inner World ◽  
The Subject ◽  
Self Knowledge

The formation of the subject of the education system is inextricably linkedwith factors of self-knowledge and self-awareness that includes the knowledge of one’s own inner world. The inner world was associated with mental processes, conscious and unconscious factors, feelings and emotions, semantic reality. In recent years, in connection with the understanding of a person as a collective phenomenon, the inner world begins to be perceived as a representation of significant others. In particular, in psychoanalysis it is the representation of parents, in individual psychology it is siblings, in analytical psychology it is a multitude of personalities, up to the first man, that determine the formation of subjectivity. Based on this, we define the inner world not just as a semantic reality, but a reality for the production of meanings, provided by the cooperation of all the intimate personalities represented in one person, with whom she/he interacts directly and indirectly.Based on this, we propose a semantic analysis of the inner world, which involves the identification of a system of significant personalities, the subjective reflection of their values and actions, the study and rethinking of positive and negative influences that ensure the formation of new meanings.

scholarly journals Philosophical Travelogy as a Cultural and Political Research Method

2021 ◽  
Vol 20 (2) ◽  
pp. 300-321
Author(s):  
Olga Zhukova
Keyword(s):  
Local History ◽  
The Political ◽  
Political Scientist ◽  
Russian History ◽  
European Culture ◽  
Intellectual Identity ◽  
Political Studies ◽  
History Of ◽  
The Subject ◽  
Creative Self

This article is devoted to new books written by Alexey Kara-Murza, a Russian philosopher and political scientist. Kara-Murza is the author of numerous works on the philosophy of Russian history and culture and Russian social thought, successfully working in the original genres of philosophical travelogy and philosophical local history. Russian-European and Russian-Italian cultural interactions have been the subject of Alexey Kara-Murza’s scientific interest for many years. The new monographs explore the political circumstances as well as the key biographical voyage plots to Italy of the outstanding Russian thinkers Pyotr Chaadaev (1824–1825), and Vladimir Solovyov (1876). According to Alexey Kara-Murza, these trips determined the intellectual identity of the two Russian authors as well as the spiritual and philosophical horizon of their work. Kara-Murza consistently develops a central thesis about the intellectual relationships between Europe and Russia. He interprets the dialogue of cultures as a story of creativity, and comprehends the journey as a special way of the philosophical reception of culture and creative self-identification. Kara-Murza’s cultural and political studies in his philosophical travelogy genre, as well as the method he developed which helped the philosopher reconstruct the intellectual experience of Russian thinkers in the context of the history of Russian and European culture, are critically analyzed in this article.

scholarly journals Topical Problems of New Georgian Literature

2021 ◽  
Author(s):  
Malkhaz Baladze
Keyword(s):  
19Th Century ◽  
Human Life ◽  
European Culture ◽  
The World ◽  
History Of ◽  
The Subject ◽  
Self Knowledge ◽  
The Difference ◽  
The 19Th Century ◽  
Philosophical Understanding

The history of new Georgian literature begins with Romanticism. Its origin was facilitated by the historical process that developed in Georgia at the beginning of the 19th century, in particular, the loss of the country's independence. The Georgian man left the field of action, he became dependent on others. Sadness and despair, in turn, gave rise to a certain spiritual loneliness in Romantic writers. Loneliness even added more judgmental character to their creativity. Questions arose about human life, destiny, its essence and purpose, which in itself gave the creations of the Romantics a philosophical character. Thus, Georgian literature has already responded to the world historical-philosophical proces, Where the problem of the place of art, starting from the era of Romanticism, permeated the entire humanitarian self-knowledge of European culture. The subject of research is also the question, what philosophy means in literature, What is the difference between philosophy and the philosophy of literature and what do they have in common, When philosophy thinks in categories, literature in artistic forms and these two forms of conveying truth are important to man. Georgian classical romanticism begins with Alexander Chavchavadze and he laid the foundation for the artistic-philosophical understanding of the events and carried out the philosophical contemplation of the essence and existence, purpose and origin of human life in excellent artistic forms;The elements of philosophical reasoning in the work of Gregory Orbeli are faint, but still appear in the last period of creation.The peak of Georgian romanticism, Nikoloz Baratashvili, takes the philosophical character of Georgian literature of that time to the highest level. The difference is that the internal philosophical discourse with Nikoloz Baratashvili goes to the highest level and not only philosophically prepares us for certain events, but, in many cases, responds to them.In the second half of the 19th century, realism further deepened the process of depicting these important issues in a highly artistic form, which is the subject of a separate study.

