What is the relation of creationism to religion? Neither creationism nor evolutionism has a direct relation to religion, serving only as a basis for strengthening or weakening the positions of religion. Building a religion on this stand is a very separate thing. Therefore, it is not possible to criticize the proponents of reforming the textbooks of the "effort to disguise the discipleship of religion in the mind of the disciples," because then the symmetrical can be the proponents of the non-reformation (...) - the "effort to disguise the atheism in the disciples' minds.". (shrink)

From ancient times people wanted to know their future, and hence there was a need for predictions, predictions, prophecies, insights, and so on. In the most general way, the desire to answer the questions of future events is likely to be that without forecasts and attempts to look into the future in general, it is impossible to social development of man and society, since knowledge of the future course of events allows a person to correctly select the goals and objectives (...) for their activities in the present, to achieve the fulfillment of these goals, and thus to create, model their future. (shrink)

The scholar analyzes the religious, social, utopian, and philosophical-historical concepts of the future and pays particular attention to the perspectives of religion in contemporary futuristic prognosis. The author examines the features and approbation of scientific approaches to prediction in religious studies. There is a section devoted to religious scholarly expertise that will encourage dialogue not only among religious scholars or philosophers, but also with sociologists, historians, psychologists, mass media and managers.

In the article by Vita Titarenko «Experience and prospects of religious organizations in Ukraine: prisma of independence» on the basis of the analysis of the newest sociological researches the features of the post-Soviet religious society in Ukraine are considered. The formation of a specific model of religiosity of modern Ukrainian society, its new value matrix is noted. The distinctive characteristic is the nonconfessional self-determination of Ukrainians, the development of extra-religious religiosity during complex socio-political events in the country, the formation of (...) such a phenomenon as a civil religion and a civil "ecclesia". (shrink)

The article is devoted to the philosophy of cosmology, its history and contemporary conditions, the tradition of studying and modern trends in teaching this discipline in higher education in Ukraine. There is problem of defining the subject of philosophy of cosmology, there are similar and different motifs with modern astrophysics, cosmology on the one hand, and, with the history of philosophy and modern philosophy on the other hand. The change in the subject of the philosophy of cosmology in the history (...) of philosophy and science has been studied in this article. A modern state of the philosophy of cosmology in modern philosophical education is demonstrated. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

The phenomenon of charismatization, which has intensified on the territory of Ukraine since the independence of Ukraine, is constantly in the field of view of religious scholars. Unusual forms of worship, critical articles in the media, as a result, the formation of negative public opinion - all this led to an impartial, unbiased, objective study of this phenomenon by scientists.

Non-traditional religious entities are no longer a marvel on the territory of Ukraine. Some are on the margins, and some, including non-Christians, are quite active and talkative. Non-Christianity in religious literature means those religious trends that occur within traditional Christianity, modernizing it in the context of secularization of social consciousness, scientific and technological and information revolution, social and ecological cataclysms, and offering to man a spiritual and fundamental basis, which is a spiritual and spiritual basis, a world of answers to (...) constant existential inquiries. (shrink)

Let us analyze the latest religious entities in the paradigm context of mass culture, and find out the place and role of modern religiosity among the cultural phenomena of today. In order to answer the question: "Can new religious entities be considered a form of mass culture?", One should first of all analyze briefly the phenomenon of mass culture, its nature, its genesis, the tasks it solves, the methods it uses, and its practical manifestations. Since "mass culture" is a term (...) used in contemporary cultural studies, the question in this perspective has not yet become an object of religious reflection. (shrink)

Religion as a complex socio-cultural phenomenon, which is inherent in the history of mankind at all stages of its development, cannot lie apart from global human processes. In the context of changing paradigms of human thinking, mass secularization of social consciousness, scientific and technological and information revolution, social and ecological cataclysms, modern Christianity is forced to answer "the challenge of time", to seek and offer man such spiritual grounds of his life that will help him to find answers existential inquiries (...) in a rapidly changing world. (shrink)

Religion as a social and spiritual phenomenon in its functional manifestation responds to various human needs, while satisfying, above all, those spiritual needs that can not satisfy any other social phenomenon. Religion, however, appears as a certain qualitative certainty characterizing the ability and ability to satisfy the vital needs of man, religious communities and society, and helping a believer in comprehending the inner essence of the world in his transcendental co-ordinates, posing a "normative and content quintessence of experience", inherent in (...) this social phenomenon. overcoming suffering, life problems, and also contributes to the awareness of the meaning and significance of earthly life as a believer in the perspective of "the last reality". (shrink)

This article explores the role of language and ideology in Soviet philosophy and education. The author argues that the Soviet regime deliberately used philosophy as a tool for manipulation, with the aim of creating a common understanding that Marxism and Leninism are the only true doctrines of philosophy. The course of philosophy was mandatory at all levels of education and was fully standardized, with a focus on scientific grounds that only Marxist philosophy was valid. The article also highlights the role (...) of language in the Soviet language lockdown policy, where the Russian language was prioritized as the primary language of education and science, suppressing national languages and cultures of member countries. Furthermore, translations of key philosophical texts were selectively done, presenting only those texts that did not touch upon political or religious issues. The article concludes that the oppressive language and ideology practices in Soviet philosophy had a significant impact on the intellectual and cultural development of the Soviet Union and its member countries. (shrink)

The main purpose of Christian social teaching is to form a person's Christian outlook, to provide the Christian with answers to the questions of the present and specific recommendations regarding the model of behavior in different situations in life. In its turn, social doctrine expresses a confessional perspective on the problems of modern life faced by believers. This view is formulated in special documents of denominations, the totality of which constitutes the "social doctrine of the Church".

