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Civic education as humanitarian technology, its conceptual bases is investigated in the article. It is determined the real working models and philosophical substantiation of civic education under the conditions of risk, reanimationand frustration of the democratic development of society. Analyzing such «necessary utopias» of civic education as «civil society» and «open society», whichsupport the paradigm of human rights and modern mission of the state in asocial order, it is determined the real models of civic education used in theUkrainian education: etatistic, national-patriotic and democratic. It is shownthe peculiarities of implementation of civic education in the Higher EducationSchool. It is conducted the explication of Philosophy of civic education as aparadigm of multidimensional civicism under the conditions of educationalglobalization and establishment of the «university-enterprise», and also as asolution to the problem of personal authenticity based on cognitive nature ofpower. It is proved that determination of the civic education development iscaused by the public ideals and orientations of civil society to keep its «democratic health». Pierre Bourdieu's meta-methodology for modeling of the noncartesian pedagogy of civic education, which determines the actual directions ofeducational policy and recomprehension of the role of educational actors, isused in the final part of the article. ; У статті досліджується громадянська освіта якгуманітарна технологія, з'ясовуються її концептуальні засади, реально діючі моделі та можливі їїфілософські обґрунтування за умов ризику, реанімаціїі фрустрації демократії. Детермінація розвиткугромадянської освіти обумовлюється суспільнимиідеалами і установками громадянського суспільствана зцілення «демократичного здоров'я» суспільства.Аналізуючи «необхідні утопії» громадянськоїосвіти — «громадянське суспільство» і «відкритесуспільство», які підтримують парадигму правлюдини і зміну уявлень про сучасне призначення держави, автор встановлюєреальні моделі громадянської освіти, які практикуються в українській освіті —етатистську, національно-патріотичну і демократичну. На цих засадахрозглядаються особливості впровадження громадянської освіти у вищій школі іздійснюється експлікація філософії громадянської освіти в умовах глобалізаціїосвіти як «університету-підприємства». Автор доводить, що за цих умовгромадянська освіта повинна здійснюватися в парадигмі багатовимірноїгромадянськості, а її філософія постає як вирішення проблеми автентичностілюдини і врахування когнітивної природи влади. У заключній частині статтіавтор на засадах метаметодології П. Бурд'є моделює некартезіанськупедагогіку громадянської освіти, що визначає актуальні напрями освітньоїполітики на основі переусвідомлення основних меж і ролей «акторів» освіти.

There is the question which haunts philosophy: how may be philosophy correlated with policy? The answer supposes the appeal to a so-called figure of philosopher-law-maker. Thus the author dwells in succession on three points: 1) comprehension of the figure of philosopher-law-maker in V. Descombes' political philosophy; 2) elucidation, basing on V. Descombes' directions, of the illusions generated by the above figure in the modern political thought; 3) this figure outline in Plato's and Rousseau's vision. The analysis brings the author to elucidation of divergences between substantiation philosophies which form the policy on rational principles and decisionist philosophies according to which policy is not the cause of substantiation, thus, political philosophy has to renounce any instance of fundamental reflection. In the author's opinion it is necessary to revise interpretations of Platonism and Rousseauism to understand the interrelation between the appearance of autonomous will or "ability to formulate" (Liotard), and a myth about the philosopher-law-maker. ; ***

Religion, ethics and philosophies of life represent a delicate area where people can be oriented in a particular direction, without the possibility to react in a critic way. Today, people in democratic societies are extremely sensitive as regards the influence of churches, religions, life visions. Many adults, particularly young adults, recognize the conditioning rituals and indoctrinations strategies easily as contradictory to the intentions proclaimed officially. Many questions of personal values and ethics inevitability arise for individuals in the academic community. The Church on campus facilitates the formation of Christian conscience in its members so that they could make decisions based on gospel values and, thereby, resist moral relativism. Campus ministry is an expression of Church's special desire to be present to all who are involved in higher education. The Church on campus is challenged to be a sign of unity and living reminder of the essential interdependence and solidarity of all people.

Religion, ethics and philosophies of life represent a delicate area where people can be oriented in a particular direction, without the possibility to react in a critic way. Today, people in democratic societies are extremely sensitive as regards the influence of churches, religions, life visions. Many adults, particularly young adults, recognize the conditioning rituals and indoctrinations strategies easily as contradictory to the intentions proclaimed officially. Many questions of personal values and ethics inevitability arise for individuals in the academic community. The Church on campus facilitates the formation of Christian conscience in its members so that they could make decisions based on gospel values and, thereby, resist moral relativism. Campus ministry is an expression of Church's special desire to be present to all who are involved in higher education. The Church on campus is challenged to be a sign of unity and living reminder of the essential interdependence and solidarity of all people.

