Voprosy Filosofii i Psikhologii

104-113

Authors: Sergey N. Koskov

This article is dedicated to understanding the tenets of the Christian worldview as the basis for the formation of European culture, its identity. In it reveals the contents of such a new category of philosophy as a philosophical program. To reveal the new philosophical categories have been introduced to the concepts of worldview, values, Christian worldview, Christian values, Christian worldview program, the definitions of these concepts. Christian ideological meanings represented historically and logically as the Foundation of European culture. In the period of its formation (Antiquity, middle Ages) and modern European culture, it is fundamentally important as it is experiencing not just a crisis of its values and philosophical grounds , but in fact the question is about whether to continue it or not. The Christian worldview meanings, without which European culture is impossible, is subjected not just to criticism, and the ideological program of denial, obstruction: using the default values of worldview software values for European culture, for the matrix of the European «feeling the life», via substitution, displacement, substitution of traditional European social values completely alien to the Christian worldview so for the European world values.

126-137

Authors: Sergey A. Lebedev

The article is reconstructed the conceptual nucleus modern stage of the philosophy of science, its concretizations in a series of different conceptions of the structure and dynamics of scientific knowledge, critical analysis of the main provisions, as the core of this phase and its different variants or individual versions. Among them, special attention was paid to the disclosure of the nature and content of the such conceptions of post-non-classical paradigm of science as the theory of the dynamics of scientific knowledge T. Kuhn, the cognitive sociology of science, the cultural-historical theory of the functioning and development of science and scientific knowledge, the case-studies, the radical constructivism, the poststructuralist interpretation of the process of scientific knowledge and its dynamics. In the result of the analysis noted as strengths of each of these conceptions and their fundamental epistemological flaws. Identified weaknesses of these conceptions will make quite a reasonable conclusion: none of these conceptions as individually as collectively are not adequate to the real process of scientific cognition and the actual patterns in the dynamics of scientific knowledge. The establishment of such adequate theory has yet in the future. But the foundation for this in the framework of the post-non-classical philosophy of science has already been created. Now must be the essential synthesis of the rational ideas of existing conceptions post-non-classical philosophy of science. But this synthesis is only possible within a broader and at the same time, a deeper epistemological framework than it was presented post-non-classical philosophy of science. The author believes that the function of such a platform could provide the positive-dialectical philosophical concept of the structure and dynamics of scientific knowledge.

142-148

Authors: Vladimir A. Vorontsov

Understanding the natural forms of geometric modeling, methods of introducing them to the culture allowed to understand the nature of myth, mythological consciousness, as well as to ascertain the fundamental role of geometric modeling in psychogenesis. Initially and traditionally geometric modeling senses (first signaling system) are introduced into the culture of their mothers. Mother is widely used these models in the earliest stages of socialization, enculturation babies. Geometric models allow us to establish a process to communicate with babies, to attach them to other sign systems. Through these models, children learn to measure, count, mean, think and empathize, sympathize, be aware.

