Voprosy Filosofii i Psikhologii

3-8

Authors: Fedor I. Girenok

The article shows how oneiric philosophy understands the identity and difference between dream and reality. The research material is the works of Nietzsche, Calderon, Schopenhauer and Pascal. The author uses the method of correlation of logical and historical in the study of the problem of reality. In oneiric philosophy the identity of dream and reality is the basis of the idea of human insanity. The difference between dream and reality is for it the basis of the idea of rationality. The article notes that Nietzsche saw in human the sleepwalker of the day. The author explains the connection between this statement of Nietzsche and his theory of values. What is value, according to Nietzsche? These are primarily collective hallucinations. They are based on the identification of dream and reality. In turn, Calderon shows that sleep is not a physiological process, but what people used to call morality. That is, morality, according to Calderon, is a kind of dream in which a person resides. Whereas in Schopenhauer's philosophy the world appears as a world of ghosts. Ghosts expand the world of the real. The article analyzes Pascal's concept of the identity of dream and reality and concludes that in this world of identity there is no difference between the highest and the lowest, between the king and the artisan. The author concludes that in oneiric philosophy society is understood as a way of dreaming that has become a reality for a person.

18-25

Authors: Sergey A. Lebedev, Dmitry K. Alekseev

The actual problem of the modern philosophy of science is to determine the content, structure and methodological status of the philosophical foundations of science. First of all, it is necessary to answer the question of whether the philosophical foundations of science are purely philosophical statements or heterogeneous, consisting of both philosophical and concrete scientific concepts. The second problem is: what are the functions of the philosophical foundations of science performed by them in scientific knowledge and culture. The third question is: what kinds of philosophical foundations of science exist in real science? In response to the first question, we proceed from the fact that the philosophical foundations of science are not purely philosophical statements, but a special layer of knowledge bordering between philosophy and science, which can equally be attributed to both philosophy and science. The philosophical foundations of science are the interpretation of more general categories and principles of philosophy in relation to a particular field of science. What are the main functions of the philosophical foundations of science in scientific knowledge? In our opinion, there are four of them: 1) deductive or constructive justification from the standpoint of philosophy as the most general type of rational knowledge of all the structural elements of meta-theoretic scientific knowledge (fundamental scientific theories, general scientific and private scientific pictures of the world, methods of scientific knowledge, ideals and norms of scientific research); 2) inductive justification of philosophical concepts by scientific data; 3) ensuring the integrity of culture, in which philosophy and science are its most important subsystems; 4) reflection and critical analysis of existing and possible philosophical foundations of science. There are the six kinds of philosophical foundations of science: ontological, epistemological, social, practice, axiological, anthropological. This article will focus on reconstructing the content of the last three stages of the science development: classical, non-classical and post-non-classical science.

34-41

Authors: Elena A. Volodarskaya, Artem F. Gasimov

The article is devoted to the study of modern ideas about the phenomenon of responsiveness of a leader in a group, established in psychology and other areas of knowledge based on the use of different criteria for describing this phenomenon. The first approach considers responsiveness as a quality of the emotional intelligence of a person, empathy, understanding of the feelings of another person. The second methodological approach considers responsiveness as an element of the general humanitarian culture of the individual. The third theoretical approach determines the pedagogical conditions for the development of responsiveness in preschool and primary school age. The fourth area describes responsiveness as a professionally important quality of people in helping professions. In addition to psychological approaches, the phenomenon of responsiveness is considered within the framework of the economy, where it is supposed to analyze responsiveness as a criterion for assessing the relationship between business and society, a component of consumer loyalty. In business psychology, the leader’s responsiveness is determined from the perspective of a significant skill in intergroup communication, an understanding of the growing tension in the group, an indicator of professionalism and the conditions for business training.

3-7

Authors: Marcos Alonso Fernández

Memory has always been understood as the basis of human identity. However, current neuroscientific data about how our brain creates memories makes it problematic to maintain certain identity theories, particularly the psychological view on identity. In this paper we will expose this neuroscientific data regarding memory, how it should affect the debate around identity, and the consequences of this discussion for ethics as a whole.

