This article examines the main approaches to prehistoric environmental studies. The history of theories and concepts used in contemporary prehistory, archaeology, cultural and social anthropology, ecology, sociology, psychology, and demography is discussed. The author concludes with a plea for the concept of “living space” as a way to address certain problems in interdisciplinary studies of prehistoric societies.

During the Second World War, two new government bodies were established in the Soviet Union to deal with religious communities: on September 14, 1943, the Council for the Affairs of the Russian Orthodox Church was formed, and on May 19, 1944, the Council for Religious Cults. Their formation was linked to the liberalization of Stalin's policy on the church, which supported the state in its fight against fascism. The creation of two independent structures was also due to the fact that (...) the communist regime paid special attention to cooperation with the leadership of the Orthodox Church, whose leaders not only raised funds for the needs of the front, but also were leaders of Stalin's political line, both within the state and in the its borders. In order to coordinate these activities more effectively, a Council for the Affairs of the Russian Orthodox Church was set up, headed by intelligence officers. In recent years, a large number of ground works have been published, which analyze the issues of interaction between the Orthodox Church and the state during the years of Soviet power. N.Hordienko, Yu.Katunin, M.Korzun, V.Paschenko, D.Pospelovsky, V.Tsipin and many other Ukrainian and foreign authors dealt with these issues. (shrink)

From the earliest times, the very existence of Soviet power to combat religion and tirades, along with methods of economic and ideological pressure, actively using legal factors, is a rather strict system. Following the massive unveiling of solidarity and white army officials who were unable to leave the peninsula in November 1920, they began to form in the Crimea various branches of government, including their judicial system, which was published in a new regime of elements of legitimacy. However, the legal (...) system created on the peninsula was annexed to a radical political system, so when there were various problems, they were members of principles of political expediency, not morality and rights. (shrink)

Using a comprehensive sample of U.S. non-profit hospitals from 2011 to 2015, we examine the effects of state community benefits regulation on the amount of charity care provided by and the operational efficiency of U.S. non-profit hospitals. First, we document that, under such regulations, non-profit hospitals provide more charity care and less compensated care as a proportion of net revenue. We infer from these findings that CBR has the potential to increase both non-profit hospitals’ amount of charity care and their (...) efficiency of operations. Second, by examining variation in CBR types, we find no differences between having provision or having reporting requirements on the amount of charity care offered. Moreover, when we consider CBR with both provision and reporting requirements, the combination of these two requirements does not incrementally enhance charity care offerings, suggesting that the requirements may serve as substitutes with comparable effect. Lastly, we show that several state-level characteristics influence the relationship between CBR and charity care: CBRs in states with a higher gross domestic product and percentage of revenue received in taxes have incrementally lower associations with charity care, while hospitals in states where populations have, on average, higher household incomes have greater associations between CBR and charity care. Our findings highlight the effects that state-enacted regulation can have on socially beneficial behavior by non-profits. (shrink)

The article deals with certain aspects, risks, and ethical problems of technological improvement of human, namely the use of technologies for transformation his / her genome. At the present stage of civilizational progress of humanity, the scientific potential of society and the possibility of producing high technologies initiate technological transformation in the evolution of civilization. There have not yet been analogues of this transformation in the history of mankind. One aspect of this transformation is the transformation of the biological nature (...) of human. Human improves the art of his own qualitative transformation. Human is trying to spread his control over his own evolution. The main objects of technological influence on humans are the brain and the genome. Ethical aspects of human enhancement need philosophical understanding. J. Harris made a significant contribution to the development of this issue. The article presents his teachings of “enhancing evolution”, according to which human improvement is a reasonable way of development. The awareness of the ethical issues associated with the imperfections of these technologies and the problems associated with the perspective of their application to human embryos has contributed to the holding of International Summits on Human Gene Editing. The analysis of the results of their work gives us the opportunity to assert that there is a consensus among scientists to prevent the practical application of inherited editing of the human genome today. The article emphasizes that now, in the conditions of existential threats, risks that have an integrated manner, it is extremely necessary to focus on axiological, ethical and humanistic values in the system of scientific knowledge. Scientists should focus on the socio-cultural dimension of human improvement. In this context, bioethics, which has become the answer to many ethical questions and problems, becomes extremely important. Bioethics can become the basis for creating science-based balance between the practical application of technologies for human improvement and human rights, the principles of humanism and progress. (shrink)

