We present some equivalent conditions for a quasivariety \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal {K}}$$\end{document} of structures to be generated by a single structure. The first such condition, called the embedding property was found by A.I. Mal′tsev in [6]. It says that if \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${{\bf A}, {\bf B} \in \mathcal {K}}$$\end{document} are nontrivial, then there exists \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${{\bf C} \in \mathcal{K}}$$\end{document} (...) such that A and B are embeddable into C. One of our equivalent conditions states that the set of quasi-identities valid in \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\mathcal{K}}$$\end{document} is closed under a certain Gentzen type rule which is due to J. Łoś and R. Suszko [5]. (shrink)

The Birkhoff-Maltsev problem asks for a characterization of those lattices each of which is isomorphic to the lattice L(K) of all subquasivarieties for some quasivariety K of algebraic systems. The current status of this problem, which is still open, is discussed. Various unsolved questions that are related to the Birkhoff-Maltsev problem are also considered, including ones that stem from the theory of propositional logics.

Введение. Чтобы понять причины войн и конфликтов, которые, к сожалению, все больше охватывают современную цивилизацию, нам необходимо использовать междисциплинарный подход. Исследования войн, который реже называют полемологией – это мультидисциплинарное исследование природы насилия. Спасение человечества как проблема, которую в масштабах цивилизации пытался решить Н. Фёдоров, еще в ХІХ столетии, заключена в природе насилия и в возможностях эту природу осознать и изменить. Методология. В исследовании был использован системный подход для выявления внутренней взаимосвязи между различными видами насилия и, соответственно, противодействия насилию. Новизна. В (...) результате систематизации современных исследований в полемологии установлено, что современная наука не обладает возможностями влиять на генную структуру агрессии. По этой причине, проблема спасения человечества возлагается на технологии нейропрограммирования мозга, включая образовательные технологии, основу которых составляет антропологический подход. Выводы. Установление четких границ, или рубикона, между принуждением и собственно насилием, как злом, возможно только в тех случаях, когда человечество абстрагируется от частных интересов и за основу принимает вопросы, затрагивающее будущее цивилизации Земли. Проблема спасения человечества – это проблема актуальности общей идеи, идеала и ценностей в масштабах цивилизации Земли. Это вопрос не национальных стратегий безопасности, которые ориентированы на сохранение и развитие национально-культурных интересов, а безопасности цивилизации Земли, в основе которой заложены интересы ноосферы Земли и всеобщего спасения человечества в противостоянии с силами космоса. В сравнении с опасностями, которые подстерегают человечество из масштабов космоса, межнациональные и региональные конфликты, противостояния и войны, утрачивают свою первоочерёдность. (shrink)

_Purpose._ The purpose of this research is to analyse and systematize modern philosophical and anthropological ideas about the nature, essence, causes and sources of collective violence. _Theoretical basis._ Given the complexity and multifaceted nature of the phenomenon of violence, the authors used a range of philosophical and general scientific research methods. In particular, the comparative method helped to identify the main advantages and disadvantages of using philosophical and anthropological approaches to studying the nature and patterns of violence in the social (...) environment. The use of the systemic and structural-functional methods contributed to a better understanding of the structure, features, mechanisms and criteria for ethical justification of the permissibility of collective violence. The psychological approach made it possible to analyse the role of social dissatisfaction, disappointment, relative deprivation and frustration in the process of radicalization of individuals and their readiness to use violence. _Originality._ The originality of this research lies in the application of modern analytical approaches to the study and philosophical understanding of the phenomenon of violence. It has been proven that at the current stage of social development, the following non-traditional forms of violence are becoming widespread: structural, symbolic, cultural, and psychological. It has been established that the main sources of collective violence are value, cultural, ideological and structural contradictions, as well as socio-psychological dissatisfaction, economic inequality and discrimination. _Conclusions._ Throughout history, violence has been an integral part of spiritual, social, value and economic transformations. The study of such a complex phenomenon requires the creation of an effective interdisciplinary theory that would take into account various anthropological, social, philosophical, psychological, physiological and biological dimensions and forms of its use. That is why there is a need to further improve scientific theories and approaches to studying the nature, forms and sources of violence. Taking advantage of a comprehensive approach, we have been able to establish that violence is a form of social influence that involves the use of physical force against individuals, social groups or institutions to cause physical, mental or moral harm and to subordinate their behaviour and will. (shrink)

