The author traces some forms of underground anti-Soviet activities of students of the Lviv Polytechnic Institute, currently the National University 'Lviv Politekhnika'. The rest of Lviv higher education establishments were also engaged in such activities. The research is based on scientific studies, recollections, archive materials and records of the Ukrainian Rebel Army, which cover the period of 1944-1953. The paper is timed to the bicentenary of the Lviv Politekhnika foundation and aims to demonstrate fortitude of Ukrainian spirit of (...) young people who sought after their independent Ukrainian state. A list of Politekhnika students is given, who displayed their bravery in individual anti-Soviet actions, as well as some underground independent student organizations and representatives of the national underground which considered youth development its priority since 1948 are indicated. Anti-Soviet activities of the student milieu included the making of politically focused leaflets and their distribution among city-folk and at higher education establishments. Despite a small time of underground activities because of frequent arrests, Lviv students continued their work up to 1953. All detected members of clandestine organizations were sentenced by the Military Tribunal of the Ministry for State Security to the terms of 10 - 25 years in correctional labor camps of the GULAG. Some of the released returned to their native land and managed to get across their viewpoint and motivation of their actions over the above period to new generations. (shrink)

The reform of higher education continues in Ukraine more than a year; however it does not pay much attention to the changes in the teaching of philosophy. In the article the author investigates different technologies of the problem-based teaching of philosophy and its methods, substantiates the necessity of introducing such technologies in the teaching of philosophy and also shows the specifics of the application of such technologies during the teaching of philosophy at the Lviv National Polytechnic University. Any (...) problem-based education is searching and cognition of unknown. It is based on mental, volitional, and emotional activity, but, above all, it requires to be interested in the subject of study. The author stresses that problem-based education can be practiced in small student groups, which have the sufficient level of interest and motivation to study philosophy. Also, the author introduces his own classification of problem solving tasks in teaching of philosophy, which will help to apply educational material in accordance with the level of students, for example: 1) problematic situations that contribute to the formulation of new concepts (they help to generalize all previous knowledge and extract from it a new one); 2) historical and philosophical problematic situations - these are situations based on historical and philosophical material, when students compare the solution of some philosophical problem in the philosophy of a certain epoch, compare the approaches of different philosophers; 3) developmental problematic situations which help students to understand the logic of defining some philosophical concept, to understand one or another philosopher and his methods of creating concepts. (shrink)

Review of the scientific publication: Melnyk V. Civilizational inquiries and the phenomenon of science: [monograph]. Lviv: Ivan Franko Lviv National University, 2022. 480 p.

Interview with Yaroslava Stratii, dedicated to the history of studies of the Kyiv-Mohyla Academy’s manuscript inheritance (17-18th century) in Kiyv and Lviv from 1968. The interview was prepared by the activists of the Student Society of Oral History of Philosophy, organized at the Department of the History of Philosophy (Taras Shevchenko National University of Kyiv).

The article is devoted to the history of UARR, its first steps – from the inception of the idea of creating a professional association of religious researchers to a constitutive conference and its decisions. On the basis of archival documents that we managed to collect, and surveys of participants of those events, the process of emergence and institutionalization of the society of religious scholars of Ukraine was restored. It was found that thanks to the enthusiasm of representatives of academic and (...) university science, the solidarity of those who supported the tradition of studying religion, the awareness of the need to develop impartial scientific observation of the religious revival, in order to overcome post-communist stereotypes in relation to religion, in 1993 an association of researchers of religion appeared in Ukraine. The author dwells on the organizational aspects of the creation of UARR, highlights the role of certain scientific, educational, religious and cultural institutions which were the initiators of this process. UARR wouldn’t have appeared so quickly and efficiently without the broad support from interested people and organizations as well as friendly relations and assistance. The organizational basis of UARR comprised the principles of democracy in management, wide representation, creativity, personal and institutional interest both in the results and in the process of research of religiosity and history of religion in Ukraine. Special role in the creation of UARR belongs to the team of the Religious Studies Department of the Philosophy Institute of the National Academy of Sciences of Ukraine headed by Professor A. Kolodnyi who was supported by his colleagues P. Yarotskyi, B. Lobovyk, P. Kosukha and M. Babiy. M.Babiy prepared a draft Charter and all the constitutive documents for the state registration of the UARR as a public organization. Without the participation of the Department of Religious Studies of Taras Shevchenko National University, Department of Cultural Studies of Kyiv Pedagogical Institute and its head M. Zakovich, it is difficult to imagine that the initiative to unite scholars on religion would have so successfully spread throughout Ukraine. At the time of registration of UARR at the Ministry of Justice of Ukraine, regional divisions were created in 13 cities. The idea of creating an association was ardently supported in Lviv, Chernivtsi, Ternopil, Odessa, Sumy, Uzgorod, Zhytomyr, Rivne, Lutsk, which showed the all-Ukrainian character of the new organization. The article presents evidences of scientific, educational, publishing activity of Ukrainian scholars in the early 1990s, when the foundations were laid for subsequent successful years of activity of Ukrainian scientists. The first steps witnessed the scale and ambitiousness of plans for the development of religious studies in Ukraine. Its conductors took the matter seriously, systematically and scientifically and defined the main directions of UARR: organizational, scientific publications and educational activities. UARR still moves in these directions annually attracting new members to religious research and dissemination of scientific knowledge about religion and religious organizations. The purpose of the article is to familiarize the wider community of study of religion with the first years of the emergence and institutionalization of religious studies in independent Ukraine. Scientific novelty is that for the first time archival documents on the beginnings of creation and development of activities of UARR are introduced which are supported by testimonies of those people who participated in those events. (shrink)