The article carries out a comprehensive comparative analysis of the understanding of "practice" in the context of thinkers of two directions of Marxism – Ukrainian-Soviet and Chinese philosophers. When examining the concept of "practice" in Ukrainian Soviet Marxism, the work of the following domestic thinkers is studied: P. Kopnin, V. Shynkaruk, V. Tabachkovskyi, V. Ivanov, O. Yatsenko. It is substantiated that domestic thinkers in the 60s and 80s of the XX century. focused their attention on practice not so much in (...) the epistemological or socio-philosophical content, but in the anthropological and existential one. According to most of them, practice is not so much the opposite of theory, but a fundamental principle of consideration of all scientific and theoretical problems through the prism of their humanistic content, which allows us to realize the connection of theoretical knowledge with all the variety of ways of mastering a person. being, reveals the essence of knowledge as a cultural phenomenon. The work "On Practice" by Mao Zedong is analyzed, which reveals the prospect of further understanding of the researched concept within the framework of Chinese Marxism. In particular, he singles out two key aspects of the explanation of "practice": epistemological and political-philosophical. Therefore, Marxism in China is used to solve its problems and transform the rich practical experience of the state into theory, as well as in combination with Chinese history and unique Chinese traditional culture. (shrink)

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

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)

A nation cannot exist without national culture and national self-consciousness. These concepts are decisive in the development of the nation. Values are the priorities of any nation, determined by its culture and self-awareness. The national cool is the basis for the formation and development of national self-consciousness. The aim is to analyze the influence of national culture on the formation of national consciousness. Justify their objective and subjective factors of formation, which are based on the motivational core of personality behavior. (...) National culture and national self-consciousness are the main features of a nation, without which it cannot exist and develop as a whole. National culture and national self-consciousness are one whole of the spiritual world of nations and nationalities. The development of national culture and national self-consciousness is an objective regularity. Naturally, contradictions in this process will exist and demand their resolution or escalate into conflicts. With a timely solution, they will play the role of an indicator of national development. (shrink)

In this article we report the findings of a randomised control clinical trial that assessed the impact of a Philosophy for Children program and replicated a previous study conducted in Scotland by Topping and Trickey. A Cognitive Abilities Test was administered as a pretest and a posttest to randomly selected experimental groups and control groups. The students in the experimental group engaged in philosophy lessons in a setting of structured, collaborative inquiry in their language arts classes for one hour per (...) week for a number of weeks. The control group received the standard language arts curriculum in that one hour. The study found that the seventh grade students who had experienced the P4C program showed significant gains relative to those in the seventh grade control group at a high level of statistical significance, but the eighth grade students in the experimental group did not show such gains over the eighth grade control group. It was discovered that the seventh grade teachers started the program early in the school year and continued it for a period of 22 to 26 weeks, while the eighth grade teachers started much later and used the program for only 4 to 10 weeks. Our findings suggest that the P4C program must involve students in activities for a significant period of time before the program shows results, but that a meaningful impact on students’ cognitive abilities can be achieved in about 24 weeks of lessons, less than half the time evidenced by the study by Topping and Trickey. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

Although research into the biosemiotic mechanisms underlying the purposeful behavior of brainless living systems is extensive, researchers have not adequately described biosemiosis among neurons. As the conscious use of signs is well-covered by the various fields of semiotics, we focus on subconscious sign action. Subconscious semiotic habits, both functional and dysfunctional, may be created and reinforced in the brain not necessarily in a logical manner and not necessarily through repeated reinforcement. We review literature that suggests hypnosis may be effective in (...) changing subconscious dysfunctional habits, and we offer a biosemiotic framework for understanding these results. If it has been difficult to evaluate any psychological approach, including hypnosis, this may be because contemporary neuroscience lacks a theory of the sign. We argue that understanding the fluid nature of representation in biological organisms is prerequisite to understanding the nature of the subconscious and may lead to more effective of treatments for dysfunctional habits developed through personal experience or culture. (shrink)

