The analysis of the historical development of education reveals one of the main driving forces in its growth. In order to describe it, we introduce and research a new social and philosophical concept: Apollo's challenge. This essence of the challenge is that society must resolve periodically emerging contradictions between the demands of growing rational knowledge and the social and cultural conditions for this knowledge existence and development. It is shown that in the case when society creates social provisions for new rational knowledge appropriate for the needs of developing this knowledge, the latter can continue its advanced development. This development is determined by incremental rational knowledge, realized in various spheres of society, determines its progressive development.
Some philosophers are unjustified in their attempts to remove the category of truth from philosophy and science and to replace it with the concepts of sense, validity, and plausibility. This paper considers classical and nonclassical concepts of truth. The paper aims to substantiate the hypothesis about the possibility of synthesizing rational features of existing concepts and creating a universal (general) theory of truth. This theory can be built on the concept of correspondence, since only here the essence of truth is defined as knowledge corresponding to reality. Other concepts reflect, with varying degrees of accuracy, different characteristics of true knowledge, the conditions for its acquisition, justification, acceptance in the scientific community, functioning, use, and in some cases equate the essence of truth with its criterion. Five criteria of truth are distinguished: empirical confirmation (leading criterion); logical provability; heuristicity of hypotheses; simplicity; and beauty.
Four pairs of mental features are singled out and characterized: constructive similarities, destructive similarities, constructive differences, destructive differences. Constructive similarities and differences cause the integration of the society, while destructive similarities and differences lead to its disintegration. To increase the attraction between any individual or group subjects, we must increase constructive similarities and constructive differences, reduce destructive similarities and destructive differences. The most important tendency for mankind to form general civilization solidarity on the basis of constructive similarity was discovered and described.
Risk abundance of modern society is shown. Risk as systematic interaction of society with threats and dangers produced by the process of modernization is considered. As mental responses to risk appearance connected with scientific and technical process, social and ethical expertise of scientific programmes and projects, bioethics appearance, informed consent to research, responsibility imperative, ecological imperative, riskology and globalist mentality emergence are identified.
Black humor is the most ambiguous kind of humor, able to awaken in a person a whole range of emotions and feelings-shock, disgust, shame, joy. What is black humor? How is it different from other types of humor? What factors affect the success or social failure of a black joke? Here is a list of questions which we have tried to answer in this paper. Based on the results of "disaster humor" studies, we have also considered the media influence in the perception formation of black humor public death and popularity growth. Particular attention is paid to the effect of multiple repetition of the sametype information, which, even in the case of socially significant problems, pushes society first to indifference and then to laughter. In cases of especially painful topics for a personsuch as the theme of death, black humor can serve a protective reaction from excessive repetition of emotionally painful information.
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