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In the article are considered and analyzed used in some commercial written and oral advertising of goods and services techniques suggestion, based on the theory of psychoanalysis, introduced into scientific use by Sigmund Freud.

The article presents a research in the field of psychoanalysis and philosophy. The main thesis of the work is that Freud's psychoanalytic concept is an extension of the rationalist philosophy of Descartes, which contradicts well-established in the field of humanities postulate that psychoanalysis – an irrational conception. The text deals with the concept of the decentered subject as the foundation of non-classical ideal of rationality, which is discussed in connection with the discovery of Freud's unconscious function for models of cognition in the late XIX – early XX century. Also in the article analyzes the connection «psychic» and «political» dimensions of subjectivity in the long term feasibility of free action. The main question of the article is: can we consider the mental apparatus as a repressive machine that constitutes the subject as an effect of the production of power or resources of psychic have a liberation potential?Key words: psychoanalysis, philosophy, subject, unconscious, rationalism, psychic, power, action. ; Основной тезис статьи состоит в том, что психоаналитическая концепция Фрейда является продолжением рационалистической философии Декарта, данное положение опровергает устоявшийся в области гуманитарного знания постулат, утверждающий психоанализ как иррационалистическую концепцию. В работе рассматривается понятие децентрированного субъекта как основания неклассического идеала рациональности, о котором ведется речь в связи с открытием Фрейдом значения функции бессознательного для моделей познания в конце XIX – начале XX в. В статье также проводится анализ связи «психического» и «политического» измерений субъективности в перспективе возможности осуществления свободного действия. Ставится вопрос: можем ли мы рассматривать психический аппарат как репрессивную машину, конституирующую субъекта как эффект производства власти, или ресурсы психики обладают освободительным потенциалом?

Социокультурные, философские и психологические подходы для анализа материнства, которые демонстрируют представители феминизма в эпоху постмодернизма, позволяют поставить важные вопросы, которые выходят за рамки темы материнства и позволяют изучить проблемы общественных настроений и культурных изменений относительно данного явления. Однако,исполнение материнских функций женщиной по-прежнему является определяющей характеристикой социальной организации гендера и лежит в основе мужского доминирования. И либеральный феминизм, и феминистский психоанализ утверждают: материнский опыт дает основу для политического сопротивления патриархатном режимам. ; Feminism's position in the current gender studies highlights the artificially constructed debate between «liberal feminism» and «feminist psycho-analysis». In a way this debate has served to divide liberal (modernist) feminism from radical (postmodern) feminism.Liberal feminism is a rationalistic project of emancipation, classically formulated by M. Wollstonecraft's «Vindication of the Rights of Woman» in 1792. Wollstonecraft and her followers claimed that the rights of men could be extended to women without causing large-scale disruption of the existing social institutions. Feminism since Wollstonecraft has faced the dilemma that is still unresolved: either coexist with men on the liberal route to egalitarism or come out against men on a radical separatist route. It is necessary to stress that liberal feminism is a mighty intellectual traditions and a lot of positive gender reforms have been possible thanks to it. «The body», the psychoanalist approach to gender is usually taken as irrelevant to liberalism in particular and philosophy, in general. In reaction to this idea feminists have begun to explore embodiment as a relevant site of difference between the sexes along with Lacan feminist thought (Kristeva, Ruddich, Chodorow). Gender research has included an orientation of ethical thinking towards an ethics grounded in maternal thinking (Ruddich), and directed towards an ethics of care (Jilligan). One of the principal elements of this orientation is the emphasis on our caring connection with others and against the liberal ideal of the rationalistic Carbesian thinker. The important issue in this agenda is the idea that the networks that constitute our relations both in the public and in the private spheres constitute our identities, and taking seriously our responsibility to others (maternal responsibility is of paramount significance here) thus also contributes to the very notions of our identities. C. Jilligan claims that men and women have different understanding of justice. According to L. Kohlberg's scale of moral development women do not as a rule achieve the sixth stage of the connection with the universal abstract principles of justice. Jilligan proves that women have the development sense of justice; she adds that Kohlberg's definition of the stages of moral development is biased toward the «conventions of logic». Jilligan's work alongside with the research of Ruddich, Noddings and others, contested the ground of debates over biological and psychological essentialism, the exclusionary politics of feminist theory included. The psychoanalytical approaches have been criticised mainly for their neglect of the important interrelation of race, class, sexuality and gender. Now the demand is evident both for the liberal feminism and feminist psychoanalysis: we need to balance feminist demands for equality with a recognition of differences not only between the sexes but also among women who are differently raced and classed. ; Соціокультурні, філософські і психологічні підходи до аналізу материнства, що демонструють представники фемінізму в епоху постмодернізму, дозволяють ставити важливі питання, які виходять за межи теми материнства і дозволяють вивчити проблеми суспільних настроїв і культурних змін щодо даного явища. Однак , виконання материнських функцій жінкою як і раніше є визначальною характеристикою соціальної організації гендера і підлягає основі чоловічого домінування. І ліберальний фемінізм, і феміністський психоаналіз стверджують: материнський досвід дає основу для політичного спротиву патріархатного режиму.