14-27

Authors: Yury D. Granin

The article deals with the analysis the problem of civilization ownership of Russia in the historical range from Kievan Rus' to the modern Russian Federation. It is solved on the basis of use of the author's (institutional) version of civilization approach. According to it, "the universal states" – "kingdoms" and "empires" were the most important factor of formation and development of civilizations, their interaction and the competition. Studying formation and development of the Moscow kingdom, the Russian Empire and the USSR, the author comes to a conclusion that historically these political forms had three civilization embodiments: "an orthodox civilization", "a hybrid civilization moderny like"Romanov' empires and the "Soviet civilization" representing special type of industrial development. Modern Russia, certainly inherits it. But it doesn’t have political and religious metaideology uniting the people, and in contrast to the United States, it doesn’t claim on global domination. More likely, it represents civilization to a pseudomorphosis, fancifully combining elements of antiquity, the Soviet past and the present. In the conditions of geopolitical loneliness of Russia, its prospect are connected with system modernization of the country on the basis of own civilization model allowing (like China, India and Japan) to develop effective strategies of development alternative to the western modernism.

36-49

Authors: Sergey A. Lebedev, Sergey N. Kos’kov

In 70-ies of the XIX century to replace the first positivism in the philosophy of science comes second positivism, the main representatives of which were well-known Austrian physicist and historian of science, Ernst Mach and the eminent French mathematician and physicist Henri Poincare. Continuity second positivism in relation to the first was two points. Firstly, it is the denial of the scientific nature of the entire classical ("metaphysical") philosophy (from Plato to Hegel, etc.); secondly, in the empiricist interpretation of the nature and content of scientific knowledge. Major differences between the first and second positivism were also two: firstly, representatives of the second positivism believed that in science there is no pure empirical knowledge, not dependent on any theory, and secondly, that the possible discovery and evidence of scientific logic laws and theories. According to representatives of the positivism of the second process of opening scientific laws is not logical, but the psychological process, where the decisive role played by experience, intuition and creativity of the scientist. And secondly, and the process of making scientific hypotheses are not governed by purely methodological rules and is a product of a convention of scientists (Poincare), or governed by considerations of economy of thought, when at the same explanatory power of scientific hypotheses are preferred the most simple of them in meaningful plane. However, a clear elimination representatives of the second positivism role of methodological control in the processes of discovery and justification of scientific knowledge had as its inevitable consequence of excessive subjectivization process of scientific knowledge and the negation of his natural character (internal logic of development), as well as its objective determination (the object of study and the social context of knowledge).

60-63

Authors: Elena A. Volodarskaya

The article reveals approaches to the analysis of creativity as a professionally important quality of the work of specialists of helping professions. On the basis of the carried out empirical study of the manifestation of creativity at different stages of training a specialist psychologist, it is concluded that it is possible to develop creative abilities and disclose the creative potential of an individual based on the content of professional activity and the variability of professional decisions when achieving professional goals.

3-11

Authors: Fedor I. Girenok

In article the philosophy of painting of Wassily Kandinsky is investigated. The author carries out the comparative analysis of the American school of vanguard and the Russian school of vanguard. The vanguard, according to the author of article, is refusal of the artist of a subject in art. It forbids to learn and be surprised. In the author's opinion articles, Kandinsky makes Copernican revolution in art. He pays attention not to subjects which surround it, and on prototypes which are possessed by his soul. Kandinsky differs from the American abstract artists in that he erases border between art and philosophy. Whereas the American abstractionism erases border between art and not-art. The American school of vanguard understands art as action. The Russian school of vanguard understands art as philosophy. Kandinsky, answering a question "That there is an art?", becomes the philosopher. In research the idea that art is continuously lasting movement of the artist to a prelanguage condition of the person is introduced. The philosophy of the Russian vanguard recognizes that the person is involved eternal artistry, and his soul is as Kandinsky speaks, the shining point in geometry of a black circle.

24-36

Authors: Sеrgey A. Lebedev

Positivism as a special area of the philosophy of science emerged in the 30s of XIX century. It was founded by Auguste Comte, Herbert Spencer and J.St. Mill. Comte developed the overall concept of the nature of scientific knowledge, it differs from all other kinds of knowledge, and above all, philosophical and religious. Spencer developed the ontology of science, J.St. Mill – the logic and methodology of science. In general methodological positivism of the first program is known as "classic inductivism". According inductivism main task of science is the discovery of causal laws and the proof of their truth, and the method that is able to perform this function is the induction, but not enumerative, and induction through the proof of the falsity of all the competing assumptions about the true reasons for the law, but one. Eliminative induction methods have been developed J.St. Mill in his famous work "The system of syllogistic logic and inductive". Mill believed that he was able to build an inductive logic as logic of discovery and proof of causal laws of science. However, a critique analysis of the cognitive capacity the induction by elimination J.St. Mill practiced already by his contemporaries (St. Jevons, L. Rutkowski, W. Whewell and others), demonstrated the invalidity of claims of Mill to create the logic of discovery and proof of scientific laws. It has been shown that evidence-based opportunities through the elimination induction does not exceed the capacity of enumerative induction and that the destiny of any induction – no proof, but at best only a confirmation of scientific laws, and in general any of the general concepts and theories. The method of the opening of the general scientific hypotheses is not induction, but the hypothesis on the basis of cognitive experience and intuition of the scientist. It became apparent to many scientists and philosophers of science by the 70s of XIX century. This result meant a methodological inconsistency early ("first") positivism. However, from this it does not follow the failure of the general ideas of positivism, his interpretation of scientific knowledge as a purely empirical knowledge of its contents and the sufficiency of science as a special way of knowing reality. As a result, in the course of its evolution, to replace the first positivism comes second positivism, which abandons the first methodology of positivism, but remains faithful to all the general ideas of positivism. The main options for the second positivism will empiriocriticism of Mach and conventionalism of Poincare.