46-61

Authors: Sergey A. Lebedev

The article analyzes the views of philosophers and scientists of the new time - the era of the formation of modern science – to the problem of the scientific method. It is shown that there were three main methodological directions in solving this problem: inductivizm, deductivizm and methodological concept of the multidimensionality of the process of scientific cognition. Despite these differences was one uniting all methodologists of the new time aim – to build the logic of discovery and justification of scientific truths. It was one of the main philosophical presumptions of the methodology of classical science. The emergence of natural sciences in new ages occurred in the conditions of methodological debates scientist with well-established cognitive attitudes of medieval theology and scholastics. And one of the Central points of these disputes was the question of the role and place of induction in scientific knowledge. Experimental studies of a nature are contrary to the medieval philosophy estimation inductive method in the cognition of nature. On the one hand, the requirement of "rehabilitation" role induction as a necessary method of true knowledge of nature was a statement of actual cognitive practices of scientists-naturalists of the time, constantly making a mental movement from private knowledge to general knowledge, from data of experiments and observations to their generalization. Experience natural science of that time was still at the empirical stage of its development and the major increase of scientific knowledge could be due primarily the accumulation of new empirical facts and their systematization, classification and formulation on this basis of scientific laws. In result systematic experimental study of nature arise a powerful level of new knowledge is empirical. As was rightly pointed out in this connection V.S. Shvyrev: "To experience, the experiment was realized as a constitutive element of scientific thinking, it was necessary not only change its role in the practice of scientific thinking, but also change the system "ideology of science", the understanding of scientific thinking... The worldview of an experienced natural science presupposes an active attitude towards nature, it deals with experience, experiment with natural phenomena as the most reliable means of arriving at the truth. But this is possible only if nature itself is regarded as something valuable, as something that can give a truth [21, p. 34]. The new ideology of science of the need for experimental research into the nature, undoubtedly, contributed to the formation and consolidation of modern science. The rapid growth of the experimental knowledge science and its successful application on practice contributed to the strengthening of faith in the correctness of the new methodological principles of experimental science. In these historical conditions of development of natural sciences the idealization of the possibilities of inductive method of knowledge of nature was not merely possible but to a certain extent even necessary. It is not accidental that F. Bacon, this characterization of Marx, "the real progenitor of English materialism and all modern experimental science" [16, vol. 2, p. 142], acts as both the chief designer of the new understanding of the nature and purpose of science in society and as the founder of the program inductive methodology. As noted by Marx, for Bacon "science is experimental science, and it consists in the application of the rational method to sense data" [ibid]. But this method, Bacon believed "the construction of concepts and axioms by true induction" [2, vol. 2, p.19]. The development of real experimental science was increasingly convinced scientists that the traditional logical and philosophical-contemplative practices of cognition is not able to serve as an effective means of cognition of nature that syllogistic Aristotle, which medieval theologians considered the main method of true knowledge, could not teach scientists tricks of the discoveries of the laws of nature. "The logic that now use, – wrote Bacon – but rather serves to strengthen and preserve the errors, which have their foundation in commonly accepted notions than to find the truth. Therefore it is more harmful than useful"[2, v. 2, p. 13]. The solution posed before scientists XVI-XVII centuries of methodological problems seen in the way they create a new logic that would develop means of thinking that scientists could use in a real study of nature. While the traditional view of logic as a science about methods of knowledge, about the rules of the discovery of new truths was shared by virtually all scientists and philosophers of the new ages. So many well-known philosophers of the new time, in particular, F. Bacon, R. Descartes, B. Pascal, the authors of logic Pore Royal, also Leibniz and other thinkers actively engaged in the development of the new, genuine logic discovery of truths. The first systematic attempts a creating such logic made by F. Bacon and R. Descartes. The First publishes "New Organon", the Second – "Rules for the management of the mind" and "Discourse on method". However F. Bacon considered the main method of scientific cognition induction, and R. Descartes deduction and intuition. The analyses of the views of philosophers and scientists of the new time – the era of the formation of modern science to the problem of the scientific method is shown that there were three main methodological directions in solving this problem: inductivizm, deductivizm and methodological concept of the multidimensionality of the process of scientific cognition. Despite of these differences was one uniting all methodologists of the new ages aim – to build the logic of discovery and justification of scientific truths.

80-87

Authors: E.B. Samal, Yu.P. Povarenkov

In this article the problem of the professional crises accompanying transition of the personality from one stage of professional formation and development on another rises. As one of ways of overcoming of such crises self-actualization is considered. At a certain stage of professional activity before each subject there is a need of self-improvement, further growth and development for a profession. One of such crises is transition from level of standard requirements of level of professional skill. On an example of the analysis of results of several researches it is proved that there are distinctions in the relation to a profession and in aspiration to grow and develop in professions at persons with the seniority to 5 years and more than 5 years that is caused above by the specified crisis.