Religion, ethics and philosophies of life represent a delicate area where people can be oriented in a particular direction, without the possibility to react in a critic way. Today, people in democratic societies are extremely sensitive as regards the influence of churches, religions, life visions. Many adults, particularly young adults, recognize the conditioning rituals and indoctrinations strategies easily as contradictory to the intentions proclaimed officially. Many questions of personal values and ethics inevitability arise for individuals in the academic community. The Church on campus facilitates the formation of Christian conscience in its members so that they could make decisions based on gospel values and, thereby, resist moral relativism. Campus ministry is an expression of Church's special desire to be present to all who are involved in higher education. The Church on campus is challenged to be a sign of unity and living reminder of the essential interdependence and solidarity of all people.

The Master's thesis \"The problem of Subject in Modern and Post-modern Philosophy of Education,\" is an attempt to highlight the problem of the subject in the context of modern philosophy of education. The present work describes and analyzes the distinction between modern and classical education philosophies as well. The historical, theoretical, and scientific development of the principles and standards of education are also dealt with focusing on philosophical principles that influenced the emergence and development of certain educational principles. The paper pays attention to the problem of child objectivisation in the system of classical education and the problem of subjectivisation in modern education. The modern education system highlights the importance of experience and reflection, intentionality of consciousness, which show the relevance of phenomenology. This work discusses the interplay of the ideas of phenomenology, pragmatism, and existentialism in education. Mostly the works of the representative of existentialism P.Freire are analyzed. P.Freire stresses the problem of human freedom and humanistic education in his educational philosophy. The paper also analyzes the importance of individual experience, its reflection and practical application in the educational system of the representative of pragmatism J.Dewey. Mostly the principles of democracy and humanism as the basic educational principles are emphasized. This paper presents the classical education system as the system that is dehumanising the individual and highlights its weaknesses, whereas the modern education system, on the contrary, is viewed as humanizing and liberating the individual.

Although the need of freedom is definite, the concept of individual freedom, while being interpreted with legal terms, causes not only theoretical, but also practical problems. The observed two extremes of freedom are defined as any human self-expression as well as the license, where the state power is generally attributed to disregard personal freedom. In this article the freedom of expression and state enforcement jurisdiction dichotomy are addressed by discussing positive and negative conceptions of freedom and the relationship between the interpretations of political liberalism and Kant and Hegel's philosophies. This paper aims to prove that the positive liberty is the assumption of the negative liberty. The paper based on Hegel's philosophy shows that freedom is the characteristic of human nature to seek identity. It is also argued that human identity can take many forms and, therefore, a person has a number of inherent rights and liberties. It is human psycho-physical identity that provides the right to life and health care; human creative identity, providing the right to privacy and freedom of occupation; human moral identity, which provides the right of dignity, and the moral autonomy of person's social and political identity, providing the political and social rights and freedoms. This article concludes that while a person uses the given rights with integrity and the state is limiting people's arbitrariness, there is no conflict between the freedom and state violation.

The Master's thesis \"The problem of Subject in Modern and Post-modern Philosophy of Education,\" is an attempt to highlight the problem of the subject in the context of modern philosophy of education. The present work describes and analyzes the distinction between modern and classical education philosophies as well. The historical, theoretical, and scientific development of the principles and standards of education are also dealt with focusing on philosophical principles that influenced the emergence and development of certain educational principles. The paper pays attention to the problem of child objectivisation in the system of classical education and the problem of subjectivisation in modern education. The modern education system highlights the importance of experience and reflection, intentionality of consciousness, which show the relevance of phenomenology. This work discusses the interplay of the ideas of phenomenology, pragmatism, and existentialism in education. Mostly the works of the representative of existentialism P.Freire are analyzed. P.Freire stresses the problem of human freedom and humanistic education in his educational philosophy. The paper also analyzes the importance of individual experience, its reflection and practical application in the educational system of the representative of pragmatism J.Dewey. Mostly the principles of democracy and humanism as the basic educational principles are emphasized. This paper presents the classical education system as the system that is dehumanising the individual and highlights its weaknesses, whereas the modern education system, on the contrary, is viewed as humanizing and liberating the individual.

Although the need of freedom is definite, the concept of individual freedom, while being interpreted with legal terms, causes not only theoretical, but also practical problems. The observed two extremes of freedom are defined as any human self-expression as well as the license, where the state power is generally attributed to disregard personal freedom. In this article the freedom of expression and state enforcement jurisdiction dichotomy are addressed by discussing positive and negative conceptions of freedom and the relationship between the interpretations of political liberalism and Kant and Hegel's philosophies. This paper aims to prove that the positive liberty is the assumption of the negative liberty. The paper based on Hegel's philosophy shows that freedom is the characteristic of human nature to seek identity. It is also argued that human identity can take many forms and, therefore, a person has a number of inherent rights and liberties. It is human psycho-physical identity that provides the right to life and health care; human creative identity, providing the right to privacy and freedom of occupation; human moral identity, which provides the right of dignity, and the moral autonomy of person's social and political identity, providing the political and social rights and freedoms. This article concludes that while a person uses the given rights with integrity and the state is limiting people's arbitrariness, there is no conflict between the freedom and state violation.