It seems that the choice for the subject "Christian Ethics in Ukrainian Culture" was made by everyone: the so-called "traditional Churches" and the authorities. The move, however, leaves much room for thought. First, who will teach this subject in educational institutions? We propose to use the experience not only of the western regions of Ukraine, including Lviv, Ivano-Frankivsk, etc., but also of the Ostroh Academy National University. When on March 24, 2000, the Rivne Regional Council decided to introduce (...) the subject of Christian ethics in Rivne schools, the National University "Ostroh Academy" became one of the basic training centers for teachers of Christian ethics. The creation of a faculty for the training of teachers of Christian ethics caused, accordingly, the recruitment of students. (shrink)

The national affiliation of the philosopher is determined not by the geographical terrain of his residence, not by the language of the publication of works, not by his favor to a certain philosophical tradition, but above all by the spirit of ethnic consciousness, which with the need to be seen in the content of his writings, their thematic orientation, in the style of philosophizing, the practical orientation of his creative heritage - the desire to help their people in historical (...) self-determination, in its social progress. It is the latter that gives grounds to be attributed to the galaxy of the Ukrainian philosophers of the doctor of philosophy Volodymyr Ilyich Oleksyuk who was born in 1913 - this is one hundred years ago - in the famous Carpathian village of Sheshory, he received secondary education in Kolomyia, philosophical - at Lviv University, at the universities of Freiburg and New York Doctor degree for work "Metaphysical reality of the difference between the essence and existence of existence" V.Oksyuk received in 1967 at the University of East Florida. Since 1970, he lived in Chicago, headed the Ukrainian Catholic Academic Association "Obnov", at the same time was a member of a number of international philosophical societies. (shrink)

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

This is a review essay of two books published in 2021 on the history of human heredity-genetics/genomics investigations—in the Middle East. Both books are structured comparatively. Both books grapple with the many uses of biology in nationalizing projects in the Middle East and the unavoidable tension between these particularizing projects and the scientific claim of biology to universality. Furthermore, both grapple with issues of classifications of humans and their uses in biology: the presumably biological human classifications of race, ethnos, and (...) ancestry, and the properly sociocultural ones, such as historical-traditional, by language, by religion. Combined, the two books offer a keen gaze on the complex entwinement of genetics and nationalism in the Middle East from WWI to the present. (shrink)

There is a long history to the debate of nationalism. The Indian nationalism has emerged after a long people’s movement the truth to which is often denied by a range of forces who have ideological leanings towards the ideology of Hindutwa. This paper is an attempt to revisit the historical context in which Indian nationalism has emerged and evaluate it in reference to the contemporary time. It emphasizes on the relation between the nation and the state with special reference to (...) its impact on the universities. Further, the paper suggests that in order to uphold the idea of university and nation, an inclusive and secular idea of nation has to be espoused. Lastly, it suggests that a university needs to foster a non sectarian approach and broaden its vision for an internationalist outlook. (shrink)

The paper situates India’s global position with respect to its R&D and patent development and then highlights the current status of university system in India as a causative factor since majority of universities are busy in teaching merely how to qualify a paper-pencil test without much impetus on Research and Development. The paper also presents the perceived scenario of a national university and its characteristics. It also suggests ways in which universities can prioritize to produce researchers and (...) innovators. (shrink)

Journal of Political Philosophy, EarlyView.