93-100

Authors: Nikolay N. Gubanov, Nikolay I. Gubanov

Book S.A. Lebedev is written in accordance with the Federal programme on the subject "Methodology of scientific knowledge" for undergraduate and MA-registers. The author presents an original five-bar structure of the discipline: general scientific methodology, methodology of scientific knowledge-areas of the methodology level of scientific knowledge, scientific methodology of the dynamics of the knowledgetion, the historical methodology of science. For each section sformu-lated his subject and gives a brief description of it. The book includes 10 chapters, which in concentrated form, in sequence, the argumentted, it is clear, a good literary language, is available to readers disclosed the content of the following topics: the subject matter and structure of the methodology of scientific knowledge, the object and the subject of scientific knowledge, the structure of scientific knowledge, general science methods of knowledge, methods, basic levels of scientific knowledge, the problem of the truth of scientific knowledge, models and patterns of development of scientific knowledge. Each topic is equipped with questions for samoproverki assimilation of its contents and a list of literature for study in depthof. In the book of S.A. Lebedev takes into account the subtle relationships preem of liability and, together with the qualitative difference of the classical, nonclassical and post nonclassical rationality. And therein lies the main akactuality and novelty.

4-11

Authors: Izabela B. Kotova, Ruslan J. Huseynov

The article presents the psychological variety of projects, arrayed throughout a person’s life. The author shows that the projects forming these phenomena are distributed in three levels: performance, subjective and personal. The performance level of the project formed the phenomena that characterize the actions and behavior of human activity in the framework of the project they developed. The subjective level of the project covers the phenomena that make up a person’s ability to express themselves in the framework of the project. The personal level project includes the phenomena, reflecting the focus of the project on some important aspects of the world for a person and reveals a unique reservoir of human uniqueness.

20-28

Authors: Sergey A. Lebedev

In contrast to the study of various units of empirical scientific knowledge (facts, empirical laws, models) the justification problem of scientific theories is not limited to its empirical confirmation. This problem is multivariate and complex. For the positive solution requires proof not only of its agreement with the facts, but the agreement with the existing theoretical knowledge in science, as well as demonstration of its heuristic power for the development of scientific knowledge, as well as world outlook and practical significance.

36-42

Authors: Elena A. Orlova, Elena A. Volodarskaya, Roman V. Kozyakov

The article considers the pedagogical technology «case-study», widely used in the international practice of business-education. This technology is based on the modelling of the situation or the use of the real situation in the purposes of the analysis of this case; identify the problems, the search for alternative solutions and the adoption of an optimal solution of problems. Disclosed the content of the case study method, considered his blasters.

242-249

Authors: Alexander Fedorov

The article presents the ideological and philosophical analysis of the functioning of media in society and media texts: analysis of the ideological, philosophical aspects of media sphere. Theoretical basis there is an ideological theory of media. It is assumed that the media are able to deliberately influence public opinion, including in the interests of a particular social class, race or nation. Pedagogical strategy of media education is reduced to the study of political, philosophical, social, and economic aspects of the national media, to analyze the numerous contradictions that contain these issues from the perspective of a particular class, race, religion or nation. In this case, the audience should be able to define: the difference between media images and well-known facts; the reliability of the source; the accuracy of the determination; valid and invalid statements; the difference between the primary and secondary information, approval; partiality of judgment; installed and uninstalled judgment; vague and ambiguous arguments; a logical inconsistency in the chain of reasoning; the force of the argument.

262-268

Authors: Izabela B. Kotova, Elena V. Okorochkova

The paper presents an interdisciplinary analysis of the phenomenon of patriotism as a special category of a subject that has a long history of study. The specificity of its consideration in the philosophy, history, sociology, pedagogy and psychology is revealed. It was concluded that the most holistic view on patriotism formed in educational theory and practice. It is identified a forward-looking study of patriotism within the framework of psychological knowledge. An interpretation of patriotism as the characteristics of the subject, reflecting the different levels of its organization of particular relevance to various aspects of reality is designated as the integral of the Fatherland.