Traditionally, writing is viewed as a code that stands in one-to-one correspondence to spoken language, which is therefore also viewed as a code. However, this is a delusion, which is shared by educators and has serious consequences for cognition, both on individual and on social levels. Natural linguistic signs characteristic for the activity of languaging and their symbolizations are ontologically different phenomena; speech and writing belong to experiential domains of different dynamics. These dynamics impact differently on the linguistic/behavioral strategies of (...) individuals and communities, viewed as second- and third-order living systems operating in a consensual domain as structure-determined systems. Failure to acknowledge this contributes to the spread of functional illiteracy in modern societies, which may lead to cognitive/communicative dysfunction. Technology-enhanced new literacies challenge the value of traditional written culture, raising questions about the relationship between speech and writing and their roles in human evolution. (shrink)

Since an observer arises in the experiential domain of languaging, and because everything said is said by an observer, it would be misleading to refer to a single reality constructed in language. ….

As noted in the Report of the Central Committee of the CPSU to the Twenty-Fourth Party Congress, presented by the General Secretary of the Central Committee of the CPSU, Comrade L. I. Brezhnev, the economy is taking on an entirely new scale of operations at the present stage. The basis of our economic power is coming to be industry with its numerous branches and a socialist agriculture organized on a large scale, advanced science, and skilled corps of workers, experts in (...) technology, and managers. Incomparably higher levels of the economy, of socialist social relationships, of culture, and of the consciousness of the broad masses of the workers are being attained. All this enables us today to set and attain objectives we could not have dreamed of at earlier stages in the building of socialism. (shrink)

The internalist account of cognition is questioned and the explanatory power of the biology of cognition in resolving epistemological issues is emphasized. It is argued that, far from being an autonomous activity within the brains of cognizers which generates input/output capacity and can be auditioned by the Turing Test, cognition is a function of living systems as unities of interactions that exist in an environment in structural coupling. Therefore, it is distributed.

The relevance of the research. The various approaches are analyzed on the essence of nostalgia, ranging from psychological understanding of this phenomenon as emigrant`s neurosis and mental illness to a more profound comprehension of it as a cultural and philosophical “universalia” that concerns complicated mechanisms of historical memory, identity, time and eternity. Analysis of research and publications. Among contemporary researchers investigating the ethical, religious and cultural-historical dimensions of nostalgia, there should be mentioned S. Boim, F. Davis, S. Merzlyakov, V. Nurkov, (...) Y. Davydov, E. Loftus, O. Fedkov, M. Rewakowicz, M. Shkandrij, M. Boichenko, O. Yakovleva, V. Liakh, E. Novikov and many others researchers. The purpose of the paper is to examine the ethical and religious dimensions of nostalgia, to figure out the connection of nostalgia with the problems of memory, time and eternity. Presentation of the main research material. The article deals with the cultural phenomenon of nostalgia, its religious, ethical and general philosophical aspects. It is shown that nostalgia is based on memory value selectivity, due to which a moral tradition, social and individual identity, and the continuity of generations are established. Modern man rebels against the actual state of being as untrue and non-authentic. He feels nostalgia for the past as something right and proper. A person not only mythologizes, but also seeks to resurrect the past in a symbolic way. In this almost religious faith in the resurrection of what is gone there is an existential certainty for the final cancellation of time and triumph of eternity, within which everything is preserved and nothing is forgotten. Nostalgic lust for the past is inherent to humanity throughout its history and is especially actualized in the culture of postmodernism. Conclusion. Nostalgia is a kind of personal and social myth creation, the construction of the historical identity. It reconstructs the past, which appears not only valuable and significant for the present, but also proper. Nostalgia is a moral phenomenon based on a morally healthy memory, capable of forgiveness, reconciliation and love for one's own destiny. The attention is stressed on metaphysical, political and aesthetic forms of nostalgia that oppose destructive force of nihilism. (shrink)

