Boston Studies in the Philosophy of Science are devoted to symposia, con gresses, colloquia, monographs and collected papers on the philosophical foundations of the sciences. It is now our pleasure to include A. A. Zi nov'ev's treatise on complex logic among these volumes. Zinov'ev is one of the most creative of modern Soviet logicians, and at the same time an innovative worker on the methodological foundations of science. More over, Zinov'ev, although still a developing scholar, has exerted a sub stantial (...) and stimulating influence upon his colleagues and students in Moscow and within other philosophical and logical circles of the Soviet Union. Hence it may be helpful, in bringing this present work to an English-reading audience, to review briefly some contemporary Soviet investigations into scientific methodology. During the 1950's, a vigorous new research program in logic was under taken, and the initial published work -characteristic of most Soviet pub lications in the logic and methodology of the sciences - was a collection of essays, Logical Investigations (Moscow, 1959). Among the authors, in addition to Zinov'ev himself, were the philosophers A. Kol'man and P. V. Tavanec, and the mathematicians and linguists, S. A. Janovskaja, A. S. Esenin-Vol'pin, S. K. Saumjan, G. N. Povarov. (shrink)

The Russian peasant commune was an obstacle to the development of productive rural forces. According to Boris N. Chicherin, this problem should have resolved naturally and without any specific stat...

[1]Aldanov, M. A. [i dr.] Religīoznyi︠a︡ i obshchestvennyi︠a︡ iskanīi︠a︡.--[2]Melgunov, S. P. N. V. Chaĭkovskīĭ v gody grazhdanskoĭ voĭny.

The subject of the research in this article are certain aspects of the "philosophy of culture" of the prominent thinker, theologian, historian of Russian thought Georgy Vasilyevich Florovsky, which influenced the evolution of his worldview. Special attention is paid to the facts of the "European" period of his biography, the analysis of his "Eurasian" works, as well as his assessments of the philosophical concepts of some Russian thinkers and calls for the conversion of the process of cultural creativity to spiritual (...) principles. Particular attention is paid to the content of the discussion that unfolded between G.V. Florovsky, N.S. Trubetskoy and (in absentia) N.Ya. Danilevsky on the problem of the status of "universal culture" and the mutual influences of cultures. The study reveals the philosophical nuances of the evolution of G. Florovsky's views as a "Eurasian" author based on his own works and the assessments contained therein. Scientific literature often emphasizes the influence of Eurasian ideology on G. Florovsky, expressed, in particular, in his ideas about culture and cultural creativity. However, based on the analysis of the material presented in the article, the author comes to the conclusion that G.V. Florovsky, although he was a member of the Eurasian circle, on some significant issues differed from the main direction of development of the Eurasian ideology presented by E. Trubetskoy. (shrink)

This text consists of two parts. The first part is an interview given by Aleksandr Moiseevich Piatigorskii to Vadim Nikolaevich Sadovskii. Both are graduates of the Department of Philosophy at Moscow State University in the first postwar years. Meeting in London in 1992, they decided to discuss how they studied philosophy at that time. As time was short, for all practical purposes only Piatigorskii's reflections were recorded on tape. Hence, on the suggestion of the editorial board, a second part, (...) containing Sadovskii's account of these same topics, was produced—written in Moscow, of course. (shrink)

Abstract“[A]n der Front des Kampfes um den Menschen selbst”. Anthropogenetics and Anthropotechnics in Soviet Thought. The period between 1920 and 1930 reveals in Russia a practical manifestation of the technologies of the self, which see the body not only in a poetic‐symbolical way, but practically as a material of shaping and rebuilding. In this bio‐social discourse of a genetically perfected ‘new man’, Russian theorists of eugenics are looking back on traditional parallels of animal and plant breeding. The most influential group (...) of eugenics were the Russian biologists, especially the key players and the founders of the Russian genetics research Nikolai Kol′tsov (1872–1940) and Aleksandr Serebrovskii (1892–1948). It will be demonstrated that ‘human breeding’ (Russ. ‘Antropotekhnika’) is based both on the semantics and on the methodology of traditional animal and plant breeding. (shrink)

This paper explores the extent to which the Confucian concept of ren (humaneness) has application in ways that are comparable tocontemporary versions of environmental virtue ethics. I argue that the accounts of self-cultivation that are developed in major texts of the Confucian tradition have important direct implications for environmental thinking that even the Neo-Confucians do not seriously entertain.

Open peer commentary on the article “A First-Person Analysis Using Third Person-Data as a Generative Method: A Case Study of Surprise in Depression” by Natalie Depraz, Maria Gyemant & Thomas Desmidt. Upshot: Given the claims of Natalie Depraz regarding what she called in 2004 the “practical turn of phenomenology,” I ask the authors how they conceive the research they presented in their 2017 article, particularly regarding transcendental phenomenology.

One of the primary goals of Religious Education is to make students come together with Qur’an text and religious content seamlessly. In order to reach this goal, religious educators usually support students to have the knowledge of the text and sometimes students only memorize the content. But although “knowing” and “memorizing” stages are important for educational processes, they are not functional enough in the long term. For providing a permanent learning, students should also “understand” the text. Besides, students cannot create (...) their own ideas and interpretations by the ways of knowing and memorizing. Because they can achieve to make their “own” senses only by their understanding. For these reasons, setting “understanding” as a goal for RE and defining the bases of an “understanding focused religious education” are an important responsibility of all.There are lots of bases for understanding focused religious education. One of them is “asking question”. Asking question to the religious texts and questioning the content have crucial effects for understanding processes due to their role of being a chance for having a dialogue with the text and its author. Therefore, it is necessary to determine which types of questions are useful for permanent learning and which types of contributions to understanding are limited. In Religious Education which is a social discipline, in order to reveal the meaning, the questions that are convenient to open a field for individual interpretations of the students can be functional. These questions are mostly open-ended questions and high level cognitive questions offering students an opportunity for their ownevaluations. However, students can establish the healthiest communication with Qur’an text and religious content through contextual and existential questions that they will pose to them. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

The foundations of Christian culture were formed by Byzantium, which became a kind of "bridge" between the West and the East, between antiquity and the Middle Ages. For the Byzantine culture of the IV-XII centuries, there was a characteristic existence of three directions - the official theology, ascetic and "anti-knitting". The relationship between them varied in different ways during the history of Imperialism, which was reflected in its culture. In the IV-VI centuries dominant were patristic and ascetic directions. The official (...) theology at this stage of history was closely connected with the "anti-knotting" and sought dialogue with the ancient tradition. Only during the "Comnenian Renaissance" in the XI-XII centuries was the confrontation between ascetic and "anti-knitting" directions. (shrink)

For Byzantium, the XIV century was the time of its last elevation in culture, which was called "Paleologic Renaissance." His main content was "hesychast disputes", which lasted for thirty years and took frequent political forms. The main subjects of this discussion were, on the one hand, the Calabrian monk Barlaam, who came from Italy, where he received Latin education, and on the other hand, the Thessalonian Metropolitan Gregory Palam, who spoke on behalf of the Athos monks. The followers of Palami (...) received the name "Palamit". Varlaam and Palama were representatives of two opposite directions in Byzantine culture of the XIV century. - "anti-knitting" and monastic-church. (shrink)