275-280

Authors: Sergey A. Lebedev

The article examines the category of the object and subject of scientific cognition and their relationship. It is shown that in science, the object is understood not as a “thing in itself”, but as a “thing for us”. In science there is no object without subject's knowledge. In modern epistemology the subject of scientific cognition is understood as a social being, as disciplinary scientific community, always based on previously accumulated knowledge as a necessary condition of scientific сognition. These prerequisites have for the subject of scientific cognition a priori in nature, but only relative. In science prerequisites out knowledge and cognition does not exist. Such the nature of knowledge inevitably leads to scientific pluralism in the understanding of the object. The pluralism of scientific knowledge is produce only relative true knowledge. The mechanism identity of it is the scientific consensus of the members of the professional scientific community

290-300

Authors: Yulia V. Sorokina

This article describes the principles of modern Western Christian doctrine of the relationship between the individual, society and state. The article presents the structure of the individual from the standpoint of classical Christian philosophy and modern theological and philosophical doctrines. There is revealed the modern concept of the relationship between the individual and society. The question of the interaction of society and the state, shows their autonomy and relationship. Also analyzed the concept of subsidiarity and of solidarity as a condition of reciprocity, the state and civil society, where the government solves the problems of social life, that society itself is not able to solve.

156-165

Authors: Valery Gubin

Memory means initially not an ability to learn but the whole of spirit in the sense of a constant inner concentration. There’s no memory independent of my specific efforts. We do not remember anything if we understand our memory as a storage, a mechanical set of events, knowledge, opened truths that lie like potatoes in a bag and wait for an event to illuminate them, to cause them to life. Memory has a virtual being and doesn't exist either in the outside world or in the brain. And only through my participation, through the efforts of my imagination it may become relevant. Memory is a set of metaphysical experiences, when our thoughts and our imagination recreate the full meaning of what has happened, make it "pure" and show it "in splendor and truth," as it has not been before. Memory exists only for what has not happened, has not been committed. But had to happen. Otherwise, memory would have been unnecessary.

175-191

Authors: Helena N. Knyazeva

An ancient philosophical problem of synthesis of the highest values of the human activities and cognition, namely of truth, good and beauty, is under consideration in the article. The problem was formulated by the philosophers of the classical period of the ancient Greek philosophy as a kalos kagathos. The modern approach for the solution of the problem is based on the ideas of evolutionary universalism and evolutionary holism. Data of the modern biological sciences and of some perspective fields of scientific research, such as bioepistemology, sociobiology and bioaesthetics are involved. The modern arguments in favor of the triune nature of truth, good and beauty as well as some difficulties which might be encountered on the way of synthesis are discussed as well.

200-205

Authors: Igor N. Kutovoi, Oksana A. Kasharokova

The article discusses the issues of the subjective priority of different types of security in the value personality structure. The addressing to this problem is due to the significance of safety for the organization of human life. The empirical part of the study focused on the assumption of the existence of significant links basic personal values and subjective values of safety. The study of the value of personality structure was conducted on the selection of first-year students as the most vulnerable due to their disadaptation. For carrying out this research there used the questionnaire of safety values (T.M. Krasnyanskaya, V.G. Tylets) and the questionnaire of values (M. Rokich). The analysis of the results allowed the establishing of relationship on one type of security. It is revealed that the consideration of security as a reason to preserve the possibility of the development is accompanied by a statistically significant predominance for students of instrumental values of terminal values. Perhaps the orientation of students on the development and achievements increases their interest in their personality traits.

214-219

Authors: Aleksandr V. Lyakhov, Lamiya B. Alieva

Address to the problem of stress among high school students is caused by the fact that stress reduces their academic success and has a negative impact on their subjective well-being. The article presents the results of a study among high school students of features exam stress in the context of the problems of stress inherent to the university students. On the empirical basis there is revealed the relationship between the level of stress in the deposit of their examinations and subjective value of several types of security. It is found that higher stress level is detected in subjects focused on psychological safety, security, understood as the development and security in the future. It is suggested that a change of subject priorities of safety of students can have a positive effect on the experience of stress.

229-238

Authors: E. Volodarskaya, A. Gasimov

The article examines a problem of interaction of affective and cognitive spheres of the personality in the history of philosophical and psychological thought. The antique stage, philosophy of Modern times, views of emotional and intellectual interaction in the western philosophy of a boundary of 19-20 centuries is analyzed. The characteristic is given to a psychological stage of studying of a question of interaction of emotional and cognitive spheres, modern views on a phenomenon of emotional intelligence are presented.