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M.J. Kuparashvili

Freedom: Old Truths Need To Be Rediscovered

UDC 122/129

DOI 10.20339/AM.01-23.018                            

 

Mzia J. Kuparashvili, Dr. Sc. (Philosophy), Professor, sub-faculty of Philosophy at Omsk State University n.a. F.M. Dostoevsky e-mail: kuparashvili@rambler.ru

 

This more than cursory analysis of the concept of “freedom” is an attempt not only to capture the actual ways of reading and interpretation, but also to justify the need to disclose its content in words understandable to a contemporary. Freedom as a purely human event, closely connected with spiritual and moral consciousness, prescribes self-sufficiency and the absence of coercion in actions and thoughts to the individual. The realization of the principle of self-restraint through free will reveals the God-natural essence of man. The article cannot claim to be complete in fixing the aspects of relevance and depth of analysis of the stated directions. What is important is that rethinking the philosophical meaning of freedom is a requirement of the day. Old truths require rediscovery. In other words, the previous ways of assigning this, of course, basic value to society in modern reality are in an inoperative state. Consequently, new ways of analyzing and substantiating the content of the concept, new language formulations are required, since the understanding of the sacred meaning of freedom is secretly hidden by the eternal value of a person.

Keywords: Freedom of will and choice, freedom and consciousness, self-restraint, sovereignty of thought, responsibility, godlikeness, sin, righteousness, the Law of Moses, grace.

 

References

1.         Plato. Republic. In: Plato. Works in 3 vols. V. 3. Moscow: Mysl, 1971. P. 89–454.

2.      Aristotle. Politics. In: Aristotle. Works in 4 vols. V. 4. Moscow: Mysl, 1984. P. 376–643.

3.         Diderot D. Works in 10 vols. Т. 1. Philosophy. Moscow-Leningrad: Academia, 1935. 498 p.

4.         Kant, I. Works in 6 vols. V. 3. Moscow: Mysl, 1964. 798 p.

5.         Kant, I. Works in 6 vols. V. 4. Part 1. Moscow: Mysl, 1965, 542 p.

6.         Spinoza, B. Treatise on the Emendation of the Intellect. In: Spinoza, B. Works in 2 vols. V. 1. St. Petersburg: Nauka, 2006. P. 215–251.

7.         Hegel, G.W.F. Philosophy of Spirit. Part Three. In: Hegel, G.W.F. Encyclopedia of Philosophical Sciences. V. 3. Moscow: Mysl, 1977. 470 p.

8.         Hegel, G.W.F. Science of Logic. In: Hegel, G.W.F. Encyclopedia of Philo-philosophical Sciences. V. 1. Moscow: Mysl, 1975. 433 p.

9.         Bible.

10.       Florensky, P. The Pillar and Ground of the Truth. Moscow: Pravda, 1990, 837 p.

11. Berdyaev, N. The Meaning of History. Moscow: Mysl, 1991 173 p.

12.       Zenkovsky, V. History of Russian Philosophy. Moscow: Academic Project; Raritet, 2001. 878 p.

13.       Jaspers, K. The Origin and Goal of History. Мoscow, 1991. 527 p.

Post-education, what after? Part 2

UDC 101+371

https://doi.org/10.20339/AM.04-22.014

 

Mzia J. Kuparashvili, Dr. Sci. (Philosophy), Professor at Department of Philosophy at Omsk State University n.a. F.M. Dostoevsky, e-mail: kuparashvili@rambler.ru

 

The second part considers the basic principles of identity formation through education, developing a system of ethical criteria that allow normal existence in the postmodern era. Emphasis is placed on building the right strategy that would orient education to prepare new generations to work in a full-cycle production systems.

Key words: Intentional change of personality, information and knowledge, methodology of thinking, the era of uncertainty, ethical value system, stratification of society, the design of ideological goals.

