The article presents the results of the analysis of international legal regulation of the protection of freedom of speech, the right to freedom of expression within the UN and the Council of Europe. A comparative analysis of the definition of the right to express views and beliefs in various international legal acts was made. The case law of the European Court of Human Rights in cases related to the exercise of the right to express one's views and beliefs on the (...) Internet was considered. The analysis of the legislation of foreign countries regulating the right to express views and beliefs online was carried out. The materials of the article are of practical value for scientists and practitioners dealing with the issues of legal regulation of freedom of speech, the right to express views and beliefs, for forecasting and planning scientific research, improving legislation, for higher education teachers in educational activities, as well as for all interested persons. (shrink)

The article explores the unique, its essence and role in the development of types of rationality. The unique is explained as unrepeatable, which does not fit into the actual implemented reversibility, repeatability and cyclicality. This is a universal property that is inherent in the individual education and is expressed in the individual and unique elements, properties and relations. The purpose of the research is to reveal the unique as a scientific concept, apply it to the rationale for the processes of (...) changing types of rationality. The connection of the unique with a single, natural, indefinite, negation is revealed. Negation is presented as a form of thinking of a cognizing subject for the realities of scientific knowledge. Analysis of recent research and publications, initiated the solution of the problem of unique : use of the articles by authors G. Bashlyar, P. Burak, P. А. Vodopyanov, A. I. Zelenkov, V. H. Voronkova, O. P. Punchenko, I. Prigogine, I. Stengers, V. S. Stepin, L. P. Turkin and others. Research Methodology: general logical and theoretical research methods are used, representing their procedural adaptation to the solution of the problem. Unique in science is determined by the subject through its critical understanding of innovation, value context and essential for a given level of development of science. It is divided by type, depending on the scientific problems to be solved. Scientific novelty – unique is presented as a form of rationality movement, the moment of development of knowledge, it is also a test of knowledge for innovation, scientific character, clarification and their correlation. The types of rationality – classical, non-classical and post-non-classical – are identified and the role of the unique in their development and changes is clarified. Results of the research : on the analysis of the development of the natural sciences, it was proved that the change of types of rationality is associated with the growth of the innovative spirit of these sciences. Conclusions – the innovative potential constantly consisted in the damage to the stability of the old methodological principles that could not be adapted to the new discoveries. In classical rationality, unique principles were: unambiguity, clarity, obviousness; in non-classical – relativity, complexity, chance, complementarity; in the post-non-classical determining principles are steel: nonlinearity, chaos, self-organization, open systems, and more. The change of types of rationality gradually turned the unique from exceptions for natural science into its subject. (shrink)

У статті досліджено концепцію міфу у працях М. Еліаде. Визначено, що М. Еліаде розглядає міф як невід’ємний структурний компонент реальності культури, відмежовуючи його від «несправжніх» оповідей. Надана характеристика основних складових частин міфу у працях М. Еліаде. Доведено, що, згідно з концепцією М. Еліаде, міф повертає людину до витоків світу, відповідає її екзистенційним запитам, надає людині необхідні паттерни поведінки. Відзначається, що навіть після процесів деміфологізації, міф, яким його бачить румунський мислитель, продовжує відігравати ключову роль у житті людини, оскільки сприяє створенню важливих (...) традицій, політичних та релігійних течій, літературних творів і витворів мистецтва, а на індивідуальному рівні проявляється у вигляді фантазій та сновидінь. (shrink)

Mykhailo Drahomanov was an outstanding scientist, philosopher and leader of Ukrainian national movement in the second half of the 19th century. He has communicated actively with the Eastern-Galician intellectuals in the fields of polical and cultural affairs during more than two decades. One of main directions of cooperation there were contacts in the sphere of inlightening. The most fruitful stage of M. Drahomanov's participation in educational life of Eastern Galicia is related to activity of Ruthenian-Ukrainian Radical Party, which was founded (...) in 1890. First of all M. Drahomanov has became an author of row of works for people. These were the articles for radical periodical "Khliborob" and the series of brochures. The only idea of scientist's popular heritage was the conception of human rights and freedoms - the social, political, national and religious ones - and the struggle for them. The leading members of RURP - S. Danylovych, I. Harasymovych, M. Pavlyk, K. Tryliovskyi, I. Franko, R. Yarosevych - helped M. Drahomanov for realization of his ideas, published and distributed his works among the Galician peasants. M. Drahomanov's popular heritage has been reprinted during the period of the late 19th - the first one third of 20th centiries not only in the Western-Ukrainian lands. (shrink)