The relevance of the study is that the analysis of education as a factor in the formation and development of a creative personality and the conditions conducive to the emergence of a "new creative class" is done. Formulation of the problem - the conceptualization of education as a factor in the formation and development of a creative personality, its main categories in terms of "creativity" and the demand of man as a creator of an innovative environment, based on a new (...) level of interaction "man-society-education", changing the model of sociality. Analysis of recent research and publications. In the study, we rely on the phenomenon of creativity, which is studied in the works of V. Andruschenko, V. Beh, V. Voronkova, A. Kravchenko, S. Kutsepal, O. Kivlyuk, R. Olexenko. The main focus is on Richard Florida's work "Homo creatives: How the New Class Conquers the World". The matrix of education as a factor in the formation and development of a creative personality focuses attention on the discourse thinking of the relationship "creative personality-education" and the influence of the information society on these relationships. Exemption of unexplored parts of the general problem - conceptualization of the concept of "creative personality" and its role in modern information society. At the heart of the study - the conceptualization of the basic schemes of creativity and this is a scientific novelty. The epistemological character of the statement and the praxeological solution of this problem in favor of a creative person and education show that the society must have the necessary and sufficient resources for the reproduction of a creative person and its effective development that affects the social sphere of man. The basic material. The analysis of formation and development of the creative person as the main factor of education is carried out; the definition of "creative personality" is presented; it is proved that the creative component is the dominant factor necessary for solving problems of efficiency of all spheres of activity, including economic ones; conditions that contribute to the growth of the creative component in the future are analyzed ; It was found that it is a "creative social class" as a new class of information society. The object of research is the concept of a creative personality as a new social and cultural phenomenon. The subject of research is the influence of the information society on the formation and development of a creative personality. Methodology is a method of cultural creation, which provides an opportunity for the formation and development of a creative personality. Conclusions - the concept of education as a factor in the formation and development of a creative personality in the conditions of the information society is formed. (shrink)

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

This book provides the latest research and developments to determine the disengagement detection of students or learners through online learning system. It explores how detecting and analyzing students' disengagement in online learning using various tools, techniques and systems will help to automatically detect disengagement learners and offer the opportunity to make online learning more efficient.

Книга представляет собой исследование, где предпринимается попытка на основе детальной проработки первоисточников и воспроизведения основных ходов мысли и интуиций Гегеля и позднего Шеллинга провести сравнительный анализ их учений об абсолюте.

Монография предназначена для специалистов в области социальной философии, социологии и истории, а также для широкого круга читателей.

Издание предназначено для философов, теологов и всех тех, кого интересуют фундаментальные проблемы метафизики и надконфессионального умозрительного богословия.

The science of man, by A. Schaff.--The humanistic meaning of natural science, by R. Mukerjee.--The role of social sciences in the struggle for progress, by R. Schlesinger.--Scientific research in developing countries, by J. D. Bernal.--Problems of science and technology in underdeveloped countries by, D. D. Kosambi.--Priorities in scientific research for economic development, by J. Bognar.--Science and technology in underdeveloped countries, by S. H. Zaheer.--Science and scientific workers, by E. Olszewski.--Medical research in developing countries, by C. G. Pandit & N. P. (...) Gupta.--Changing society and crisis of enterprise, by Z. Tanic.--The university and society, by E. G. Edwards.--The intellectual and society, by V. B. Singh.--Indo-Soviet relations in retrospect, by K. P. S. Menon.--Fifteen years of cooperation between Indian and Soviet paediatricians, by I. N. Ussov. (shrink)

In this book, Aleksandr V. Bezgodov and Konstantin V. Barezhev formulate planetary ethics--the most important part of the philosophy of the Planetary Project. Planetary ethics represent the moral basis and value code for building a biocompatible, harmonious, and manageable civilization. They analyze the moral and ethical views of those Russian cosmists who belonged to the natural science branch of this unique philosophical, scientific, and cultural phenomenon. Looking at the world through the prism of a planetary-cosmic consciousness, cosmists developed a system (...) of biocentric and humanistic values.Russian cosmism is a spiritual rebellion of life against chaos, death, and limitation. A combination of science, philosophy, poetry, and a certain utopianism extended on a universal scale makes Russian cosmism a prologue to the modern nonclassical, science-based worldview that emphasizes synergy and globalism. Back in the late nineteenth to early twentieth century, cosmists focused on a united humanity and the principles of a close relationship between man and the universe. This monograph lays the groundwork for the planetary ethics that originated in the philosophy of Russian cosmism. The monograph continues the series of books of the Planetary Project, Planetary Project: From Sustainable Development to Managed Harmony and Planetary Rent as an Instrument for Solving Global Problems. (shrink)

Издание адресовано научным работникам, преподавателям, студентам и аспирантам, а также практикам, интересующимся вопросами истории философии, эстетики, религиоведения и смежными проблемами.

The philosophical disposition of the mind of Vladimir Bibikhin is deeply related to the thought of Martin Heidegger, but at the same time his existential character is almost directly opposite. What is common to them is the understanding of thought as the docile attention to the event of being. The text outlines three aspects of this disposition of mind, which all are disputed by the author. (1) Consciousness is not only the Carthesian ruler, but also the subject of the ethical (...) reflexion, conscience. (2) In the “seizedness” as the basic frame of mind of the docile attention the turn of the possessedness is concealed. (3) In the political turn of the seizing historical event the totalitarian power is hidden. (shrink)