Building on our diverse research traditions in the study of reasoning, language and communication, the Polish School of Argumentation integrates various disciplines and institutions across Poland in which scholars are dedicated to understanding the phenomenon of the force of argument. Our primary goal is to craft a methodological programme and establish organisational infrastructure: this is the first key step in facilitating and fostering our research movement, which joins people with a common research focus, complementary skills and an enthusiasm to work (...) together. This statement—the Manifesto—lays the foundations for the research programme of the Polish School of Argumentation. (shrink)

The study deals with the communicative interaction between the author, the hero, the text, the reader in a postmodern novel. A similar and ambiguous reality, on the one hand, sometimes led to the subjectivist hypertrophy, absolutizing the author’s world view, and at times minimized and devaluated the author’s identity, on the other. Therefore, from the end of the 1990s the ways of expressing author’s “Self” changed dramatically, which directly affected the means of creating a hero in the contemporary Ukrainian literature. (...) An important place in the communicative literary model was occupied by the text as an independent semantic unit and the reader as an interpreter of the text. The specifics of deploying the dialog between the author and the hero point to the transformation of their functions in the Ukrainian postmodern novel. Considering the statement of the death of the author proclaimed by R. Barthes, the former stops being the main holistic text creator, thus rather becoming its product and the way of expression. The author, the hero and the text have a certain integrity aimed at the interpretative game with the recipient, who diffuses the newly created semantic integrity into a diversity of meanings. (shrink)

In this book, the extend to which we can equip artificial agents with moral reasoning capacity is investigated. Attempting to create artificial agents with moral reasoning capabilities challenges our understanding of morality and moral reasoning to its utmost. It also helps philosophers dealing with the inherent complexity of modern organizations. Modern society with large multi-national organizations and extensive information infrastructures provides a backdrop for moral theories that is hard to encompass through mere theorising. Computerized support for theorising is needed to (...) be able to fully grasp and address the inherent complexity. Using moral reasoning capacity will help us addressing the challenges that technological artefacts pose. They do not only contain information about us, they start to act on our behalves.With the increasing autonomy comes an increased need to ensure that their behaviour is in line with what we expect from them. To investigate and address these issues a laboratoy for philosophy is outlined: SophoLab. It consists of a methodology; a framework of modal logic, DEAL; and multi-agent software systems. SophoLab provides the basis for an experimental, computational philosophy. Its viability and usefulness are demonstrated through several experiments. (shrink)

Aristotle's views on the fundamental nature of reality are usually taken to be inconsistent. The two main sources for these views are the Categories and the central books of the Metaphysics, particularly book Zeta. In the early theory of the Categories the basic entities of the world are concrete objects such as Socrates: Aristotle calls them 'primary substances'. But the later theory awards this title to the forms of concrete objects. Michael Wedin proposes a compatibilist solution to this long-standing puzzle, (...) arguing that Aristotle is engaged in quite different projects in the two works. The theory of Metaphysics Zeta is meant to explain central features of the standing doctrine of the Categories, and so presupposes the essential truth of the early theory. The Categories offers a theory of underlying ontological configurations, while book Zeta gives form the status of primary substance because it is primarily the form of a concrete object that explains its nature, and this form is the substance of the object. So when the late theory identifies primary substance with form, it appeals to an explanatory primacy that is quite distinct from the ontological primacy that dominates the Categories. Wedin's new interpretation thus allows us to see the two treatises as complementing each other: they are parts of a unified history of substance. (shrink)

In an article which appeared a few years ago, entitled ‘God's Death’ , A.D. Smith launched one of the most interesting of recent attacks on the traditional doctrine of the Incarnation. Focusing on the death of Christ, he claimed to demonstrate the logical impossibility of Jesus having been both human and divine. Each of the premises of his argument was said to be a commitment of orthodox theology. He thus presented his reasoning as displaying an internal incoherence in that way (...) of thinking about divinity, humanity, and the person of Christ. The argument was basically quite simple: According to Christian theology and in concurrence with general thought on the matter, we must hold that human death involves the possibility of annihilation. As a man, Jesus of Nazareth faced and underwent a human death. He thus faced the possibility of annihilation. But orthodox theologians hold God to be of such an ontological status that no divine being could even possibly be annihilated. So no divine person could die a human death. From this follows the impossibility of the traditional claim that the Second Person of the divine Trinity became a man, lived a human life, and died a human death for us and our salvation. The qualitative difference between God and man is such as to render incarnational christology an incoherent theological stance. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