The author of the article puts a question about the limits of the 20th century individualism. He expresses a hypothesis about the cyclic nature of the cultural and political theory. In particular, he draws attention to the rhythm of changes of the hedonistic and ascetic ep- ochs, spiritualist and materialist epochs, individualist and holist epochs. The author ana- lyzes holistic doctrines of the 19th century: philosophies of Fabre d'Olivet, Auguste Comte, Pierre Leroux. Although today almost forgotten, the ideas of these authors can be revived again in the 21st century, he says. Based upon the analysis of the 19th century holism which the author did in his book Liquid ideologies, the author makes a hypothesis that the 21st century is becoming much less individualistic and much less materialistic than the 20th century. The metaphors of the "collective body" and "absolute spirit" are coming back in the 21st century, in the new form of the digital reality. ; У статті порушено питання про межі індивідуалізму ХХ століття. Автор висловлює гіпотезу про циклічність культурно-політичної історії, звертаючи увагу на ритм змін гедоністичних та аскетичних епох, спіритуалістичних та матеріалістичних епох, індивідуалістичних та холістичних епох. Аналізуючи холістичні доктрини ХІХ століття — філософії Фабра д'Оліве, Оґюста Конта, П'єра Лєру, автор задає питання про відродження їхньої актуальності у ХХІ сто- літті. Відштовхуючись від авторського аналізу холізму ХІХ століття, здійсненого, зокрема, у книзі «Плинні ідеології», автор пропонує гіпотезу, що ХХІ століття стає значно менше індиві- дуалістичним та матеріалістичним, ніж ХХ століття. У XXI-му повертаються метафори «колективного тіла» та «абсолютного духу», тільки вже у сенсі цифрової реальності.

The aim of the study was an analysis of two the conceptions of relationships between democracy and religion. One of these conceptions was created by Alexis de Tocqueville. He thought that democracy needs religion as an element that enriches it and helps in removing some negative tendencies inherent in this form of government. He understood that democracy was coalesced with the philosophies that were alien to religion, however, he demanded an alliance of democracy and religion. The other object of philosophical analysis is John Rawls. The theories of this author show an important change in the relationship of religion and democracy, which stems from the fact that he equates religion with philosophy. The political liberalism of Rawls helps us understand why democracy as a form of government has no need of religion. The political liberalism of Rawls reveals an important aspect of relationship between democracy and religion. He differs from Tocqueville by thinking that this form of government is not inherently merged with religion. Democratic state aspires to be neutral towards religion. Believers can be honest democrats, but this regime is indifferent in respect of religion. Democrats are on the side of worldly immanence, and believers side with religious transcendence. These two competing attitudes create a tension between religion and democracy. The solution of this tension, proposed by Rawls, consists in the equalization of philosophy and religion; it reveals that democracy is indifferent towards religion. The equalization of the status of philosophy and religion highlights the fact that this form of government is neutral in respect of the conception of God. This negates the Tocquevillian conception of the role of religion in democracy. Democracy can function without the support of traditions of religious thought.

The aim of the study was an analysis of two the conceptions of relationships between democracy and religion. One of these conceptions was created by Alexis de Tocqueville. He thought that democracy needs religion as an element that enriches it and helps in removing some negative tendencies inherent in this form of government. He understood that democracy was coalesced with the philosophies that were alien to religion, however, he demanded an alliance of democracy and religion. The other object of philosophical analysis is John Rawls. The theories of this author show an important change in the relationship of religion and democracy, which stems from the fact that he equates religion with philosophy. The political liberalism of Rawls helps us understand why democracy as a form of government has no need of religion. The political liberalism of Rawls reveals an important aspect of relationship between democracy and religion. He differs from Tocqueville by thinking that this form of government is not inherently merged with religion. Democratic state aspires to be neutral towards religion. Believers can be honest democrats, but this regime is indifferent in respect of religion. Democrats are on the side of worldly immanence, and believers side with religious transcendence. These two competing attitudes create a tension between religion and democracy. The solution of this tension, proposed by Rawls, consists in the equalization of philosophy and religion; it reveals that democracy is indifferent towards religion. The equalization of the status of philosophy and religion highlights the fact that this form of government is neutral in respect of the conception of God. This negates the Tocquevillian conception of the role of religion in democracy. Democracy can function without the support of traditions of religious thought.