Stanisław Głąbiński (1862-1941), professor of Lviv University and the author of the two-volume ‘National Economics (‘Ekonomika narodowa’), was one of the main representatives of the historical-national approach in Polish economics. The study of national economics which he created was divided into general economics, i.e. economic theory, and practical economics, referred to as economic and social policies. Głąbiński emphasizes that there is a close relationship between the latter and ethics. Before the development of economic theory, economic thought (...) was normative, because of its close relationship to ethics. However, it was not the history of economic theory, but the history of the notion of economic politics and of its practical application. Due to the social nature of ethics, there are also specific relations between it and theoretical economics. In modern countries finding a solution to the so-called social question has become a common task of economics and ethics. Ethical topics are also contained in the content of the category ‘social resources’, in which the social determinants of human economic activity find their fullest reflection. This applies in particular to the category of moral resources, which illustrates the functioning of state bodies and public institutions, the state of education, the prevailing habits and the customs and the character of the nation. (shrink)

At a time of increasing interest and advocacy in integrated and policy-oriented research, this paper offers an empirically-based view of the intellectual and practical challenges of undertaking such research. It analyses the experience of a long-standing university research and postgraduate training centre from 1973-2004: the Centre for Resource and Environmental Studies at The Australian National University. The paper discusses staff development issues, cross-disciplinary understanding, organisational requirements for collaborative research, postgraduate and early career considerations, a range of integrative (...) frameworks, and the tensions that arise for interdisciplinary research in the political and economic operating environments of modern universities. (shrink)

April 29-30, 1995 in the premises of the Ternopil Medical Institute. Academician I.Ya.Gorbachevsky held an international scientific conference with such a title. In her work participated: A. Kolodny, - deputy director of the Institute of Philosophy of the National Academy of Sciences of Ukraine, President of the Ukrainian Association of Religious Studies; Employees of the Institute of Philosophy of the National Academy of Sciences of Ukraine - V.Malakhov, V.Klimov, L.Filipovich, O.Sagan, V.Demian, T.Chaika; Lviv Museum of the History of (...) Religion - G. Skop-Drusyuk, L. Skop, I. Petrov; Ternopil universities and institutions Y.Sudersky, O.Gudim, L. Boytsun, and others. Our fellow countryman, Professor Stepan Yarmus, participated in the conference. (shrink)