Genealogy of Colonial Discourse: Hindu Traditions and the Limits of European Representation

2009 ◽  
Vol 51 (3) ◽  
pp. 563-589 ◽  
Author(s):  
Raf Gelders
Keyword(s):  
Nineteenth Century ◽  
South Asian ◽  
Colonial Discourse ◽  
Colonial State ◽  
The Core ◽  
European Culture ◽  
Eastern Cultures ◽  
The Subject ◽  
Core Issues

In the aftermath of Edward Said's Orientalism (1978), European representations of Eastern cultures have returned to preoccupy the Western academy. Much of this work reiterates the point that nineteenth-century Orientalist scholarship was a corpus of knowledge that was implicated in and reinforced colonial state formation in India. The pivotal role of native informants in the production of colonial discourse and its subsequent use in servicing the material adjuncts of the colonial state notwithstanding, there has been some recognition in South Asian scholarship of the moot point that the colonial constructs themselves built upon an existing, precolonial European discourse on India and its indigenous culture. However, there is as yet little scholarly consensus or indeed literature on the core issues of how and when these edifices came to be formed, or the intellectual and cultural axes they drew from. This genealogy of colonial discourse is the subject of this essay. Its principal concerns are the formalization of a conceptual unit in the sixteenth and seventeenth centuries, called “Hinduism” today, and the larger reality of European culture and religion that shaped the contours of representation.

Dieva mīlestības koncepts saistībā ar bāreņu tēmu latviešu tautasdziesmās

2021 ◽  
pp. 22-33
Author(s):  
Eva Mārtuža
Keyword(s):  
Folk Songs ◽  
Process Theology ◽  
Concept Of God ◽  
God's Love ◽  
Self Worth ◽  
The Subject ◽  
Symbolic Images ◽  
The One ◽  
Creative Self ◽  
Aesthetic Values

The Latvian folk songs include the version of God’s love and the concept of God as a creative creature, which I will see in relation to the subject of mourning, pregnant women, orphans (for the sake of clarity, orphans) as a particularly sensitive reflection of society. The poetic layer of these songs reveals Latvian mentality, basic ethical and aesthetic values, and the nation’s understanding of God’s love for the most vulnerable members of society, using vivid symbolism and metaphors. Orphans do not question the existence of God, they see it as a comprehensive, unifying, self-respecting, compassionate, and understanding creature. We do not find proof that there is no God at all. In symbolic images, there is a proven belief in one God you understand. In this sense, there is a similarity with the assumption of process theology about God’s existence as an open concept in a situation where it is impossible to offer any other proof of God’s existence. In their lives, orphans encounter God as a responsive, creative, optimistic love; God encourages an orphan to learn, be smart, be morally complete, live with pleasure, not indulge in pessimism, and be creative. The abstract nature of God is depicted in two ways. On the one hand, God has all the power that a creature may have; on the other hand, God does not have all the power that exists because the creatures he creates also have the power that allows them to choose good or evil opportunities in their own lives. Evil is the choice of people to be cruel to the weaker. The folklore researchers also believe that this set of folk songs belongs to the most realistic, even natural songs because they are based on the direct observation of life, express frustration with this life, and the desire to make what they want into reality seeking support from God. In this situation, God is both responsive and compassionate to a human and a person who does not interfere in events. The orphan must learn to see the positive power of the love offered by God and, together with God’s involvement, to discover human self-worth, create the beautiful, seek creative self-fulfilment and creativity as the most desirable expression of spiritual existence. God exists as the originator of this process.

scholarly journals The Dimensions Of Emotional Intelligence And Its Relationship To Academic Achievement Of Social Studies For Students In South Batinah Governorate In The Sultanate Of Oman

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Saif bin Darwish bin Said Al - Harasi - Michael Ibrahim
Keyword(s):  
Emotional Intelligence ◽  
Social Studies ◽  
Scholastic Achievement ◽  
Self Awareness ◽  
Sultanate Of Oman ◽  
Emotional Management ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Random Method

The current study aimed at revealing the relationship of the dimensions of emotional intelligence according to the theory of Golman on the achievement of the study of the subject of social studies for students of South Batinah province in the Sultanate of Oman. The researchers used the descriptive correlation approach. The tool consisted of a questionnaire consisting of (50) Questions. Has been applied to all the states of South Batinah province consisting of six states, using the simple random method of (380) students. Using statistical methods in the SPSS program, the results of the study showed a statistically significant relationship at the level of (0.001 = α) for all dimensions of emotional intelligence towards the scholastic achievement of the subject of social studies, with the correlation between them (0.26). Emotional intelligence was associated with empathy after 0.89, emotional management of 0.89, social skills of 0.87, self-awareness of 0.83, and self-motivation of 0.81. The results showed that there were no statistically significant differences at (α = 0.05) between scholastic achievement according to gender variable. The statistical function was 0.000 for the seventh grade with an average of (4.2), while the average grade was (3.7).

scholarly journals Describing Students’ Intercultural Competence after Completing a Cultural Diversity Course Online or Face-to-Face

2020 ◽  
Vol 8 (2) ◽  
pp. 114-127
Author(s):  
Shalyse I. Iseminger ◽  
Horane A. Diatta-Holgate ◽  
Pamala V. Morris
Keyword(s):  
Cultural Diversity ◽  
Intercultural Competence ◽  
Online Version ◽  
Self Awareness ◽  
Diversity Courses ◽  
Diversity Course ◽  
Face To Face ◽  
The Face ◽  
Cultural Self ◽  
Lack Of Knowledge

This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compared degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrated that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also revealed that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

Sign in / Sign up

Export Citation Format

Share Document