Статья посвящена традиции платоновского диалога в русской философии XVIII-XIX вв. На примере диалогов о бессмертии души рассматривается влияние платонизма на русскую философскую мысль эпохи Просвещения, выявляются существенные и значимые отличия. Сопоставление русских и византийских текстов позволяет рассматривать византийское неоплатоническое богословие как еще один фактор, помимо европейской философии Нового времени, определяющий специфику философии в России XVIII-XIX вв.
The relevance of research. The development of information technologies has led to a radical pace of transformation of the technological and, as a result, the socio-economic infrastructure of modern society. In these conditions, the question of a model of higher engineering education becomes especially relevant, which makes it possible to respond to new challenges associated with unpredictability in the field of employment, the formation of new information habits, and the environmental crisis. The modern professional must possess a wide range of knowledge, skills and abilities, including, but not limited to, competencies of an ethical and aesthetic nature. Purpose of the study. Revealing the role of the humanitarian component, and, first of all, the philosophy course, in the professional education of students in technical areas of training. Research methodology. The research was carried out using the methods of critical and comparative historical analysis, axiological and hermeneutic methods based on relevant foreign and domestic scientific literature. Results and discussion. It is demonstrated that a modern philosophy course should be focused not so much on the assimilation of knowledge, but on the development of the student's personality. A three-part model of the course content is proposed, implying the traditional level of knowledge of historical and philosophical material, the level of development of skills and competencies of critical thinking, argumentation and discussion, as well as the level of skills of personal development and self-care. For the content saturation of the third level, it is proposed to turn to modern philosophical and aesthetic concepts and practices, such as the somaesthetics of R. Shusterman and the everyday aesthetics of Yu. Saito. As a result, the growing importance of humanitarian disciplines in education for non-humanitarian specialties has been explicated.
The authors propose to consider university as a significant cultural topos. The significance of the topos is provided by the narrative integrated in it. It reflects the values and inscribes the university into the current cultural situation. The authors give several historical examples to support their thesis that this narrative is a response to external cultural challenges. The current situation is rife with such challenges, and therefore, the creation of a legitimizing narrative for the university turns out to be quite problematic. The authors study the influence of such factors as massification of education, media communication, social, demographic changes, etc. Examples of modern Russian and foreign universities demonstrate self-legitimization process of the university and show its visual part. The universities represent their own position, history and current values by creating their own visual code. The authors adduce as examples modern universities’ websites with the visual images that are presented on their title pages. Based on this material, the authors draw a conclusion about the main modern strategies of self-legitimation of the university as positioning on the scales: tradition and innovation, loyalty to the government and independence from it, history and community.
The main issue the paper concerns is the theoretical and cultural interpretation of the 1940- 1950s social realist art depicting the Soviet school. The study advocates for a closer attention of cultural studies to the intertwining phenomena of Soviet mundanity and politically-charged painting. Hypothetically, the interconnection could be attributed to the transformation of the Soviet culture as a whole, with the pedagogical model of Soviet school as one key institutional elements. As Soviet art represented the state political project, each topic and body served some ideological needs. Thus, the paper aims at clarifying the cultural functions school art played. The analysis is dedicated to the post-WW2 canvases, to the period of the late 1940s‒1950s in particular due to the basic shifts in socialist realist painting both in terms of form and essence, which paralleled social and political transformations. The visual studies’ approach to artistic objects adopted by the authors serves as methodological contribution to cultural studies closely connected to political history, as it highlights the ideological sources of Soviet school painting and implicit pedagogical strategies designed to implement the Soviet social policy. The article provides the examples of the most significant paintings concerning the issue. The study has revealed that the era of school art combined a significant feature of early Soviet art – monumental pathos (however, deprived of motifs connected with the Great patriotic war and the 1917 revolution) – with micro-level mundane topics, mostly labour episodes. What is particular about school as such a topic is the role this institution played in the Soviet anthropologic project. As early stages of education are proved to be the most efficient in accelerating a new type of a socialist person, a future Soviet worker, the school realm was the base of value and practices indoctrination. The state policy translated the societal needs and purposes into the art. Having examined the key ideological concepts of the Soviet culture being inherent in Soviet school painting, certain functions were discovered. School is firstly depicted just as a background of state apotheosis. Secondly, it is perceived as a sacral locus where one becomes a Soviet person is both rituals and practices. Thirdly, school art is used to explain the novel principles of constructing a new person – personal approaches combined with growing group responsibility. And, finally, all that contributes to depicting the character traits which pupils was supposed to develop at school.
Soviet painting of the mid-twentieth century relating to the genre of socialist realism allows for the possibility of scientific interpretation in the context of cultural research and visual anthropology. The purpose of such research is to determine the visual (visual) means used to solve the artistic tasks of socialist realism in relation to a plot depicting Soviet life. In the middle of the twentieth century, among the plot's characteristic of socialist realism, image of the Soviet school began to appear. The purpose of this study is to identify what qualities of Soviet schoolchildren were most significant when portrayed in the paintings of socialist realism. The Soviet educational system was ideological in nature, since one of its tasks was to create a new type of person, that is, builder of communism. The painting of socialist realism accompanied-provided the solution to this problem. A student of the Soviet school was an early stage in the formation of such a person. Ideally, he is an example to others, which requires developed leadership qualities that are characteristic of fighters for a communist future. The history of the first decades of the Soviet country made it possible for children to show their qualities as the builder of a new society. Soviet hagiography suggests that a student can act both as a fighter for Soviet power (Pavlik Morozov) of and as a Defender of the fatherland (pioneer heroes). These images were rarely used in Soviet painting of the 1940s-1950s. The victory in the Great Patriotic War was the end of the revolutionary-heroic period of Soviet history, which required new characters in the painting, recognizable to Soviet children and their close ones. Now the student is no longer a fighter with the enemies of the revolution or with the invaders, he is fighting for the speedy building of communism. An exemplary student should be a leader in this process, trying to lead fewer active comrades. The analysed paintings show that young leaders seek to set an example of behaviour in critical situations characteristic of the school. Such situations arise in the struggle for the effectiveness of studies as the main duty of Soviet schoolchildren, in the struggle against violators of the norms of socialist life, even if it is an adult. Thus, image of a leader student introduces the ideological character of socialist realism into the image of the Soviet school.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.