The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological (...) theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system. (shrink)

Goals, purposefulness, and appropriateness are philosophical categories that are rather widely employed in cybernetics. However, the needed exactness in the use of these concepts and, above all, of the concept "goal," is lacking. As a rule, writers employing that concept do not explain what precisely they designate as the "goal" in the functioning of a given cybernetic system. Does the system itself set the goal toward which the system "consciously" strives? Or does man set the goal for the automatic machine? (...) Or is movement toward a goal a process differing from the conscious striving of man but having something in common with the latter? (shrink)

Collection of Buddhist philosophical texts written by Mongolian monks and scholars.

From the Editors:Such was the topic considered by members of a new discussion club, "The Free Word" [Svobodnoe slovo] , along with specialists from the Institute of Philosophy, USSR Academy of Sciences.

The article is devoted to the problem of studying the relationship between language and ethnic culture. It analyzes Bashkir toponyms associated with the cult of fire. The Bashkirs, like many nations, including the Turkic and Mongolian, have thought that fire symbolized home and was the protector of the family. The Bashkirs worshiped fire as cleansing and healing power, while at the same time the fire represented formidable and dangerous force. Fire in the Bashkir mythology is closely related to its opposite (...) element - Water, with the gods of the upper world - the Sun and the Moon and the deity of Earth, geographical names of Bashkortostan testify this. On the material of Bashkir toponymy and related beliefs it was attempted to do a semantic etimological-onomasiological reconstruction of the Bashkir deity of fire Otukan, which dates back to the old Turkic deity Yduk Otuken//Otukan. In Mongolian mythology, it corresponds to the deity Etugen//Otuken, associated with the cult of the mother goddess, earth and fire, and in Japanese mythology - with the god, the owner of the land, - Ootukonu-si-no kami. According to the author, the formation of names connected with ‘fire‘ in the Bashkir toponymy was promoted by the worship of the deity of fire, the tribal fire, the tribal habitat and the family by Tatar-Mongols. Interesting is the fact, that the base ‘ut‘, which is connected with the ancient Turkic beliefs, also builds a theonym, a toponymic term, a geographic name, an ethnonym and anthroponym, i.e. it permeates the entire onomastic and appellative vocabulary. However, at the appellative level, this lexical item has no religious significance. For example, Otukan, TÓ©kÓ©n, Ò®tәgәn, Ò®tәk, otaq in Turkic languages have the meanings of ‘home‘, ‘yurt‘, ‘mountain valley‘, ‘flat place in the mountains on the hillside‘, ‘southern winter quarters‘. This relationship is explained by the fact that, initially, perhaps, yet there was the worship of a female deity Otukan that embodied fire and was associated with the earth, with the habitat and the ancestral hearth, where the original base morpheme was ‘fire‘, then it was associated with the deification of family and tribal territory, and later with the deification of the person of the ruler, this lexic item has spread throughout the onomastic vocabulary and in the appellative lexicon within the meaning of the place of residence. (shrink)

razdel I. Istoriko-filosofskie issledovanii︠a︡ -- razdel II. Filosofskie i sot︠s︡ialʹno-politicheskie problemy -- razdel III. Istorii︠a︡ v lit︠s︡akh.

The article is devoted to two talented representatives of the Russian university philosophical community of the first quarter XX century: Vasily Sesemann and Ksenia Miloradovich. It’s shown that their university routes are very similar, as far as it was possible for male and female biographies of that time. The most complete list of their original works published before 1922 is given. The thematic focus of their publications and journals in which they were published is compared and the translation activity is (...) analyzed. This allows us to see that in publications names of the “youth”: Vasily Sesemann, Ksenia Miloradovich, Sergey Hessen most often are supported by famous philosophers N.O. Lossky and S.E. Radlov. Based on the material of Ksenia Miloradovich's essay about the Philosophical Society, it’s emphasized that they were acquainted with each other in the philosophical workshop. The publications of Miloradovich and Sesemann made in the genre of reviews and not previously mentioned in their personal bibliographies, were revealed. It’s also shown that two historical events: the First World War (1914-1918) and the revolution of 1917 influenced the publishing capabilities of both philosophers. Nevertheless, until 1922 they continued to be active participants in the processes of reviving philosophical publications and the philosophical society. Lives of Sesemann and Miloradovich had the pathos of the drama of political arrests that trimmed their philosophical biographies, but both managed to make their contribution to the history of Russian philosophy. The article emphasizes that the enthusiasm of their creativity and the drama of their destinies can serve as an example of vitality and loyalty to the work. (shrink)

Memoirs and papers presented at a conference held on the occasion of the 90th birthday of the Mongolian philosopher Ts. Balkhaajav.

Research papers presented at the same title scientific conference, dedicated to the World Philosophy Day.

The number of writings devoted to the philosophical and sociopolitical views of Paul Lafargue is not small. However, his literary heritage has not been published in full to this day. Nor is there a complete biography shedding light systematically on Lafargue's activity as one of the leaders of the socialist workers' movement in France, as a journalist, philosopher, and scientist. In this connection the book by Kh. N. Momdzhian is indubitably of interest. It is the most comprehensive work on Lafargue (...) in the Soviet literature. (shrink)

Peace encourages humans to eliminate the impulse of violence within themselves. Peace in students can drive the development of peace in their social environment. Educators should be able to play the role of peace educators to take part in creating true peace. This study aims to identify the attributes of peace educators through the life experiences of KH Ahmad Dahlan, as narrated in the novel Sang Pencerah (The Enlightener). This qualitative research employs the hermeneutic approach. The research stages include overall (...) understanding (whole), understanding of parts and obtaining an understanding of the underlying meaning. The results indicate that the attributes of peace educators, according to KH Ahmad Dahlan, include showing affection, being sincere, having a good attitude, performing practices aligning with the educators’ knowledge and teaching knowledge based on tolerance and empathy. Those attributes of peace educators can be used as a guide for developing the competencies of educators to encourage students to achieve peace-loving characters. This character supports the emergence of a culture of peace in their environment.Contribution: This research has contributed to the successful implementation of education through teachers who have the attributes of peace educators. The characteristics of peace educators based on KH Ahmad Dahlan are a reference for teachers to become educators who can create peace through school settings. (shrink)