Introduction. The philosophy of S. Žižek is one of the challenges of our time. It should not be associated with any tradition. It influences the formation of ideas in political philosophy, postmarxism, poststructuralism, structural psychoanalysis. S. Žižek demonstrated the potential use of psychoanalysis for philosophy, actualized the use of the dialectical method in the philosophical study. The philosopher combines the ideas of ethics, philosophy of politics, philosophy of religion with the problem of gap, as an essential characteristic of any existing being In the texts. The aim and tasks are to analyse (in the historical and philosophical context) the influence of the philosophical, culturological, and political scientist conceptions of S. Žižek on the transformation of the idea of the discontinuity proposed by J. Lacan. Research methods. Our study uses a set of methods. The system-structural method has allowed to consider each element of philosophical discourse in the projection on the whole. Hermeneutical analysis of S. Žižek's texts and the comparative method, allowed to determine the main sources of influence on the views of the philosopher, in the first place, the ideas of J. Lakan and G. Hegel. Discussion. The object of our study is the phenomenon of gap in the philosophical concept of S. Žižek. It correlates with the notion of development and is inherent in the social, political, economic sphere, at every level of civilization development. S. Žižek is an outstanding representative of the philosophy of postmodernism. Conclusions S. Žižek believed that the idea of a gap is the main idea of ontological discourse. The problem of ideology, religion, ethics, politics, the subject is solved by understanding of the gap, which accumulates the postulates of dialectics, psychoanalysis, etc., and actualizes them in the postmodern reality. According to the philosopher, consideration of any existing being is possible due to the concept of the gap, which is identical to the notion of difference. In the opinion of S. ...

The article is devoted to the philosophical interpretations of Dostoevsky's work in Bulgaria in the first half of the twentieth century. Dostoevsky's initial presence in Bulgaria was investigated as well the response of the Bulgarian intelligentsia to his ideas compared to those of Tolstoy. The beneficial influence on the image of the writer as a thinker, philosopher, exerted by the Russian emigration in Bulgaria since the beginning of the 1920s is noted. Particular emphasis is placed on the work of Petr Bitsill, one of the best experts in the field of Dostoevsky studies. The types of interpretations of Dostoevsky as a philosopher are distinguished as follows: Dostoevsky as a Nietzschean. Dostoevsky and Nietzsche (opposition and identification) – bearing in mind the strong influence of Nietzsche in Bulgaria since the beginning of the twentieth century; Dostoevsky as one of the founders of Russian religious philosophy – considering the penetration of the Silver Age ideas in Bulgaria; Dostoevsky and psychoanalysis; Dostoevsky as a religious philosopher and innovator. The author concludes that the study of the peculiarities of the reception of Dostoevsky's work in Bulgarian culture of the first half of the twentieth century reveals not only the variety of world views but also the specifics of the national spiritual tradition.

