Pedagogy and education - rubric Editor-in-Chief's column

Abstract: The article analyzes the liberal model of education, which now becomes a subject of acute criticism of scholars, specialists and teachers. Having appeared in the period of early capitalism, that model enthusiastically built the scheme of free and independent education. It proceeded from the idea that schools and higher institutions should train their students to democracy and freedom of behaviour. Creativity became the emblem of such education. As was believed, students did not need knowledge but the faculty of free, critical thinking. A creative approach is certainly important in education. But first of all it should give real knowledge. Nowadays it has become clear that the copying of European educational reforms decreases the quality of education.Methods of the problem analysis are built on historicism. As expertise shows, the liberal model of education was imposed on western countries without serious scientific or social research of its validity. The comparativist method was used to compare two– liberal and conservative – models of education.The novelty of the article is that a comparison of two educational models – liberal and conservative – is performed for the first time in Russian literature. A liberal education was beyond competition for a long time. Acute criticism of this model by K. Mannheim did not change the educational practice. But nowadays it is evident that this model is outdated, does not respond to current social reality and nevertheless it serves as the basis for reforming the system of Russian education. The author comes to the conclusion that a decrease of the quality of education results from thoughtless copying of a liberal education.

Keywords: personal growth, socialization, creativity, critical thinking, freedom of behaviour, liberal model, education, quality of knowledge, creation, reform of education

DOI: 10.7256/2454-0676.2013.1.62551

Abstract: We can form a coherent, complete picture of the world as we know it without the human being. The recent scientific discoveries seem to push us towards this very conclusion. Particular paradigms with the “ocean of sentience”, “the cognitive Cosmos”, etc. at their center become prominent. Research of this sort is directed against an anthropocentric view of the universe. Devaluation of anthropocentrist philosophy manifests itself in ways other than assertion of research objects that replace the individual. This article explores the logic of the so-called “new naturalism” from a critical angle.

Keywords: pedagogy, philosophy, individual, universum, psychocosm of the individual, spirit, intuition, science, religion, comprehension.

DOI: 10.7256/2454-0676.2014.1.65195

Abstract: The meaning of human existence is a regulatory concept typical for all systems of the world view. This concept proves and interprets morals and values typical for a particular world view and shows for which sake associated activity is performed. The author of the present article talks about education as a general form of the development of personality and society and the unity of education, up-bringing and development. The idea of education itself was created as a result of the duality of human nature. On the one hand, human is a natural creature and therefore he behaves like an animal. But on the other hand, human is an intelligent and spiritual human. Hegel notes that human isn’t what he should be naturally. An animal does not need education and therefore an animal is what it should be naturally. The author bases his research on the principle of historicism which allows to view each phenomenon in the historical perspective, i.e. in the process of its creation and further development. The author also defends the methodological principle of combining education and up-bringing. In this case the author uses the methods from philosophical anthropology. The novelty of the research is in the attempt to take another look at the relation between education and development. The nature of the relation between education and up-bringing is obviously de􀁹ined by particular needs of teaching and school. Still existing difference between these categories are caused by the imperfect and limited concept of school education in general. The integration of education and up-bringing is re􀁹lected in the Ancient Greek idea of paideia.

Keywords: education, up-bringing, teaching, development, human, animal, human existence, history, culture, image of the world.

DOI: 10.7256/2454-0676.2014.2.65467

Abstract: The article is devoted the phenomenon of Bildung as the problem of education. This theme dates back to Immanuel Kant who related teaching to the general concept of philosophical anthropology. A German philosopher emphasized the great importance of the phenomenon of enlightenment and tried to describe the process of self-cultivation. After Kant the term became very popular in social and teaching literature. Adherents of self-cultivation (Bildung) have viewed a number of important didactic issues including the relation between ‘knowledge’ and ‘understanding’, between rationality and irrationality, ability to develop mental skills and to use conceptual thinking. Self-cultivation covers a wide range of issues related to both morals and one’s cognitive experience. Bildung would be impossible without developing the main provisions of the philosophical concept of human. The article is based on the principles of analytical philosophy. Psychology and mechanisms describing mental processes are becoming especially important for ef􀏔icient self-cultivation. Pavel Gurevich also uses the main ideas of social philosophy describing the role of the social being in denoting human as a special type of creation. The novelty of the problem is in the fact that the phenomenon of ‘self-cultivation’ is rather understudied in Russian literature. Pavel Gurevich also criticizes some modern researches that do not see a fundamental difference between animal and human. He also proves the provision that the social guarantees but does not constitute the existence of mind. People acquire rational abilities through Bildung but Bildung does not necessarily realize these abilities. They are not determined by the same relations that de􀏔ine our social ties with others. Conceptual abilities can be acquired only through being involved in social practice.