The image of the future of religions is interesting to us not only and not so much that to a certain extent presupposes or corrects the future, but also that it characterizes the religious present in which it functions, in close connection with the existing society. Situational versus general change of emphasis in the forms of existence and / or functionality of religion is the result of interaction with society, its various spheres and man. The formation of the newest religious (...) needs, due to which the functionality of religion manifests itself, is a factor in the emergence of various quasi-religious and paranute teachings, coumaromania - as components of mass social mythology. Instead of "traditionally new" religious education, there are even more recent, such as the Church of Copimizma, Pastafarian, Jedi, various manifestations of quasi-religions, etc. (shrink)

The review reviews the monograph "The Church of Jesus Christ of Latter-day Saints in its history and present" by Professors A. Kolodnyi and L.Fylypovych.

It was more than a year, since our lovely and dear Natalochka Gavrilova left our lives. And still the throat is squeezed and tears are coming back when you remember about our colleague, a loyal friend, a devoted friend.... She achieved the goals.

The emergence and activity of neo-religious groups, to which we also refer to charismatic churches, is a manifestation of one of the global trends of modern religious life-traditional encounter with a new, still unknown. Therefore, it is quite natural that this contact within the framework of the modern charismatic movement - this complex, multifaceted phenomenon, requires a comprehensive study, in particular philosophical, sociological, religious, theological, etc. No less relevant is the psychological approach, due to the importance of personal religious experiences (...) in the life of the person. (shrink)

The article outlines the methodological problems of the philosophical and religious studies discourse of the forecast activity, considers the forecast as a specific type of knowledge, the subject-object interconnection of knowledge in the conditions of forecasting. The analysis of the activity of the cognitive activity of the subject required, in turn, to consider the principle of anthropy and the vector of time changes. The article deals with the problems of the objectivity of scientific analysis of religious reality. The article formulated (...) the scientific-categorical apparatus, which corresponds to the forecast activity in the religious sphere. Specifies and defines certain concepts that help to focus the perspective of religious studies and adequately isolate and predict the religious aspect of social life. (shrink)

Charismatism as a non-Christian movement has been known in the world since the mid-twentieth century. He came to Ukraine relatively recently, so it is a new phenomenon, unknown, which raises constant questions not only among ordinary people, but also among specialists. Due to its heterogeneity, diversity of forms, relative independence of organizational structures, charismaticism requires additional study. But there are some problems with the lack or insufficiency of factual material, such as objective statistics, social survey results, surveys, and more.

The paper interpreted religious communities participate in the formation of civil society as the space establishment of universal values. The author analyzes the degree of self-organization of society at this stage, its main objective characteristics and role of the religious factor.

The article proposes to deepen and expand the classical methodological approaches formulated at the beginning of the 21st century within the framework of academic religious studies. Based on the methodological works of the founder of modern Ukrainian religious studies, Prof. Kolodnyi, who first clearly defined the principles of the scientific study of religion, in particular objectivity, historicism, worldview neutrality, pluralism, etc., the authors justify the need for contextualization as one of the main methodological approaches in the study of current religious (...) processes. They insist on rethinking not only the universality and effectiveness of some methodological principles in new circumstances — the Russian-Ukrainian war, but also on the actualization of new ones, critically rethinking their neglect in the pre-war period. It is proved that in the hierar- chy of religious principles, the principle of contextuality becomes a particularly sought-after re- ality of Russia’s war against Ukraine. Even the concepts that researchers use describing a new religious situation must be contextualized. The authors remind about those contextual dangers for the life world of Ukraine that exist in its religious segment, highlighting external and internal factors that cannot be ignored when analyzing the contemporary religious situation in Ukraine and in the world. Analyzing the current reality, the authors conclude that contextuality as a methodological approach in religious studies should consider: 1) The event context — Russia’s military aggression against Ukraine — as a condition for the manifestation of religion, which determines its functional and substantive features; 2) Features, depth and intensity of research’s contextual inclusion/exclusion. Tragic changes in the context of the life of Ukrainians — linguistic, cultural, informational, religious, etc. necessarily correct expert neutrality, objectivity, non-involvement. According to the authors, the war situation liberates from an unbiased, out-of-contextual analysis. The admis- sibility of such contextualization is a matter of debate. (shrink)

Стаття присвячена переосмисленню методологічних підходів у релігієзнавчому розумінні релігії як цінності. Критичне ставлення до попереднього досвіду інтерпретації релігійного феномена дає можливість сприймати релігію як рівнопокладену цінність з іншими типами самоусвідомлення людини. До цього спонукає сам статус релігії у сучасному світі, який змінюється під впливом глобалізації і секуляризації. Однією з тенденцій цих процесів є відхід від обмежень «сектанства» і «націоналізму» в релігії до розширення меж розуміння духовності як універсальної релігійної цінності. У статті визначається цінність релігії в її онтологічному статусі, в її (...) екзистенційності, життєвості, вітальності, в епістемологічному навантаженні, праксеологічній запитуваності, есхатологічній перспективі та ієрархічній пріоритетності духовного начала, добра і гуманності. Виходячи з такого розуміння релігії, автори експлікують її у системі релігійних цінностей, що імплементуються у повсякденне життя послідовників певної релігії та взагалі всього суспільства. У статті наводяться матеріали соціологічних опитувань як на міжнародному і всеукраїнському рівнях, так і на локальному. (shrink)

The article is devoted to the philosophy of cosmology, its history and contemporary conditions, the tradition of studying and modern trends in teaching this discipline in higher education in Ukraine. There is problem of defining the subject of philosophy of cosmology, there are similar and different motifs with modern astrophysics, cosmology on the one hand, and, with the history of philosophy and modern philosophy on the other hand. The change in the subject of the philosophy of cosmology in the history (...) of philosophy and science has been studied in this article. A modern state of the philosophy of cosmology in modern philosophical education is demonstrated. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)