This article is dedicated to understanding the nature of conscience, its essential manifestations and features. Conscience is the “core” of a person’s moral life. The conscience acts activate and accumulate the internal energies of the person, which help him/her to be fully connected with the world and to carry out a thorough evaluation of both his/her actions and Others. Therefore, the phenomenon of conscience is inextricably linked to the freedom of a person and his/her efforts to exercise himself/herself as a (...) Human, to find his/her own inner voice. Despite its intimacy, conscience never closes within the limits of individual existence, but has unconditional openness to the world, is a keen awareness of responsibility for our actions. Conscience is a testament of the fact that, at a deep level, we are rooted in, and inextricably linked to, one Reality. As a result of critical analysis, it is argued that conscience emerges as an internal potentiality of a person, a continuous process of self-determination and formation. Conscience is dialectic in nature, combining internal/external, individual/social, subjective/objective, rational/irrational aspects. The complexity of the phenomenon is manifested in the attempts to symbolically identify it as Call, Witness, Demon, Worm, Judge, etc. Conscience is impossible outside the dialogue of the person with himself/herself and Others, because in the communication process the inner growth and formation of the person take place. Conscience defines a “coordinate system” within which a person’s life moves and divides the line between Good and Evil, Real and Ideal, Existent and Desired. Accordingly, conscience is ideal in essence and is an indispensable structure of human consciousness, linked to the boundary questions of a person regarding his/her own nature. (shrink)

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

The article is devoted to the S. Gogotskomu, outstanding Ukrainian philosopher. Proceedings Gogotskogo played a crucial role in spreading the philosophy of I. Kant in Ukraine.

У статті аналізуються шляхи формування екзистенціально-смисложиттєвих орієнтацій віруючих пізньопротестантських конфесій. Висвітлюються особливості екзистенціальних ситуацій в процесі цього формування. Порушено проблему, пов’язану з генетично-прогностичним аналізом пізньо-протестантських конфесій, що допомагає встановити картину їхнього розвитку. У вітчизняному науковому просторі немає напрацювань, які б безпосередньо пов’язувалися з екзистенціально-смисложиттєвими орієнтаціями представників згаданих конфесій. Автор доводить, що бажання уникнути смерті як стану цілковитого знищення націлює віруючого на формування екзистенціально-смисложиттєвих орієнтацій, які допомагають здійснити своє спасіння завдяки конкретним вчинкам, власній життєорганізації, що вимагають строгого дотримання віри та моралі.

The article deals with the genesis of the term "intelligentsia" within historical dimension, consideration of basic approaches and interpretation of this concept. The origins of the definition as well as its content in diverse historical periods are considered on the basis of a number of sources. The basic issues of contemporary discussion concerning an interpretation of the intelligentsia concept within the sphere of Ukrainian science and media are distinguished. The analysis of genesis and transformation of content of the intelligentsia definition (...) within historical dimension allows to make such conclusions. Firstly, a lack of clear and approved theory concerning the origins of intelligentsia concept has caused further mythologization of the latter. Eventually, some theses about history of the definition have become more popular and have complicated the view of a full picture. In particular, it applies to attribution of the authorship of this term to P. Boborykin and simultaneous disregard of evidences for a "Polish trace" in genesis of the term. Secondly, a view of content of the definition is deeply subjective in the contexts of personal perception and particular historical period. It makes a formulation of universal definition impossible. This circumstance causes the need for consideration of intelligentsia phenomenon within certain chronological or even geographical boundaries. A perception of the intelligentsia definition can became thereby a source for study of history of some period, country or nation. Finally, the author discerns such issues concerning an interpretation of the intelligentsia concept. The first issue deals with universality/specificity of the term, or it has a wider application?). The second one is the content of the concept in Russian Empire and USSR. The third issue concerns the relation of concepts "intelligentsia" and "the intellectuals". These circumstances make it difficult to study the topic, while actualizing the need for further balanced scientific research in this field. (shrink)