Keywords: pedagogy, education, teaching, Bildung, spirituality, knowledge, understanding, rationality, intuition, personal enhancement.

DOI: 10.7256/2454-0676.2014.3.65909

Abstract: The article is devoted to the professor of the Faculty of Journalism Vsevolod Nikolaevich Ruzhnikov. He is already deceased but his students, colleagues and young researchers still remember him. He lives in memories of the people who knew him as an unordinary man, a major scientist and a wonderful enthusiastic teacher. Even among famous scientists who have worked for the faculty in different years, he excelled in dignity, commitment to his profession and the feeling of his duty as a teacher. Historians and philologists of different universities often mention Vsevolod Ruzhnikov in their thesis papers and recognize his distinguished achievements. The author of the present article Pavel Gurevich uses the method of historicism in his research. Gurevich tries to recapture the episodes from life and activity of Ruzhnikov. Together they worked on the chronicles of the Soviet radio broadcasting using the method of diligent accumulation of historical facts and their interpretation. The novelty of the article is caused by the author’s attempt to describe the man who worked for both USSR Gosteleradio and the Department of Radio and Television Broadcasting. People like Vsevolod Ruzhnikov always leave a remarkable trace. Gurevich has tried to describe him as a man, teacher and researcher with the most admirable qualities. Special attention is paid to Ruzhnikov’s scientific researches. Without any doubts, Ruzhnikov was a diligent and distinctive historian of Russian broadcasting.

Keywords: radio broadcasting, television broadcasting, teacher, educator, print media, science, introversion, decency, emotional sensitivity, memory.

DOI: 10.7256/2454-0676.2014.4.66044

Abstract: The article analyzes the liberal model of education, which now becomes a subject of acute criticism of scholars, specialists and teachers. Having appeared in the period of early capitalism, that model enthusiastically built the scheme of free and independent education. It proceeded from the idea that schools and higher institutions should train their students to democracy and freedom of behaviour. Creativity became the emblem of such education. As was believed, students did not need knowledge but the faculty of free, critical thinking. A creative approach is certainly important in education. But 􀏔irst of all it should give real knowledge. Nowadays it has become clear that the copying of European educational reforms decreases the quality of education. Methods of the problem analysis are built on historicism. As expertise shows, the liberal model of education was imposed on western countries without serious scienti􀏔ic or social research of its validity. The comparativist method was used to compare two– liberal and conservative – models of education. The novelty of the article is that a comparison of two educational models – liberal and conservative – is performed for the 􀏔irst time in Russian literature. A liberal education was beyond competition for a long time. Acute criticism of this model by K. Mannheim did not change the educational practice. But nowadays it is evident that this model is outdated, does not respond to current social reality and nevertheless it serves as the basis for reforming the system of Russian education. The author comes to the conclusion that a decrease of the quality of education results from thoughtless copying of a liberal education.

Keywords: personal growth, socialization, creativity, critical thinking, freedom of behaviour, liberal model, education, quality of knowledge, creation, reform of education.

DOI: 10.7256/2454-0676.2015.1.14416

Abstract: Textbooks nowadays, as a rule, are written for students. A reason for writing this column was the publication of a manual addressed to teachers and educators – «A teacher’s book «The dialogue of cultures»: educational and methodological manual and textbook». (M., 2014). The formal theme of the manual is the dialogue of cultures. In fact, it deals with a brief but scientifically equipped analysis of the world culture represented in its civilizational dimension. Having appeared in the recent decades, the idea of establishing a dialogue between representatives of different cultures has its advocates and opponents. One thing is undoubted – without understanding of deep foundations of each culture the dialogue is unthinkable. That is why the manual is of value not only as educational material but also as a serious theoretical study.Methods of developing the theme in this article are related to the principle of historicism. Many civilizations represented on the planet are discussed from the viewpoint of their origin, specificity, and dynamics. Also, methods of comparativist analysis are used that permit to compare values of different civilizations.The novelty of the article is conditioned by critical consideration of the problem of the dialogue between different cultures and civilizations. In this connection, various civilizations are presented as specific historical entities that embody the unrepeatable spiritual experience of humankind. The article discusses the world religions that form civilizational spaces, the unity and differences of the historical process, objects of worship that form different cultural worlds. Conditions are outlined, without which the dialogue of cultures is impossible, and contradictions of this process are revealed.