Modern ecological risks associated with the anthropological crisis of nature, leading to the paradoxes of the ecological state of humanity, are analyzed. It is substantiated that the unlimited use of natural resources causes a misbalance between human actions and the riches of nature. The question of the necessity of exploring the man-nature relation in the context of humanistic revolution is raised; it allows us to perceive the relation to nature as caring which includes such existential elements as agreement, tolerance, respect, (...) and care. We are discussing an alternative view of the relationship between man and nature in anthropologies of exploitation and violence. It is necessary to realize the value of nature precisely in its ontological intentionality and not because it is valuable solely in terms of utilitarianism and pragmatism. It is determined that over-technological human activity has led to catastrophic changes in large natural areas, destruction of natural water resources, and global warming, which threatens the biosphere and may lead to fundamental changes in the state of nature. The assumption is made that it is impossible to exclude the situation on the existence of the threat of catastrophe between man and nature; at that, the human search for the options of communication and preservation of nature and man, and their anthropological characteristics becomes expedient. (shrink)

The problem raised in the article is actualized not by the artificial attachment of the topic of ecology to the existential problems of humankind, but by the urgent need to conceptualize the dangers of a growing gap between the further development of civilization and ignoring the primary nature of its existence, the analysis of modern specific dangers of wildlife, flora and fauna, catastrophic climatic phenomena, desertification, and chemical pollution of the land. The posed problem of the conceptualization of wild nature (...) logically continues the intention of the authors to turn to the human-dimensional characteristics of the entire natural environment. At the level of socio-philosophical analysis, the meaning of a new model of relations between society and nature is revealed, and alternative concepts of nature protection to modern practices are comprehended. The importance of wildlife in its narrowed (terrestrial) space for social development on the established ideological principles of the most careful attitudes to wildlife, taking into account the reverse dangerous impact of the destructible habitat on humanity, has been proved. (shrink)

Aristotle's views on the fundamental nature of reality are usually taken to be inconsistent. The two main sources for these views are the Categories and the central books of the Metaphysics, particularly book Zeta. In the early theory of the Categories the basic entities of the world are concrete objects such as Socrates: Aristotle calls them 'primary substances'. But the later theory awards this title to the forms of concrete objects. Michael Wedin proposes a compatibilist solution to this long-standing puzzle, (...) arguing that Aristotle is engaged in quite different projects in the two works. The theory of Metaphysics Zeta is meant to explain central features of the standing doctrine of the Categories, and so presupposes the essential truth of the early theory. The Categories offers a theory of underlying ontological configurations, while book Zeta gives form the status of primary substance because it is primarily the form of a concrete object that explains its nature, and this form is the substance of the object. So when the late theory identifies primary substance with form, it appeals to an explanatory primacy that is quite distinct from the ontological primacy that dominates the Categories. Wedin's new interpretation thus allows us to see the two treatises as complementing each other: they are parts of a unified history of substance. (shrink)

The article describes theoretical views on the development of ethical consciousness in Ukrainian university students in the context of postmodernism, using the data from quasi-experimental psycho-pedagogical measurements. The article aims to specify the process of developing structural components of ethical consciousness in Ukrainian university students, who de facto (culturally and socially) are still gaining the experience of late postmodernity. The following methods were used at the propaedeutic, quasi-experimental and resumptive levels: theoretical-methodological analysis of relevant scientific-methodical sources; selection of relevant diagnostic (...) methods; modelling of educational conditions; psychodiagnostic methods; methods of mathematical statistics; summarization. The necessary data were collected, with the observance of all ethical norms, at the premises of Ukrainian higher education institutions, with the participation of 280 students-respondents (Years 1-5) who major in the humanities and technology. The obtained results indicate a rather uneven personal development of students under all structural components of ethical consciousness. The main part of the article, as well as conclusions, clarifies the components of ethical consciousness, their dynamics and dependence on one’s worldview and experience. The international relevance of the article lies in objectifying ethical consciousness of young people in the post-totalitarian environment. It will allow one to evaluate the interaction between traditional and postmodern systems, justify the prospects of such categories as “meanings” and “values” in the belated postmodern society. The results of the article may influence the modelling of the character-building component in new education systems in the post-cultural society. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test were (...) still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

After learning about the concept of determinism, a natural tendency is to conclude that if anyone actually believed in the determinism of human nature, then all future human actions are "set out for us" or "cut and dried" and, in some sense, utterly unavoidable. Another way of referring to such inevitability is that human action appears to be..