 

References

  1. Amonashvili, Sh. The Truth of the School. Moscow: Svet, 2018. 112 p.
  2. Kuparashvili, M.D., Vetrova-Deglan, M.S. Gender and Transgender in the Problem of Gender. Historical, Philosophical, Political and Legal Sciences, Cultural Studies and Art History. Voprosy teorii i praktiki. 2017. No. 10. P. 77–81.
  3. Kuparashvili, M.D. Motherhood — An Invisible Problem. EESJ (East European Scientific Journal). 2017. P. 44–49.
  4. Vetrov, S.A., Konishevsky, D.V. Digital twin as dystopia’s incarnation. Alma mater (Vestnik vysshei shkoly). 2019. No. 5. P. 69–72. DOI 10.20339/AM.05-19.069

Post-education, what after? Part 1

UDC 101+37.01

https://doi.org/10.20339/AM.03-22.009

 

M.J. Kuparashvili, Dr. Sci. (Philosophy), Professor at Department of Philosophy at Omsk State University named after F. M. Dostoevsky, e-mail: kuparashvili@rambler.ru

 

The concern of teachers, schoolchildren and parents about the current state of education is regularly sanctified both in the media and in the fundamental analytical works of specialists. The need for new ways and methods of organizing education rests on the one hand on official standards that are completely illegitimate in the eyes of the public, and, secondly, in the absence of alternative viable projects based on the continuity of educational constructs, taking into account the traditional cultural characteristics of the Russian people, which are so rich in domestic pedagogy and psychology.

Key words: intentional change of personality, information and knowledge, methodology of thinking, the era of uncertainty, ethical value system, stratification of society, the design of ideological goals.

 

References

1. Amonashvili, Sh. The Truth of the School. Moscow: Svet, 2018. 112 p.

2.         Kosmin A.D., Kosmina E.A. On alarming trend of transformation of target reference points of reforming of Russian educational system into risks. Alma mater (Vestnik vysshei shkoly). 2019. No. 9. P. 5–11. DOI: 10.20339/AM.09-19.005

3.         Kravchenko, L.V. About necessity of reforms of an education system.  Izvestiya IGEA. 2007. No. 3 (53). P. 101–104.

4. Alekseenko, V. Socio-philosophic meaning of the category “Quality management system of educational activity of universities”. Society and culture. 2008. No. 8. P. 53–56.

5.         Official website of the newspaper “Argumenty i Fakty”. URL: https://aif.ru/

6.         Official site of the President of Russia. URL: http://www.kremlin.ru/

7.         Asmolov, A.G. Psychology of personality: cultural-historical understanding of human development. Moscow: Smysl: Publishing Center “Academia”, 2007. 528 p.

8.         Asmolov, A.G. Speech at the meeting on the development of the system of education at the Prime Minister. URL: https://asmolovpsy.ru/ru/publications/169.

9.         Asmolov, A.G. EGE is Associated with stress situation no more than any exam. URL: https://asmolovpsy.ru/ru/publications/179

10.       Thacker, E. The Terror of Philosophy: In 3 vols. Vol. 1. In the dust of this planet. A. Ivanov (transl. from Eng.). Perm: Gile Press, 2017. 184 p.

11. Harmar, G. Weird-realism: Lovecraft and philosophy. G. Kolomiets and P. Khanov (transl. from Eng.). Perm: Gile Press, 2020. 258 p.

12. Bazarny, V.F. Why do the standards of knowledge lead to the splitting of personality? URL: http://www.hrono.info/proekty/bazarny/bzrn_stand.php

13. Sukhomlinsky, V.A. One hundred tips for the teacher. URL: https://nsportal.ru/node/21540/2011/10/sukhomlinskiy-v-a-sto-sovetov-uch...

13.       Ushinsky, K.D. Selected Pedagogical Works in 2 vols. Vol. 1. Voprosy upbringing. Moscow: Gosuchpedgiz, 1953. 638 p.

15. Sukhanova, N.P. Priorities of critical thinking: new paradigms of modern higher schools. Alma mater (Vestnik vysshei shkoly). 2021. No. 3. P. 14–17. DOI:  10.20339/AM.03-21.014

16. Yasyukova, L. URL: https://vk.com/vladimir_bazarny

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