BackgroundThis study aims to investigate bullying behaviors among college students at one of the national universities in UAE, and also to examine the psychological characteristics of those who were exposed to, or have experienced bullying.MethodsA cross-sectional study was conducted on 839 undergraduate students at one of the national universities in the UAE. Students from all colleges participated in this study and were selected by using stratified random sampling. Participants completed a bullying survey designed for the study, in addition (...) to three psychological measures [i.e., Aggression Questionnaire, Buss and Perry, 1992; The Primary Care Anxiety and Depression, El-Rufaie et al., 1997; and the Post Traumatic Stress Disorder for Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition, Weathers et al., 2013].ResultsThe prevalence rate of students being exposed to or engaged in bullying was 26.3%. Of those, 72 students reported being bullied, 29 reported bullying others, and 185 reported witnessing friends being bullied. The most common types of bullying reported were traditional bullying. Cyberbullying was not very common. More females reported being bullied in comparison to males and most of the aggressors were peer students. Overall, moderate level of aggressive personality traits and low levels of symptoms of depression, anxiety, and PTSD were reported for the total sample. T-tests revealed significant differences in the three psychological measures between those who did not experience bullying and those who did. The mean scores on the Aggression Questionnaire for those who bullied others were significantly higher than those who did not experience bullying.ConclusionExperiences of bullying seem to impact college students’ mental health in the UAE. Therefore, efforts need to focus on developing preventive programs to increase students’ awareness of bullying and its negative impact on campus environment. Offering psychological help for those who were exposed to bullying would help them to deal effectively with this trauma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Adjusting Laboratory Practices to the Challenges of WartimeOksana Sulaieva, Anna Shcherbakova, and Oleksandr DudinFunding. Oksana Sulaieva, MD, PhD is supported by the Loyola University Chicago–Ukrainian Catholic University Bioethics Fellowship Program, funded by the National Institutes of Health Fogarty International Center (D43TW011506).After 500 days of the unjust war initiated by the Russians, we look back to reflect on the challenges our medical laboratory faced during these early (...) days. On the morning of February 24th, we were awakened by the dreadful roar of sirens, the sound of which filled us with adrenaline and anxiety. Although our team had considered the risks of Russian military aggression and thus updated our emergency plan at the beginning of 2022, the first day of the war revealed that nobody was truly ready for the bombing, air alarms, tanks on the streets of towns and cities, violence and murders of civilians. That morning the city’s transportation system collapsed, and the flow of cars cluttered all the roads as people were trying to leave the city and escape the upcoming atrocities and death. Serious and disquieted people hurried along the streets—some people rushed to shelters, and others went to the military registration and enlistment offices to fight against Russian aggressors for the life, independence, and sovereignty of Ukraine.We hurried to work, committed to performing our duties. Our medical laboratory serves more than 750 hospitals in Ukraine. Despite fear and uncertainty, we walked to the lab, taking our children and alarm case1 with documents and essential things. Months later, people asked us why we went to the laboratory instead of leaving the city or even the country. At that moment, our [End Page 155] professional duties were an anchor linking us to each other against fear and panic. Our responsibility to provide patients and physicians with the results of blood testing, pathology, and molecular reports outweighed our fears of the war. We had to complete the testing of all the samples delivered to the laboratory to provide our customers—who include children, pregnant women, diabetic and cancer patients—with data essential for identifying accurate diagnoses and effective treatments. So we spent the first days of the war in the laboratory. At the same time, we had obligations and responsibilities to our staff as well. We had to consider how to manage our employees’ protection along with continuous laboratory services provided under endless air alarms and bombings. Many healthcare facilities in eastern regions and around Kyiv were affected by missiles or completely destroyed. Of our sixty laboratory offices around Ukraine, ten were damaged or abandoned due to occupation. Several of our fleet cars were also damaged and riddled with bullets. Many employees in the regional offices in Melitopol, Kherson, Mariupol, Chernihiv, and in suburbs of Kyiv such as Bucha and Irpin lost their homes as a result of massive military operations or occupation. Dozens of our employees joined the Ukrainian armed forces to defend civilians and fight against aggressors. Many others became volunteers, involved in blood donation, medical care for the wounded, cooking, and serving the troops. And still, we had to continue our work and protect our staff at the same time. We also helped each other by sharing our goods, medication, homes, cars, warmth, and support. Some pathologists stayed at the workplace for several days moving between pathology stations, microscopes and shelters, and sleeping on the floor but continuing to work.Our main challenge was the regular terroristic attacks on healthcare facilities situated far away from the front line, which in fact, violated international humanitarian law regarding respect for human rights during armed conflicts. During the first weeks of the war, the magnitude of military aggression, massive bombing, and air attacks undermined the healthcare system and endangered laboratory staff and patients. We prioritized protective measures. Some of our laboratory staff and facilities were evacuated from Kyiv to Lviv in western Ukraine. The partial relocation of our laboratory to Lviv was also driven by the displacement of several million Ukrainians to the western part of the country.We were able to arrange relatively safe accommodations for our laboratory employees and their families in Lviv. Under strikes and alarms, our... (shrink)

In 2006, United Nations Human Rights Council was tasked to establish a new human rights monitoring mechanism: Universal Periodic Review process. The objective of this process is to promote and protect the universality of all human rights issues and concerns via a dialogical peer review process. The primary aim of this investigation is to ask the following question: has this claim of promoting and protecting the universality of the human rights been met, or challenged, during state reviews in the UPR (...) process? The issue of polygamy has been selected as the focus for this investigation to be used, primarily, as a tool to undertake an in-depth analysis of the discussions held during state reviews in the review process. In addition, this paper will employ scholarly debates between universalism and cultural relativism, as well as the sophisticated and nuanced approaches that fall in between the polarised opposites, to analyse the discussions held on human rights during state reviews. Ultimately, the findings and discussion of this investigation will provide a unique and valuable insight to the work and operation of the UPR process, so far. (shrink)

The reform of higher education continues in Ukraine more than a year; however it does not pay much attention to the changes in the teaching of philosophy. In the article the author investigates different technologies of the problem-based teaching of philosophy and its methods, substantiates the necessity of introducing such technologies in the teaching of philosophy and also shows the specifics of the application of such technologies during the teaching of philosophy at the Lviv National Polytechnic University. Any (...) problem-based education is searching and cognition of unknown. It is based on mental, volitional, and emotional activity, but, above all, it requires to be interested in the subject of study. The author stresses that problem-based education can be practiced in small student groups, which have the sufficient level of interest and motivation to study philosophy. Also, the author introduces his own classification of problem solving tasks in teaching of philosophy, which will help to apply educational material in accordance with the level of students, for example: 1) problematic situations that contribute to the formulation of new concepts ; 2) historical and philosophical problematic situations - these are situations based on historical and philosophical material, when students compare the solution of some philosophical problem in the philosophy of a certain epoch, compare the approaches of different philosophers; 3) developmental problematic situations which help students to understand the logic of defining some philosophical concept, to understand one or another philosopher and his methods of creating concepts. (shrink)