46-50

Authors: Elena A. Volodarskaya

The article reveals the scientist’s competences necessary for pedagogical activity. The focus of attention is shifted to the ratio of the requirements for a successful teacher and the didactic potential of scientific activity. It is suggested that in the context of the integration of science and education, the research capital of a scientist is in demand in the educational space. Appeal to pedagogical abilities, important for the success of the teacher, allows us to highlight some actual requirements for the scientist. Firstly, they are communicative abilities, by which are meant the ability to communicate, the ability to find an approach to students, to build trustful dialogue. The problem of scientific communication is traditional for socio-psychological study. This implies the development of a communicative skill, the skills of persuasive impact, the resolution of conflicts within the negotiation process. These competences are mostly new to the traditional scientist. Secondly, they are didactic abilities that make it possible to intelligently present the knowledge, stimulate interest in the subject, stimulate students 'cognitive activity, the ability to organize students' independent work, and form their need for independent knowledge acquisition. Our research shows that in a situation where it is necessary to obtain reliable information about science, respondents are more likely to trust a scientist who has his own experience of research than a journalist specializing in scientific journalism. In this connection, the professionally important quality of the scientist becomes his ability to simply and clearly tell about the complex, adapt, but not to emasculate the essence of objective activity. It is important to be able to attract, interest the younger generation. It is important not only erudition and intelligence, but also enthusiasm, personal charisma, leadership qualities. Thirdly, the academic pedagogical abilities of scientists, that is, the abilities for the corresponding field of science, the knowledge of the subject taught, not only in the volume of the training course, but much wider and deeper are the aspect of the necessary pedagogical competencies of scientists. Knowledge is updated very quickly. Modern education involves not memorizing a large body of facts, rules and formulas. After all, almost any information can be quickly and fairly fully received in the free Internet access. It is important to know what to look for, how to analyze, how to adapt the knowledge acquired in relation to a specific task, how to formulate your own opinion with a multiplicity of research approaches and theoretical positions. In this case, the emphasis is necessarily shifted to the fundamentalization of the training of young graduates of universities. Fundamentalization of education is a new challenge and resource for the development of a knowledge-based society. Fourthly, pedagogical abilities are related to the research orientation of the teacher, with his need and ability to conduct his own research work. First, it is important to understand clearly the task posed, to describe the initial principles and rules, to build possible options for scientific research. A scientist with creative thinking can help students and students in clarifying the requirements that arise in front of them not only in the educational space, but also in the professional way as a whole. Fifth, among the pedagogical abilities, the pedagogical imagination is distinguished, presupposing the ability to project and predict the development of the student's actions. The scientist is always focused on the future, his knowledge and in a certain part – the design, manifested in the good development of creative imagination, intuition. A substantial component of scientific activity is manifested in the study of what has not yet been. The development of imagination, anticipation, prediction is a very important characteristic of a modern specialist. The scientist can contribute to the development of this quality in the process of pedagogical interaction with students. Characteristics of the current social situation are rapidity, multidimensionality, radical changes, the permanence of which sees the new reality of social relations. The ability to perceive changes not as a threat but as a source of personal development and the possibility of self-realization is an important competence that contributes to the continuation of social changes from the situation of increasing anxiety and stress. The scientist by the nature of his activity is aimed at finding a new, unexplored. Productivity and scientific effectiveness are determined by the skills and abilities to see the unusual in the familiar. In this regard, the presence of creative thinking will help to use it in the pedagogical process, as well as develop it in students. It can be concluded that modern education and society as a whole formed a new request to science and scientists, consisting in the development of their respective pedagogical competences.