Keywords: humankind, culture, civilization, religion, values, objects of worship, dialogue, spiritual experience, history, rationality

DOI: 10.7256/2454-0676.2016.1.18895

Abstract: Should we politicize education? What can we do to teach political thinking to school students? What is the most appropriate form of political education? There are constant debates about these issues. Occasionally teachers express concerns regarding excessive ideologization of school students. Meanwhile, education is actively involved into the political process. Many school graduates have to take an examination in social studies today. Statistics of previous years indicate that practically half of school students have to show their knowledge in social studies when passing the Unified State Exam. The Russian language and mathematics are mandatory exams but social studies are to be taken, too, by students who seek admission to humanitarian universities. The subject of the present research is the analysis of different problems of the geopolitical situation in the world that are essential for modern education. Social studies provide school students with the knowledge about many aspects of social including economics, law, philosophy, sociology, politology and history. Society is a living organism, developing system closely connected with the basic needs of human. In his research Gurevich has used the methodology of social philosophy which allows to productively analyze the situation in the modern world. In addition, the author has applied achievements of modern pedagogy. The author compares the two different researches (selected works 'Modern World and Geopolitics' and A. Vafin's monograph 'Political Marginals in Russia and Europe. Limonov, Fortein, Fortuyn, Cohn-Bendit and other cases'). These researches allow to describe a wide range of problems characterizing geopolitical priorities of Russia. According to the author, it is impossible to get a true insight into social issues without taking into account interpersonal, interclass, international and intergroup relations. It is noted that social studies should explain political issues to school students and to develop their living position, public spirit and their own views on modern political realias.

Keywords: international relations, politics, geopolitical priorities, civilizational patterns, mental schemes, political marginalism, political leadership, political preconception, populism, social studies

DOI: 10.7256/2454-0676.2015.1.66321

Keywords: humankind, culture, civilization, religion, values, objects of worship, dialogue, spiritual experience, history, rationality

DOI: 10.7256/2454-0676.2016.1.67684

DOI: 10.7256/2454-0676.2017.1.21893

Abstract: The article is devoted to analyzing the heritage of a great Ancient doctor Galen. His achievements in the sphere of medicine and ethics are undoubtful. However, his name has been forgotten for many centuries. There have been many reasons for that. Firstly, Hippocrates was a more popular healer of those times. Every doctor who starts his or her professional path thinks of Hippocrates when they make the oath of Hippocrates. He is rightfully considered to be the founder of Greek medicine. There are even legends about him and his name is often remembered in philosophical and psychological dictionaries. It was Hippocrates who left a great message for all doctors saying that under no conditions a healer may do harm to a patient. Galen is a very important figure, too, however, he is often thought of as a successor and commentator of Hippocrates. Galen wrote 110 works, however, only one of his works 'On the fabric of the human body' (De humani corporis fabrica) was translated. Today the situation has changed. Many Galen's works have been published but they still need interpretation and commentary. The author of the present article bases his research in the principle of historicism which has allowed to show the important role of Galen in the history of ancient culture. Gurevich has also used the methods of philosophical anthropology and pedagogy for integral evaluation of Galen's heritage. Galen's works are a special type of literature. They cannot be called just 'medical works' but serve as a great illustration of the integral approach in general. There is a great philosophical, ethical and pedagogical depth in them. Experts underline that medicine had never been a true science before Galen and only Galen made it to be an integral theoretical and practical system. Starting from the 3th century, his teaching had become the prevailing system and medicine had acquired a solid basis that was developed in the next centuries.