This article explores the received version of Huang Kan's (488–545) Lunyu Yishu and a Tang manuscript fragment that stems from it, with a view to investigating residues of the oral transmission of glosses and interpretations of the Lunyu (the Analects). The discussion is based on close readings of passages that display remnants of the oral transmission of interpretations and attest to pedagogical techniques applied by Huang Kan during the Liang Dynasty (502–557) and by an unknown tutor in Dunhuang toward the (...) end of the Tang Dynasty (618–907). The two versions of the Lunyu Yishu are read as texts of oral utterances that bear evidence of two distinct layers of recognizable oral vestiges. (shrink)

To the question of the methodology of the study of modern nationalisms Anderson’s radical change in the perspective of the studies of nations allow to consider them beyond traditional subjectivation and objectification as imagined communities, standing on the same level as the worldviews of world religions. The article is devoted to clarifying the conditions of such comparison of nations and religions. Anderson himself explained this correlation with the concepts like “cultural artefacts” and “wide cultural systems”. These concepts, however, are not (...) very clear and are not provided with an appropriate methodology. The article argues that the juxtaposition of religious and national communities is methodologically grounded through the application of the phenomenological concept of symbolic universes to them. The latter are understood as the comprehensive horizons of meanings that legitimize local lifeworlds. The crite- rion for defining of the symbolic universe is the presence of legitimation of death as the man’s most marginalized experience. The application of the concept of symbolic universes to contem- porary communities reveals the ultimate forms of collective identity, the competition between which defines the outlines of actual world politics. (shrink)

Despite major changes in the governance of universities overtly intended to transform them into authoritatively integrated collectivities, the extent of their organisational actorhood remains quite limited and varied between OECD countries. This is because of inherent limitations to the managerial direction and control of research and teaching activities in public science systems as well as considerable variations in how governance changes are being implemented in different kinds of states. Four ideal types of university can be distinguished in terms of (...) their strategic and operational autonomy and capability: Hollow, State-contracted, State-chartered and Private-portfolio. These become established under different proximate and background conditions such that relatively high levels of organisational actorhood are unlikely to be achieved in many OECD countries without major shifts in state structures and policies. (shrink)

When I first heard of the Massachusetts state legislation, two things came to mind. One of them was a piece of Canadian history little known to Americans: universal care in that country began with the Canadian provinces, gradually spreading to its federal government. Is that kind of development possible in the United States? The other was the famous 1932 phrase of Supreme Court Justice Louis Brandeis that the states are the “laboratories of democracy.” Could the Massachusetts law serve as a (...) laboratory for national universal health care? While the two questions are related, they raise different issues. The Canadian example bears on the direction and trajectory of health care reform, not on its content. Brandeis’s phrase encompasses the nature of the reforms. The Massachusetts law is encouraging on both counts, but there are reasons to be hesitant in one’s hopes. (shrink)

(1998). Universities, elites and the nation‐state: A reply to Delanty. Social Epistemology: Vol. 12, Sites of Knowledge Production: The University, pp. 73-77.

Jerzy Braun (1901–1975) began as a scout activist, in subsequent years he became known as a politician, poet, prose writer, playwright, screenwriter, literary critic, philosopher, and theologian. In the inter-war years he founded and edited the periodicals Gazeta Literacka [Literary Gazette] and Zet, he also headed the Hoene-Wroński Society which propagated the thought of Józef Maria Hoene-Wroński. Under the Nazi occupation he founded and headed the underground organization Unia grouping Poland’s leading intellectuals. Unia propounded a universalistic program of integrating nations (...) and states whose outlines Braun had laid down before the war. Braun’s unionism theory, in which he strove for a harmonious combination of national and universal ideas, was based on 19th-century concepts developed by, among others, Bronisław Trentowski, August Cieszkowski and, of course, Józef Maria Hoene-Wroński. Imprisoned by the communists after the war, in the 1960s Braun attended the Vaticanum II sessions as an unofficial ecumenism expert. (shrink)