4-10

Authors: Fedor I. Girenok

In article distinction ontic and ontologic is analyzed and the conclusion that everything belongs to an order of the real that becomes in itself, without participation of the person is drawn. And everything belongs to an order of life that becomes of own will the person. In the first case the reason lies in things, in the second – in consciousness of the person. Opening of the unconscious dissolved life in real and opened the horizon of understanding of philosophy as anthropology. From the point of view of anthropology, life is an existence of the person at the moment when it is more than himself. In article it is noted that the Russian philosophy initially exists outside ontology, it exists as anthropology. The modern Russian philosophy tries to grope for itself the soil, on the one hand, in vanguard, and on the other hand – in religious philosophy. If all classical European philosophy believed that «I» equal to itself, the Russian philosophy, starting with the P. Florensky, the thought of discrepancy «I» with itself establishes. From this it follows that the world exists not as logical process, and as absurdity. Absurdity, according to the author, it is impossible to state in language, he speaks dumbness, in silence.

35-47

Authors: Viktor M. Melnyk

The article analyses theoretical and methodological basis for research in the field of political anthropology. The author offers his own concept of the theoretical design of this specific discipline. There is offered for the first time a comprehensive integrative understanding of the political anthropology on the basis of synthetic generalization methods of political science, psychology, sociology, linguistics, socio-cultural anthropology and economics. The author's vision of this unique synthetic generalization is based on a high evaluation of the role of political tradition. For V.M. Melnyk, the main subject of political anthropology — is the role of psychological traditions of the historical process in the development of modern political culture. For the author of political anthropology is the science about tradition and its implementation in the process of political activity. Viktor Melnyk highlights the three sections of the political anthropology: political anthropology of state organisms, the political anthropology of ethnic organisms and the political anthropology of law. The author believes that his approach will allow to interpret political anthropology not only as a promising area of research, but also as a powerful ideological ground.

55-62

Authors: Olga V. Semenova, Nadezhda E. Rezvanova

The article addresses the ecological problem of the modern society. Today’s sociogenesis actualizes the environmental problem, putting forward the demand for improving the inner world of people. Not only the law, but also ethical and aesthetic education and upbringing play important role in nature protection. In conditions of standardization and centralization, people do not always perceive the integrity of nature in its interaction with society. Ethics is also dedicated to regulate the attitude of man to the world around him. And the integrity of the personality depends on harmony with being; one of its dimensions is the natural one. Environmental ethics must be inherent in a whole-hearted person. The meaning of environmental ethics is to put the highest values of man over the value of nature-based ethics as such, without rejecting its values.

152-158

Authors: Anastasiya A. Dityuk

The article discusses the importance of studying the phenomenon of psychological separation, explores the issue of separation anxiety as a specific form of anxiety, localized around the themes of separation and isolation, which regulates the process of psychological separation. It shows the relationship between separation anxiety with the type of interpersonal relationship, the level of dependence on the mother, used coping strategies, and the attitude towards yourself and others.

171-177

Authors: Sergey A. Lebedev, Ivan A. Rozanov

Hypothesis as a method and as a form of scientific knowledge for the development of science has established itself as an effective tool of knowledge. Because of their scientific nature of the hypothesis can be applied in any field and at any level of scientific knowledge. A distinctive feature of the hypothesis is the requirement of its proof or refutation. In this article, the hypothesis is analyzed in two different, but interrelated aspects: in the function of the scientific method and in the form features of scientific knowledge. Specificity of hypotheses, requirements, different types of classifications of hypotheses as forms of scientific knowledge. Also was shown the role of hypotheses (in both senses of the word) in the development of scientific knowledge.

184-187

Authors: Yu.P. Povarenkov

The article sets out the main approaches to periodization Personality's Professional Formation, given their constructive criticism. Designated systemogenetic principles develop an adequate periodization. Discusses the concept of periodization polycyclic Personality's Professional Formation and Implementation. . Proved its theoretical underpinnings and practical significance.

195-207

Authors: Marat R. Shagiakhmetov

Author, based on the conclusion about the systemic unity of the nature of thinking and worldviews, showed that the failed philosophical anthropology, the inability of natural science to embrace the human in the unity of all its sides is a manifestation of dualistic linear nature of thinking, aimed at identifying a single defining traits as human nature. Using a system approach, the author offers his own interpretation of the process of historical development, as a process of forming the system of "man and nature", the interaction of which is mediated by the interaction of social consciousness and social practice. Also offers a mechanism for the development of the individual, as a developing system, and society as an interaction, on the one hand, individual thinking and beliefs and mass consciousness, which is associated with the formation and development of social consciousness and social practice.