The aim of the study was an analysis of two the conceptions of relationships between democracy and religion. One of these conceptions was created by Alexis de Tocqueville. He thought that democracy needs religion as an element that enriches it and helps in removing some negative tendencies inherent in this form of government. He understood that democracy was coalesced with the philosophies that were alien to religion, however, he demanded an alliance of democracy and religion. The other object of philosophical analysis is John Rawls. The theories of this author show an important change in the relationship of religion and democracy, which stems from the fact that he equates religion with philosophy. The political liberalism of Rawls helps us understand why democracy as a form of government has no need of religion. The political liberalism of Rawls reveals an important aspect of relationship between democracy and religion. He differs from Tocqueville by thinking that this form of government is not inherently merged with religion. Democratic state aspires to be neutral towards religion. Believers can be honest democrats, but this regime is indifferent in respect of religion. Democrats are on the side of worldly immanence, and believers side with religious transcendence. These two competing attitudes create a tension between religion and democracy. The solution of this tension, proposed by Rawls, consists in the equalization of philosophy and religion; it reveals that democracy is indifferent towards religion. The equalization of the status of philosophy and religion highlights the fact that this form of government is neutral in respect of the conception of God. This negates the Tocquevillian conception of the role of religion in democracy. Democracy can function without the support of traditions of religious thought.

The aim of the study was an analysis of two the conceptions of relationships between democracy and religion. One of these conceptions was created by Alexis de Tocqueville. He thought that democracy needs religion as an element that enriches it and helps in removing some negative tendencies inherent in this form of government. He understood that democracy was coalesced with the philosophies that were alien to religion, however, he demanded an alliance of democracy and religion. The other object of philosophical analysis is John Rawls. The theories of this author show an important change in the relationship of religion and democracy, which stems from the fact that he equates religion with philosophy. The political liberalism of Rawls helps us understand why democracy as a form of government has no need of religion. The political liberalism of Rawls reveals an important aspect of relationship between democracy and religion. He differs from Tocqueville by thinking that this form of government is not inherently merged with religion. Democratic state aspires to be neutral towards religion. Believers can be honest democrats, but this regime is indifferent in respect of religion. Democrats are on the side of worldly immanence, and believers side with religious transcendence. These two competing attitudes create a tension between religion and democracy. The solution of this tension, proposed by Rawls, consists in the equalization of philosophy and religion; it reveals that democracy is indifferent towards religion. The equalization of the status of philosophy and religion highlights the fact that this form of government is neutral in respect of the conception of God. This negates the Tocquevillian conception of the role of religion in democracy. Democracy can function without the support of traditions of religious thought.

This article presents the general overview of the 13th edition of the international academic conference "Philosophy: The New Generation" that took place at the National University of "Kyiv-Mohyla Academy" (NaUKMA) in 2018. The conference was founded in 2006 as an initiative of NaUKMA's philosophy students supported by the Department of Philosophy and Religious Studies. For the following years, it has become an important annual event for the Ukrainian philosophical community. In 2018, the topic of the conference was "History of Philosophy and histories of philosophies". The conference included the following sections: "The Approaches to the History of Philosophy"; "History of Ideas, Notions, Concepts"; "Epistemological Issues in the History of Philosophy"; "Receptions of the History of Philosophy"; "History of Philosophy and Gender Studies"; and "Oriental Studies". In addition, two lectures were delivered during the conference: "Subjective Notes from the Recent History of Ukrainian Academic Philosophy of Science" (lecturer: Prof. Dr. Volodymyr Kuznetsov) and "The Vicious Circle of Sexual Politics' Triumphalism" (lecturer: Dr. Kateryna Honcharenko). Also, two panel discussions took place at the conference: "What to Do with the Philosophical Education" and "The Problems of Philosophical Research in the East". Although the participants of the conference have covered a large number of topics in their reports, several tendencies can be identified as prevailing. The biggest percentage of reports was connected with a methodology called History of ideas, notions, and concepts, while the discussions related to oriental and gender studies unfolded in the light of critique of Eurocentrism and Androcentrism respectively.Article received 15.02.2019 ; У листопаді 2018 р. у Національному університеті «Києво-Могилянська академія» відбулася Міжнародна наукова конференція «Філософія: Нове покоління», присвячена темі: «Історія Філософії та історії філософій». Починаючи з 2006 р., це вже тринадцята конференція «Філософія: Нове покоління», організаторами якої виступають студенти та аспіранти кафедри філософії та релігієзнавства НаУКМА. Як і в попередні роки, учасниками конференції були студенти, аспіранти, викладачі та наукові співробітники з різних міст України та зарубіжжя. Пропонований огляд висвітлює проблематику виголошених доповідей, а також лекцій і круглих столів, що відбулися в рамках конференції.Матеріал надійшов 15.02.2019