The problem of teaching and learning of Russian language and literature in schools with native language of teaching related to the implementation of the principle of dialogue between cultures. The article draws on the results of the survey of graduates of the two high schools of Kazan: School #2 with teaching in Tatar language and school #37 with teaching in Russian-language. The results of the survey are associated with the problems of bilingualism, multiculturalism and bimentality. Graduates from Tatar language gymnasium (...) are bilingual and fluent in Russian and Tatar languages. 97% of graduates of Tatar gymnasium speak, read and write free in their native language and 96% in Russian. Bilingualism acts in this case like one of the manifestations of inter-ethnic interaction, a particular manifestation of biculturalism. In the National School dialogue of cultures passes through a system of parallel study of both Russian and Tatar languages and literatures: the formation of a bicultural, bilingual, bimental personality able to perceive not only the native culture, but also other culture as the native is taking place. (shrink)

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

R F Dearden; Happiness and Education, Journal of Philosophy of Education, Volume 2, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-9752.1968.

R F Dearden; Competition in Education, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 119–133, https://doi.org/10.1111/j.1467-9752.19.

R F Dearden; Education and Politics, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 149–156, https://doi.org/10.1111/j.1467-9752.198.

R F Dearden; Freedom and the Development of Autonomy: a reply to Victor Quinn, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 271–27.

R F Dearden; Play and Pleasure, Journal of Philosophy of Education, Volume 5, Issue 1, 30 May 2006, Pages 37–41, https://doi.org/10.1111/j.1467-9752.1971.tb0044.

- How can anthropology improve our understanding of the interrelationship between nature and culture? - What can anthropology contribute to practical debates which depend on particular definitions of nature, such as that concerning sustainable development? Humankind has evolved over several million years by living in and utilizing 'nature' and by assimilating it into 'culture'. Indeed, the technological and cultural advancement of the species has been widely acknowledged to rest upon human domination and control of nature. Yet, by the 1960s, the (...) idea of culture in confrontation with nature was being challenged by science, philosophy and the environmental movement. Anthropology is increasingly concerned with such issues as they become more urgent for humankind as a whole. This important book reviews the current state of the concepts of 'nature' we use, both as scientific devices and ideological constructs, and is organised around three themes: - nature as a cultural construction; - the cultural management of the environment; and - relations between plants, animals and humans. (shrink)

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

pt. 1. A critique of current educational aims.--pt. 2. Reason.--pt. 3. Education and reason.

Overdenkingen in proza en poëzie over filosofische vraagstukken door de in ongenade gevallen Romeinse ex-consul (480-524).

Taking as its point of departure a sharp critique of Rawls's influential A Theory of Justice, this book looks at politics from an aesthetic perspective.

Reading the Republic without reference to the less familiar Laws can lead to a distorted view of Plato's political theory. In the Republic the philosopher describes his ideal city; in his last and longest work he deals with the more detailed considerations involved in setting up a second-best 'practical utopia.' The relative neglect of the Laws has stemmed largely from the obscurity of its style and the apparent chaos of its organization so that, although good translations now exist, students of (...) philosophy and political science still find the text inaccessible. This first full-length philosophical introduction to the Laws will therefore prove invaluable. The opening chapters describe the general character of the dialogue and set it in the context of Plato's political philosophy as a whole. Each of the remaining chapters deals with a single topic, ranging over material scattered through the text and so drawing together the threads of the argument in a stimulating and readily comprehensible way. Those topics include education, punishment, responsibility, religion, virtue and pleasure as well as political matters and law itself. Throughout, the author encourages the reader to think critically about Plato's ideas and to see their relevance to present-day philosophical debate. No knowledge of Greek is required and only a limited background in philosophy. Although aimed primarily at students, the book will also be of interest to more advanced readers since it provides for the first time a philosophical, as opposed to linguistic or historical, commentary on the Laws in English. (shrink)

Why are we interested in history at all? Why do we feel the need to distinguish between past and present? In this book, the author argues that the past originates from an experience of rupture separating past and present. Think of the radical rupture with Europe's past that was effected by the French and the Industrial Revolutions. Sublime Historical Experience investigates how the notion of sublime historical experience complicates and challenges existing conceptions of language, truth, and knowledge. These experiences of (...) rupture are paradoxical since they involve both the separation of past and present and, at the same time, the effort to overcome this separation in terms of historical knowledge. The experience unites feelings of loss/pain with those of love/satisfaction, and thus is in agreement with how sublime experience is ordinarily defined. The experience is also precognitive since it precedes historical knowledge. As such it is a challenge to traditional conceptions of the relationship between experience and truth or language. It compels us to disconnect the notions of experience and truth. (shrink)

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

We present a full completeness theorem for the multiplicative fragment of a variant of noncommutative linear logic, Yetter's cyclic linear logic. The semantics is obtained by interpreting proofs as dinatural transformations on a category of topological vector spaces, these transformations being equivariant under certain actions of a noncocommutative Hopf algebra called the shuffie algebra. Multiplicative sequents are assigned a vector space of such dinaturals, and we show that this space has as a basis the denotations of cut-free proofs in CyLL (...) + MIX. This can be viewed as a fully faithful representation of a free *-autonomous category, canonically enriched over vector spaces. This paper is a natural extension of the authors' previous work, "Linear Lauchli Semantics", where a similar theorem is obtained for the commutative logic MLL + MIX. In that paper, we interpret proofs as dinaturals which are invariant under certain actions of the additive group of integers. Here we also present a simplification of that work by showing that the invariance criterion is actually a consequence of dinaturality. The passage from groups to Hopf algebras in this paper corresponds to the passage from commutative to noncommutative logic. However, in our noncommutative setting, one must still keep the invariance condition on dinaturals. (shrink)

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

We no longer have any texts, any past, but just interpretations of them. The evident multi -interpretability of a text causes it gradually to lose its capacity to function as arbiter in the historical debate. It is necessary to define a new link with the past based on a complete and honest recognition of the position in which we now see ourselves placed as historians. In recent years, many people have observed our changed attitude towards the phenomenon of information. For (...) postmodernism, science and information are independent objects of study which obey their own laws. Language and art are not situated opposite reality but are themselves a pseudo-reality and are therefore situated within reality. Because of the relation between the historiographical view and the language used by the historian to express his view - a relation which nowhere intersects the domain of the past -historiography possesses the same opacity and intensional dimension as art. The essence of postmodernism is precisely that we should avoid pointing out essentialist patterns in the past. There is reason to assume that our relation to the past and our insight into it will in future be of a metaphorical nature rather than a literal one. (shrink)

Arvind Thomas has written a remarkable book. That said, however, it must be quickly added that it is not a book for everyone, not even for all students of medieval literature. It is a very thoughtf...

R. F. Stalley; VIII*—Plato's Doctrine Of Freedom, Proceedings of the Aristotelian Society, Volume 98, Issue 1, 1 June 1998, Pages 145–158, https://doi.org/10.11.