Keywords: human nature, philosophy, human body, psychology, blood, pneuma, doctor, human, ethics, medicine

DOI: 10.7256/2454-0676.2013.2.9123

DOI: 10.7256/2454-0676.2015.2.15829

Abstract: German philosopher, psychological and cultural expert Eduard Spranger was a rather versatile person. He created a classification of characters that later had a considerable influence on the development of the philosophy of personality. Spranger proved the principle of the structural or so called understanding philosophy. He studied conceptual structures of the spiritual life of human as part of cultural environment. He also touched upon aesthetical issues. It is quite obvious that such an active scientist who followed the German scientific tradition just couldn't keep from discussing teaching and up-bringing issues. Spranger created a whole series of lectures on the philosophical grounds of pedagogy. He viewed the theory of educational ideals and psychology of an educator as a direct practical implementation of the results of his philosophical activity. However, Spranger stressed out that the problem needed to be researched further. In the present article Gurevich has used the methodological findings of 'understanding psychology' and methods of pedagogical research. He also relies on philosophy of education as a special branch of knowledge. For the first time in Russian academic literature analyzes pedagogical intuitions of Eduard Spranger. He also emphasizes the integral nature of Spranger's views on the up-brining of students. The German philosopher left very deep thoughts on personality and the difference between personality and individual or individuality. In accordance with his teaching, Spranger laid special emphasis on values as the spiritual basis of personality. Gurevich also analyzes Spranger's views on up-bringing and underlines that Spranger's ideas had a great influence on Theodor Litt, one of the founders of pedagogy of culture, modern interpretation of the concepts of civil up-bringing offered by G. Kerschensteiner, O. Bolnoy and pedagogical anthropology in general.

Keywords: pedagogy, teaching, up-bringing, personality, spirit, education, values, morals, culture, love, right

DOI: 10.7256/2454-0676.2013.2.63178

Abstract: Prospects of human existence remains one of the eternal topics to be discussed by the world philosophy. Basically, this topic has been related to the three factors: stupendous achievements of human intelligence, transformation of human nature and realization of human cosmic destination. It is needless to say about the advance of science and associated hopes and expectances. It is the science which helped to create the modern civilization with its high level of welfare, startling resources and grandiose communications. The picture of the world has been completely changed. Scientists have recoded the human genome. They are trying to learn the basic secrets of nature by the means of hadron collider. People have learnt to cure cancer of almost all organs, transplant the heart, sew legs and hands and even make clones of themselves. Quite naturally, the advance of science has made many people used to the thought that there are no problems the science couldn’t solve. Future human existence is associated with the advance of science and culture, too.

Keywords: pedagogy, philosophy, education, culture, noosphere, science, enlightenment, human nature, transcendence, philosophical anthropology.

DOI: 10.7256/2454-0676.2015.2.66939

Keywords: pedagogy, teaching, up-bringing, personality, spirit, education, values, morals, culture, love, right

DOI: 10.7256/2454-0676.2016.2.19419

Abstract: The present article provides a review of Karl Jaspers' book 'Kant: Life, Research and Influence' published by the Kanon+ Publishing in 2014. This book is twice as valuable. Firstly, it is beileved to be a great contribution to Kantian studies. Meanwhile, it can tell us about the philosophical heritage of Karl Jaspers himself. Kant was one of Karl Jaspers' favorite philosophers. Karl Jaspers believed him to be an original philosopher and therefore mentioned Kant's name in his doctor's thesis several times. Those references were priceless for Kantian studies. In his book Jaspers developed and systematized fragmentary remarks about Kant's achievements. In his research Gurevich has used the historicism principle which allowed him to demonstrate the role of Kant's ideas in the history of philosophy. The author of the present article has also conducted the comparative analysis of Jaspers' two researches written by him in different times, 'General Psychopathology' and 'Kant'. In his article Gurevich has also touched upon different aspects of Kantian studies. In the aforesaid book Karl Jaspers described details of Kant's life that allowed to provide a better insight into the development of Kant's views and his path towards critical philosophy. The structure of Kant's cognition is also described as well as the mind and all forms of mind. The 'Kantian' reason is also characterized. It is very important that Jaspers went beyond cognitive issues. He introduced Kant's understanding of politics and history to the readers. Finally, he also shared his critical views of Kant's philosophy and underlined the historical place of Kant and his influence on the following stages of philosophy.

