Apollo’s Challenge as a Driving Force in Education

Abstract

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.

Typology of the Empire: General and Special Types

“…The Arab Caliphate -theocratic monarchy, the Spanish, Austro-Hungarian, Russian empires were absolute monarchies, the British Empire -a constitutional monarchy. Most often, the empire is associated with the monarchical form of government [5].…”

Standard and Set-theoretic Analysis Strategies of a Scientific Theory

“…In the natural and social sciences, a somewhat different understanding of the model as a certain way (symbolic or visual) of the area of reality under study is common. [10] According to P. Suppes, the formal-semantic definition of the model concept covers all non-trivial variants of the -representative‖ use of this concept. Moreover, the difference between the models of these types is found only when the ontology of the domain of the model D is clearly fixed.…”

“…Attempts to implement the methodological program of logical positivism revealed a number of its significant shortcomings, which cast doubt on the very possibility of effectively applying logical-mathematical methods to analyzing the structure of scientific knowledge [2]. An alternative set-theoretic (or semantic) strategy for analyzing scientific knowledge proposed in the 50s of the 20th century neutralized or weakened most of the problems that arose during the implementation of a logical-positivist formal program.…”

Collective Memory of the Great Patriotic War: Millennial Generation Effects

“…However, it can be concluded that the collective memory regarding the Great Patriotic War for many young people is not part of the living memory, but a construct. The main source of information, which almost every young person uses, is the teaching of history in school or university [10]. Nevertheless, many textbooks used in schools and universities have limitations both in terms of the information they deliver and their moral and civil impact, according to multiple experts.…”