У статті на основі аналізу ролі загальнологічних методів та аналізу принципів причинності, інваріантності, збереження, симетрії та спостережуваності розкривається методологічний зміст об’єктивності. З’ясування філософського, зокрема онтологічного, змісту цих принципів стає основою їх регуляторної ролі в науковому пізнанні. Обґрунтовано релевантність принципу об’єктивності типу наукової раціональності. Показано релевантність принципу об’єктивності сучасному стану методологічної свідомості певної науки. Досліджено еволюційний вимір релевантності об’єктивності знання науковій раціональності. Показано значення суб’єктного виміру у функціонуванні методологічних трендів у сучасній науці. Суб’єктний вимір розкрито як когнітивний вимір виробництва знання. З’ясовано (...) його значення для становлення науки як когнітивної системи. (shrink)

У статті з позицій холістичого підходу на основі сучасних досягнень когнітивної науки висвітлюється когнітивна активність особистості. Показано обмеженість редукції когнітивної активності особистості до функціональних аспектів обробки інформації. Проаналізовано інформаційний і гетерофеноменологічний підходи до когнітивної активності особистості. Розглядається також когнітивна активність особистості в локусі пам’яті. Це дає можливість перейти від розгляду когнітивної активності як об’єкта моделювання, теоретичного та методологічного реконструювання до розробки її як основи відтворення цілісності й тотожності особистості самій собі в часовому вимірі.

У статті розглядається застосування репрезентацій у методологічній реконструкції еволюції систем знання. Доведено, зокрема, що перехід від лінгвістичного до когнітивного повороту в науці зумовлений запровадженням ментальної репрезентації. Проаналізовано різні напрями в її доcлідженні. З’ясовано, що вона постає як складова психічної реальності та її моделювання в науці. Перехід до методологічної реконструкції в еволюції систем знання вимагає розгляду репрезентації. Досліджено можливість застосування менталістських і феноменологічних розробок репрезентації у формах об’єктивного наукового знання. Показано, що в системах об’єктивного знання потрібно розглядати репрезентацію у вигляді ідеалізованої (...) предметності знання. Вона являє собою результат когнітивної активності людини у вигляді способу постання об’єкта в знанні. Запровадження ідеалізованої предметності дає змогу ввести в розгляд новий вид детермінації. Досі приділяли увагу детермінації об’єкта у знанні та її філософсько-категоріальним засадам. Ідеалізована предметність виявляє внутрішній вимір знання. Це дає можливість глибше розкрити відмінність знання від об’єкта й від ментальних станів суб’єкта. Досліджено еволюцію систем способу подання, представлення об’єкта в знанні на різних етапах розвитку наукової теорії. (shrink)

У статті розглядається введення когнітивного аспекту в дослідження комунікації. Обґрунтовано необхідність введення поняття «когнітивна комунікація». Показано, що когнітивна комунікація поєднує інформаційну та когнітивну взаємодії. Розробка когнітивної комунікації спирається на сучасні когнітивні дослідження. Когнітивні дослідження виявляють значення сполученості структурних та лінгвістичних змін у процесі комунікації. Розкривається значення структурованості в когнітивній комунікації, яка виявляє її процесуальність. На відміну від передачі повідомлень, що розкриває комунікацію як інформаційну взаємодію, когнітивна комунікація виявляє значення когнітивної взаємодії учасників у процесі здійснення комунікації. Виявляється незворотність когнітивної комунікації. Важливим (...) стає задіяння когнітивної складової учасників процесу, яке набуває форми гри. Різний ступінь задіяності когнітивних здатностей у процесі комунікації визначає її ефективність та успішність. Обґрунтовано необхідність нового розуміння когнітивної комунікації в науці. Введено в розгляд комунікацію через репрезентацію. Комунікація через репрезентацію об’єднує пізнавальну, когнітивну та інформаційну взаємодії. Комунікація через репрезентацію виявляє знаннєві, когнітивні передумови творення нового способу представлення об’єкта у знанні. Вона виявляє інтегральну сполученість пізнавальних дій учасників комунікації у сфері знання. Розкриваються особливості комунікації через репрезентацію в класичній та сучасній науці. (shrink)