Keywords: cogitation, antinomy, scepticism, enlightenment, civil society, science, morals, sensuality, cognition, philosophy

DOI: 10.7256/2454-0676.2016.2.67997

Keywords: cogitation, antinomy, scepticism, enlightenment, civil society, science, morals, sensuality, cognition, philosophy

DOI: 10.7256/2454-0676.2015.3.17116

Abstract: The present article is the author's response to Illaria Bachilo's book about a great Russian reformer Mikhail Speransky 'Mikhail Speransky as the Patriarch of Russian Administrative Science' published in Moscow in 2015. In his book Illaria Bachilo describes numerous projects and creative insights of the great reformer and political activist of the first half of the XIXth century. It may seem paradoxical, but his contemporaries knew very little about his life and fate. His mission of a theorist and practical lawyer was not so easy. He lived through ups and downs and dismissal from office. However, he never left the reformation path. The history of his success and failures reflects the difficult path of Russia towards being a powerful and unique country. In the course of his research the author has referred to numerous historical documents and archives. The author also bases his research on classical writings on legal studies and historical researches of reformation in Russia. Mikhail Speransky and his activity have interested researchers for quite a long time. There is quite a number of researches about him which tell us about the history of Russia of the first half of the XIXth century, Speransky's biography and activity as the State Secretary during the reign of Alexander the First as well as his work on codification of laws. Researches of Mikhail Speransky's scientific legacy in the sphere of state structure throughout the reigns of Russian emperors and observation of Russian experience in state management were reflected in the academic literature. However, there are no grounds to believe that all aspects of Mikhail Speransky's life and work have been already studied. In this regard, Illaria Bachilo's research is of great value and importance.

DOI: 10.7256/2454-0676.2015.3.67116

Keywords: legal studies, history, up-bringing, education, politics, culture, rule, reform, law, bureaucracy

DOI: 10.7256/2454-0676.2016.3.20664

Abstract: The article is devoted to the problem of human aggression. There are a lot of philosophical and psychological literature sources discussing whether human can be considered to be a murder by nature. As modern researches prove, humans do not have a genetic predisposition to death. The author believes that it is necessary to appeal to social and cultural factors in order to clarify the issue. Initially human believes himself to be a resemblance of animal. This belief is still peculiar for so called 'hunting nations' or nations who follow archaic traditions. Has culture made human to lose these 'animal-like' qualities? Many researchers try to answer this question. The question is whether we can actually assume that each human is a potential murderer or it is true for only some representatives of human society? In his research Gurevich has used neuroscientific, genetic and sociobiologic findings. Special attention is paid to cultural and ethnographic researches. In this article Gurevich gives a theoretical criticism of sociobiological researches that explain human's genetic predisposition to murder. Based on modern genetic researches, the author proves that humans have no genetic predisposition to murder. Many paradoxes of human behavior become obvious if we study sociocultural factors of people's lives. According to the author, the theory 'human murderer' is not only pseudoscientific but also harmful because it leads to such social and political consequences as racism. People are not monkeys, neither they are angels marked with the original sin. According to the author, human aggressive behavior, even violence, demonstrates their need in love.

Keywords: human nature, aggression, genetic predisposition, sociocultural factors, aggression types, up-bringing, cruelty, empathy, instinct, sociobiology

DOI: 10.7256/2454-0676.2016.3.68213

Keywords: human nature, aggression, genetic predisposition, sociocultural factors, aggression types, up-bringing, cruelty, empathy, instinct, sociobiology