The article is devoted to the problem of the attitude of the Italian traditionalist philosopher Julius Evola to Christianity and neo-spiritualism. This task is solved on the basis of the comparative historical method of studying the works of Evola of different years and their assessment by researchers. Priority attention is paid to the analysis of the work "The Mask and Face of Contemporary Spiritualism" that was first published in Russian in 2020. The present work is considered in the context of all Evola's work, especially the works published in Russia recently. The question is raised about personalism in Evola's metaphysics. The essence of his criticism of psychoanalysis, spiritualism, theosophy, anthroposophy, primitivism, Satanism, some magical organizations and other forms of "new religiosity" is revealed. In the paper the traditional scheme of opposing the early, middle and late periods of Evola's work according to the criterion of his attitude to Christianity is contested. It is shown that from the early 1930s to the early 1970s his assessment of Christianity was invariably ambivalent and contradictory, although the emphasis on the positive aspects had been gradually increased. The problem of dualism in Christianity and the differences between the early Church, medieval Catholicism and the Aggiornamento of the twentieth century are examined in detail. The main conclusion of our investigation is that Evola, in spite of his personal antipathies to the Christian doctrine, was constantly forced to admit the possibility of a full-fledged spiritual realization of a person within the Catholic and Orthodox Churches and to act as an ally of Catholicism against all forms of neo-spiritualism and neo-paganism.

In the course of intense migration, certain social, cultural, political and pedagogical conditions occur that correspond to the need to look in a different way and to analyse the understanding of national identity of migrant pupils. There is a need to analyse what paradigms, methodologies and education met hods are important under such conditions. Referring to the fact that a changing social, cultural, political and science paradigms are full of new migration challenges, it becomes essential to actualize the perception of new socio-educational and cultural phenomena, along with their constant interacting importance. In the context of paradigms' conversion, society changes, the necessity of "new thinking" and knowledge emerges (6, 7, 10). Modern forms of migration, interculturalism, globalization change national politics, society, education system. National identity's issue with hidden and visible discourses is not an exception. The analysis of national identity's construct and its understanding is not a new problem which origins are related to psychoanalysis, but when the issue of identity's change is questioned regarding modern processes it becomes especially important to various spheres. Identity is formed by various social, cultural, political factors, therefore, different types of identity are respectfully distinguished: cultural, national, religious, political, social, etc. In the course of changing society due to modern globalization processes, society's relationship with the past changes as well. This stimulates to reconsider the understanding of national identity. Society's relationship with the past becomes fragmental, inconsequent, grand narratives collapse, as a result national identity gains more shades of subjectivity and changes collective, identified identity's construct . [et al.]

In the course of intense migration, certain social, cultural, political and pedagogical conditions occur that correspond to the need to look in a different way and to analyse the understanding of national identity of migrant pupils. There is a need to analyse what paradigms, methodologies and education met hods are important under such conditions. Referring to the fact that a changing social, cultural, political and science paradigms are full of new migration challenges, it becomes essential to actualize the perception of new socio-educational and cultural phenomena, along with their constant interacting importance. In the context of paradigms' conversion, society changes, the necessity of "new thinking" and knowledge emerges (6, 7, 10). Modern forms of migration, interculturalism, globalization change national politics, society, education system. National identity's issue with hidden and visible discourses is not an exception. The analysis of national identity's construct and its understanding is not a new problem which origins are related to psychoanalysis, but when the issue of identity's change is questioned regarding modern processes it becomes especially important to various spheres. Identity is formed by various social, cultural, political factors, therefore, different types of identity are respectfully distinguished: cultural, national, religious, political, social, etc. In the course of changing society due to modern globalization processes, society's relationship with the past changes as well. This stimulates to reconsider the understanding of national identity. Society's relationship with the past becomes fragmental, inconsequent, grand narratives collapse, as a result national identity gains more shades of subjectivity and changes collective, identified identity's construct . [et al.]

