The article examines the problem of identity realization in the modern information society. The authors analyze the concept of identity in comparison with the concept of self, reveal the features of the manifestation and deformation of identity, and explore ways to generate multiple identities. The study of the concept of identity is based on the worldview principles inherent in different epochs. An attempt is made to give a complete (holographic) picture of identity, and the question is raised about the criteria for distinguishing genuine identity from non-genuine (pseudo-identity). The relationship between the concepts of "I" and self is studied, identification is presented as a process of predication of "I". In the structure of identity, such features as constancy and variability are distinguished. On this basis, the classical and non-classical identities are distinguished and their characteristics are given. It is shown that the breakup of these components into independent parts results in the complete loss of the object's identity, which leads to its disintegration and death. It is shown that in the conditions of fluid reality, identity turns from a stabilizing factor into a situational one, which encourages the subject to constantly choose an identity. The conditions of transformation of identification into a diffuse process that loses the strict unambiguous binding of the subject to something fixed and defined are considered. Due to this, the identity of the subject is "smeared" all over the world. As a result of this process, the subject loses the need to identify itself with anything: it "collapses" into itself. As a result, there is a contradiction of identification: the multiplicity of identities gives the subject a huge choice between them, at the same time due to the diffusion of identity (its smearing around the world) the selection procedure itself loses its meaning. But if the identity is lost, there are problems with the self, so it turns out to be the end of the existence of the person himself. Therefore, in all the transformations of identities in the modern world, it is important that it is preserved.
The Article studies the reasons for loss of historical knowledge of the leading position in the humanities knowledge system in the crisis epoch of the European Culture at the beginning of the twentieth century. It is concluded that its main reason was the failure of the idealistic romanticism value system to form an elite adequate to social challenges. It has led to social disturbances and a large-scale reappraisal of values. Historical knowledge was put on the back burner by the new social sciences. Based on the concept of cynical reason of Peter Sloterdijk, the continuance of the current position of historical knowledge in culture with respect to its position at the beginning of the twentieth century is shown. It is concluded that today the most popular element of historical knowledge is an event available for direct experience. The reason for this situation is the cynicism of culture, understood as an inability to evaluate and act. The motive of parting with the past has acquired an unambiguously positive sound, having the other side of an enthusiastic anticipation of the future. The idea that the “old” times have passed, and the “new” modernity precedes with an even more “modern” times - “post-modernity”, is present not only thematically, but defines the discourse everywhere, including media reports, advertising, everyday communication, etc. The question concerning place of history and historical knowledge from the very beginning was one of the central questions discussed in connection with the crisis.
This article focuses on the metaphysical foundations of educational philosophy. They are considered as the sources of future human modeling and the commission of certain actions. The article explores the evolution of these principles in the development of human civilization. The causality principle is considered as the entity’s fundamental ontological characteristic. It suggests that a human being can realize his desire for freedom only by submitting his life to the universal objective law. In the causal perspective, any phenomenon is considered as the consequence of a cause and at the same time as the cause of some other consequence. The model of the world of primitive man could not and did not contain a picture of nature as a certain arrangement of phenomena, united by unified cause-and-effect laws. However, it does not mean that our primitive ancestors did not imagine the world around them without the categories of order, just in his mind, there was a different order.
This article focuses on the metaphysical foundations of educational philosophy. They are considered as the sources of future human modeling and the commission of certain actions. The article explores the evolution of these principles in the development of human civilization. The causality principle is considered as the entity's fundamental ontological characteristic. It suggests that a human being can realize his desire for freedom only by submitting his life to the universal objective law. In the causal perspective, any phenomenon is considered as the consequence of a cause and at the same time as the cause of some other consequence. The model of the world of primitive man could not and did not contain a picture of nature as a certain arrangement of phenomena, united by unified cause-and-effect laws. However, it does not mean that our primitive ancestors did not imagine the world around them without the categories of order, just in his mind, there was a different order.
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