DOI: 10.7256/2454-0676.2013.4.10535

DOI: 10.7256/2454-0676.2013.4.64115

Abstract: The author of the article re􀏔lects upon the historical fate and prospects of pedagogical anthropology as a new branch of humanities. Raising the question about whether it is efficient to break anthropology into pieces, the author assumes that not only new approaches and branches of humanities are being formed today but also previous branches of humanities are being integrated. The author of the article extends the theoretical scope of pedagogical anthropology. According to the author, pedagogical anthropology can also include reflections on human being as the result of integration of teaching and upbringing theories and ideas. The guiding idea here can be researchers’ attempt to create the image of human as it is presented in the theory of up-bringing. The author also raises a question about the future of pedagogical anthropology. The main methods of analysis used in the research article are the historical and phenomenological methods. These methods allow to appeal to many works and publications that haven’t been viewed as the topic of pedagogical anthropology until recently. The fact that the author touches upon the basic problems of pedagogical anthropology defines the novelty and scientific importance of the present research. The author of the research article conducts a critical analysis of the terms that have been already introduced by the followers of pedagogical anthropology. The author makes a distinction between pedagogical anthropology and philosophy of education. At the same time, the author does not agree with the list of philosopher who are thought to make their contribution to pedagogical anthropology. The author offers his own list of philosophers and educators who reflected on the process of education and up-bringing and caused the breakthrough in the philosophical understanding of human. For example, the author includes antique philosophers, well-known theologists and founders of the humanistic thought of Renaissance. The author’s conclusion is the following: we need pedagogical anthropology as an independent branch of humanities but the list of founders of pedagogical anthropology cannot be limited to the narrow circle of educational theorists.

Keywords: philosophy, pedagogy, teaching, education, human, personality, anthropology, up-bringing, knowledge, spirituality.

DOI: 10.7256/2454-0676.2015.4.17596

Abstract: The article is devoted to the phenomenon of spirituality which is being analyzed based on the three books published by the Canon+ publishing: E. Mescherina's 'Spiritual Grounds of the Feat (Essays on Russian Culture)', M. Chertok's 'Musicians of the Victory Parade' and 'The Fate of a Scientist in Changing Times' edited by G. Bragin, A. Vaf, G. Sdasyuk and T. Shaumyan. Spirituality is a universal phenomenon. It is expressed through facts of sacral culture and historical events as well as fates of particular people who devoted their life to science. Recent researches emphasize the importance of 'sensual reasoning' and ability to adequately respond to surrounding people and get along with others in interpersonal relationships. The main provision of the eternal philosophy is that in the end the quality of life depends on so called 'spiritual reasoning'. Spiritual reality is a deep philosophical and metaphysical grasp of reality and ourselves. In his research Gurevich uses the methods of reconstructing the memorial practice of the country. This also refers to the history of Russian culture. The author has also applied the hermeneutical approach which allowed to provide an adequte evaluation of cultural monuments. The article will be of interest to educators who carry out patriotic upbrining. The article contains various examples of spiritual devotion. Analysis of the history of Russian culture is filled with the pride for unfading achievements of Russians who created great monuments of philosophy and art. Russia's space is a culture-historical community exceeding the limits of national states and, all the more so, political systems. Historical spiritual forces, Victory music and selfless devotion of science.

DOI: 10.7256/2454-0676.2015.4.67416

Keywords: selfless devotion, history, spirituality, Victory, art, culture, heroism, patriotism, upbringing

DOI: 10.7256/2454-0676.2016.4.21569

Abstract: The article is devoted to the analysis of an unfinished treatise of Aristotle 'On the Soul'. The aforesaid treatise made a significant influence on the historical fate of psychology. In fact, Aristotle became the founder of scientific psychology identifying soul with psyche. The ancient philosopher believed that soul was the reason and beginning of a living body. Assuming that the essence defines existence of each item, Aristotle interprets life as the essence of living creatures. The philosopher devoted a significant part of the treatise to criticizing misconceptions of soul. Many provisions of his philosophy are beyond doubt. Mental processes are actually related to physical processes. Soul is not a harmony, in fact, because mental life is full of contradictions and collisions. According to Aristotle, mind is not identical to body and cannot be interpreted as an organic function. In his article Gurevich uses the principle of historicism which allows to demonstrate the development of principles associated with the development of views on mental processes. Aristotle's views on the nature of soul played an important role in the creation and development of psychology. However, Gurevich also shows that Aristotle's philosophy of soul displaced other interpetations and definitions of soul that had certain heuristic potential. This can be said about Plato's teaching in particular. In fact, Aristotle's concept of soul and Plato's concept of soul never synthesized. Reduction of soul to psyche only impoverished the essence and definition of soul and narrowed the concept of human inner life. Today's discoveries made by neuroscientists and transpersonal psychologists prove that Aristotle's concept of soul is rather narrowed.

Keywords: movement, sensation, immanence, transcendence, emotions, body, human, psychology, psyche, soul

DOI: 10.7256/2454-0676.2016.4.68458