The article explains the essence and architectonics of informatization and the constructivism of its impact on all spheres of social development. This process has contradictions related to the intensive development of new information technologies, modernization processes and their revolutionary influence on all spheres of public life. As a dialectical process, informatization is explained as a factor containing risks in the development of a scientific knowledge. These risks are associated with the informatization of the individual about the state of the information (...) resources of science which generates the process of amplification of foundation of the development of various forms of extra-scientific knowledge. Risk is characterized as a share of "bad" in "good", it is associated with subjectivism and destructivism in the interpretation of true scientific knowledge, its use in selfish interests. In the information age, technological development has led to the fact that attention has shifted from objectives to means. Not the search for truth but the solution of the status problems became the main thing. Attention is focused on the specific weight of the development of quasi-science and anti-science which consciously distort the idea of science about the essence of natural and social reality. Pseudoscience is explained as an intellectual activity of the subject, imitating scientific activity and not bringing increments of a new objectively true knowledge. The attention is on the formation of the psevdoequivalence of subject which leads to his spiritual disintegration and the loss him capacity to discern truth. The process of strengthening information cynicism in the public consciousness which is formed by modern informatization processes is disclosed. Information cynicism is presented as a form of worldview reflecting a nihilistic attitude to info-resources and forming a mistrust of the truth of any information including science-based. And as a result there is a real threat of falsification and speculation on modern but not very productive areas. (shrink)

The article analyzes the features of poetic reflection in the work of A. Krymsky in the relation "man-nature". Coverage of this problem in the conditions of postmodern philosophical discourse requires appropriate embeddedness in the national and cultural experience. Moreover, the poetry of A. Krymsky manifests the deep experiences of the Ukrainian man's ties with the natural world, which includes the actualization of the inner nature of man. The author seeks to "write out" the laws of the "moral constitution" according to (...) which a person is worthy of his purpose of being in nature "has the right" to love according to the vocation of his convictions, his needs and inclinations. On the one hand, the author seems to call us to abide by these "laws", but, on the other hand, his thoughts divert from such categoricalness into the space of "identity" and confessional repentance. As follows from the above, the dignity of a person consists in the awakening and strengthening of an independent, responsible, formed on the path of enriching the inner life of a spiritual personality and the search for a free egress. And in this, in fact, the highest value of the relevance of postmodern self-communication in the interpretation of the poetic work of A. Krymsky is developed. (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)

The article deals with the metaphysics of cognitive processes in media reality formation. Metaphysics reveals being and nothingness. Processes and discourse practices are regarded as cognitive processes. There is a distinction between media reality, hyper reality and virtual reality. The relationship between reality and information processes is being explored. The metaphysics of media-reality influences the existence of man and society, touches upon the value foundations of being and introduces the way to transform them. The metaphysical dimension of cognitive processes opens (...) up new forms of media reality impact on society. It is considered to be an integrative form uniting the representatives of different groups in achieving a specific goal. (shrink)

The purpose of this article is to analyze the variability of the "Self-made-man" idea in the context of the Christian Middle Ages in its primarily historical and philosophical presentation. Research is based on the historical and philosophical analysis of the medieval philosophy presented foremost by the works of Aurelius Augustine, P. Abelard, Thomas Aquinas, and also by the modern researches of this epoch. Theoretical basis. Historical, comparative, and hermeneutic methods became fundamental for this research. Originality. The conducted analysis allowed to (...) draw a conclusion that, despite the still existing view of the Middle Ages as a kind of an ideological gap in the formation of the self-determination idea, the Christian philosophy of this period not only does not reject but also gives essentially the universal character of the ancient intention to recognize the individual’s right to self-determination and self-government, makes it not only religiously acceptable but also obligatory. Conclusions. Despite to general theocentrism, providentialism and fatalism of Christian medieval philosophy and culture in general, at its epicenter there is a man of a special type, focused on preserving spiritual autonomy and identity in the social dimensions of their existence, and at the same time, on personal responsibility for their own destiny. Such focus became a logical and somewhat unexpected result of the complex interaction of numerous factors of medieval culture, as well as the ideas and intentions inherited from Antiquity. In particular, the idea that a person who does not act freely cannot be morally responsible for what he does, as well as the intentions of the ancient sage to autonomy, autarky, and apoliticism. In the Middle Ages, this intention became essentially universal, as it became a right, even an obligation of every Christian to be free, at least from the worldly, in determining and realizing his own destiny. The gradual compromise recognition that personal salvation is possible only as a result of synergy, i.e. the co-participation of God’s grace and human freedom, legitimizes and strengthens its focus on active personal efforts and personal responsibility for one’s own salvation, in fact for one’s own destiny. All this in historical perspective was found in its radicalized and purified from all sorts of mystical and religious layers of expression in the idea of "Self-made-man". (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)