The construct of “choking under pressure” is concerned with the phenomenon of unexpected, sudden, and significant declines in individual athletes’ performances in important situations and has received empirical attention in the field of sport psychology. Although a number of theories about the reasons for the occurrence of choking under pressure exist and several intervention approaches have been developed, underlying mechanisms of choking are still under debate and the effectiveness of existing interventions remains contested. These sudden performance declines also occur in (...) team sport. “Collective sport team collapse,” which describes the situation when an entire sport team underperforms significantly within an important competitive situation, has received less empirical attention, in comparison to individual choking research. While there are a few studies that have investigated causes of collective team collapse, understandably, there has been limited empirical investigation of preventative and intervention strategies. Although the two constructs appear to share several similar characteristics and mechanisms, research has not yet examined the conceptual, theoretical, empirical, and practical links between choking under pressure and collective sport team collapse. In this review article, we seek to examine these similarities and differences and identify new ways of thinking about future interventions. Furthermore, current empirical understandings in the field of choking under pressure and collective sport team collapse are presented and the most effective intervention approaches for both constructs are introduced. On the basis of this examination, we modestly make some initial recommendations for sport psychological practitioners and future research. (shrink)

Of course you know the movie, just by cultural assimilation if not by having seen it. There’s this young elephant, Dumbo, who has laughably big ears and has been pitiably separated from his mom. He’s aided by a friendly talking mouse[ii] into translating those otherwise hapless ears into the power of flight, which he eventually uses to rescue his mom and live happily ever after. The way the wily mouse gets Dumbo to believe that he could fly is to give (...) him a “magic feather” which, held in his trunk, demonstrably imparts the gift of flight. Naturally the mouse believes throughout all this that Dumbo can fly anyway, but he also knows that Dumbo needs the feather as a confidence-builder to do so. At the critical juncture of the tale Dumbo loses the feather after being pushed off a precipice, and he thus plummets perilously towards earth—only to find at the last moment that he can indeed fly on his own. (shrink)

All right, first off I need to disappoint some people who despise reading the fine print on things or just plain love to speed-read only large fonts: this is not only not my last lecture, I m not even retiring anytime soon. So sorry to those of you poised to shout Good riddance to bad rubbish! at the end of this soliloquy. You re going to have to be patient a while longer.

Of course you know the movie, just by cultural assimilation if not by having seen it. There’s this young elephant, Dumbo, who has laughably big ears and has been pitiably separated from his mom. He’s aided by a friendly talking mouse2 into translating those otherwise hapless ears into the power of flight, which he eventually uses to rescue his mom and live happily ever after. The way the wily mouse gets Dumbo to believe that he could fly is to give (...) him a “magic feather” which, held in his trunk, demonstrably imparts the gift of flight. Naturally the mouse believes throughout all this that Dumbo can fly anyway, but he also knows that Dumbo needs the feather as a confidence-builder to do so. At the critical juncture of the tale Dumbo loses the feather after being pushed off a precipice, and he thus plummets perilously towards earth—only to find at the last moment that he can indeed fly on his own. (shrink)

“Men can never be free, because they’re weak, corrupt, worthless and restless. The people believe in authority; they’ve grown tired of waiting for miracle or mystery. Science is their religion; no greater explanation exists for them.” (Cigarette Smoking Man, "Talitha Cumi" The X-Files 3X24).

Harry Frankfurt's famous examples of overdetermined moral agents who are nevertheless responsible for their actions and omissions have long been hailed as proofs that the ability and/or opportunity to do otherwise is not a necessary condition for moral responsibility. In this paper I use recent clarifications of some of these examples by Frankfurt himself to show that their force relies in part on tacit ceteris paribus assumptions concealing a reliance on PAP that concerns matters of fairness in assessing moral responsibility.