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)

Purpose. The research is aimed at understanding the philosophical and journalistic heritage of M. Scheler during 1914-1919. "The philosophy of war" is regarded as the middle link between the phenomenological and anthropological stages of its philosophical evolution. The theoretical and methodological basis of the study is the philosophical legacy of Max Scheler, as well as the work of domestic and Western researchers devoted to this issue. Problems of Weltkriegsphilosophie become comprehensible based on the historical, logical and comparative principles of historical (...) and philosophical analysis, which allowed to theoretically reconstruct the cultural and historical context, philosophical sources and ideological intentions of the German philosopher. Originality. For the first time in domestic historical and philosophical thought, it proved that the works by Max Scheler of the First World War played an outstanding role in the formation of philosophical anthropology as a separate philosophical trend. Conclusions. The basis of the Weltkriegsphilosophie by Max Scheler is the philosophical comprehension of the war in which the thinker tries to see the high sacral meaning, where the sacrifices that the nation brings to the altar of victory are not in vain: the nation is rallying this sacrifice, its readiness for it. According to Scheler, war is the most effective means of forming the so-called "love communities", to which he refers combat brotherhood, family and nation as a "collective personality", which recognizes itself through war. The philosopher is disappointed to some part with militaristic enthusiasm in his later military journalistic works and calls for a spiritual and moral renewal of Europe, fed from Christian roots. At the heart of this renewal should be the principle of personal solidarity, based on the Christian idea of love. However, Catholic universalism is an insufficient means for the formation of a "love community" and a new man who is co-creator of God that constitutes the main core of the philosophical anthropology of Max Scheler, which emerges in the 20s of the twentieth century. Based on this, the article affirms the existence in Sheler’s works of an intermediate stage between his phenomenology and philosophical anthropology – Weltkriegsphilosophie. (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 article is devoted to the little-studied component of architectural creativity - architectural graphics. At the same time, the purpose of the article is three-dimensional: to consider the categorical, historical and postmodern problems of architectural graphics, which will allow to outline a holistic picture of this cultural phenomenon. The article uses the methods of typological, historical and synchronous-cult analysis of both specific architectural artifacts and trends in the development of architectural graphics in general. It has been proven that architectural graphics, (...) as a unique type of graphics, are a means of expressing the creative ideas of an architect. They define, define and correct the direction of his professional searches. Graphics influence the creativity of a design as it serves as a graphical visualization of an architecture. Architectural graphics are the line between the design calculation and the creative imagination of the author. He performs artistic and engineering tasks at the same time. The article deals with the problem of architectural graphics as a specific creative activity, which, as a result of historical development, has formed into a separate genre direction. A number of conceptual and terminological issues are touched upon, including the definition of the very concept of «architectural graphics». The priority features of architectural graphics and variants of its stylistic solutions by different architects and designers have been identified. (shrink)

This article examines the transformation of the labor market under the influence of informatization of society. It is noted that in the conditions of globalization and informatization of the nowadays a post-industrial society has been formed, in which information is a determining factor of production. New opportunities and challenges of the labor market in the conditions of information society development are analyzed. The informatization of society changes the conditions, nature and forms of work. Extensive digitalization, the use of cloud technologies (...) and artificial intelligence systems are displacing traditional forms of employment towards teleworking, which makes workers more mobile and able to optimize working hours. It is established that the spread of technology increases the efficiency of the recruitment and searching job processes. Informatization of society contributes to the creation of a digital labor market, which forms the demand and supply of information and computer technology workers. In the context of informatization of society, the labor market is characterized by an imbalance between supply and demand of labor due to structural changes in the economy. Among the challenges of the labor market are rising unemployment in the raw materials industries, robotics and automation of routine manual labor. The digitalization of the economy leads to the need to adjust government regulation of business and provide social guarantees for employees. It is noted that the informatization of society provides more benefits to the labor market than obstacles. Solving the problems it raises, promotes progress and economic development. (shrink)