In the course of intense migration, certain social, cultural, political and pedagogical conditions occur that correspond to the need to look in a different way and to analyse the understanding of national identity of migrant pupils. There is a need to analyse what paradigms, methodologies and education met hods are important under such conditions. Referring to the fact that a changing social, cultural, political and science paradigms are full of new migration challenges, it becomes essential to actualize the perception of new socio-educational and cultural phenomena, along with their constant interacting importance. In the context of paradigms' conversion, society changes, the necessity of "new thinking" and knowledge emerges (6, 7, 10). Modern forms of migration, interculturalism, globalization change national politics, society, education system. National identity's issue with hidden and visible discourses is not an exception. The analysis of national identity's construct and its understanding is not a new problem which origins are related to psychoanalysis, but when the issue of identity's change is questioned regarding modern processes it becomes especially important to various spheres. Identity is formed by various social, cultural, political factors, therefore, different types of identity are respectfully distinguished: cultural, national, religious, political, social, etc. In the course of changing society due to modern globalization processes, society's relationship with the past changes as well. This stimulates to reconsider the understanding of national identity. Society's relationship with the past becomes fragmental, inconsequent, grand narratives collapse, as a result national identity gains more shades of subjectivity and changes collective, identified identity's construct . [et al.]

The article considers the problem of alternative ways of working with childrenand young people when realizing the Federal State Educational Standards of thesecond generation and sense-value pedagogy. The authors analyze the currentstate of knowledge and elaboration of the concept of "psychotechnique" andprovide a detailed de]nition of this concept, taking into account its historicaldevelopment.The authors consider alternatives of classification, depending on the keycriteria: psychotechniques which belong to any theoretical and practicaldirection (behaviorism, psychoanalysis, Gestalt and humanistic approaches);psychotechniques of classic, developing, and non-traditional training;psychotechniques grouped according to the principle of information coding, whichincludes verbal, audiovisual, machine-learning, multimedia, hypertext, holographicones and other; psychotechniques based on the principle of quantity (individual,group, and mass). The model of emanation which is the most interesting to authorsis based on the principle of sense-imagery.The o^ered classi]cation model substantiates the uniqueness of a specialgroup of psychotechniques – sense techniques – which underlie the technologyof sense training. The authors argue that their development and use in theeducational process at various stages of training is urgent. They also describetypes of sense techniques in detail and reveal their nature and possibilities of thepedagogical introduction in the education and training of children and youngpeople. The article summarizes data on some studies of the in_uence of sensetechniques on the formation of motivation, in sense-value choice situations, inproblem and project tasks. For the purpose of giving a complete informationand analytical picture of the modern use of sense techniques in psychotherapy,advertising, politics, sociology, and other ]elds of anthropological knowledgethe authors review them, emphasizing the importance of the development ofa sense-technical approach, its prospects and ecological compatibility amongother psychotechniques. ; В статье рассматривается вопрос об альтернативных методах работы с детьми и молодежью в рамках реализации Федерального государственного образовательного стандарта второго поколения и ценностно-смысловойпедагогики.Приводятсярезультатыанализасовременногосостоянияизученности и проработанности понятия «психотехника», дается развернутое определение данного термина с учетом его исторического развития. Рассматриваютсявариантыклассификацийв зависимости от выделения ведущего ключевого критерия: психотехники, принадлежащие к какому-либо научно-практическому направлению (бихевиоризм, психоанализ, гештальт- и гуманистический подходы); психотехники классического, развивающего и нетрадиционного обучения; психотехники, сгруппированные по принципу кодирования информации, к которым относятся вербальные, аудиовизуальные, машинообучающие, мульти- медийные, гипертекстовые, голографические и другие; психотехники, сформированные по принципу количественного охвата (индивидуальные, групповые и массовые) и, наиболее интересная для нас модель эманации, – по принципу смыслообразности. Предлагаемая модель классификации позволяет обосновать уникаль- ность особой группы психотехник – смыслотехник, которые лежат в основе технологии смыслового обучения. Аргументируется актуальность их совершенствования и применения в практике образовательного процесса на разных этапах обучения. Также дается подробное описание видов смыслотехник, раскрывается их сущность и возможности педагогического внедрения в обучение и воспитание детей и молодежи. Приводятся обобщенные данные, посвященные отдельным исследованиям влияния смыслотехник на формирование мотивации, в ситуациях ценностно-смыслового выбора, в проблемных и проектных заданиях. Для составления полной информационно-аналитической картины о современныхособенностях использования смыслотехник в психотерапии, рекламе, политике, социологии и других сферах антропологического знания авторы делают их краткий обзор, подчеркивая важность разработки смыслотехнического подхода, его перспективность и экологичность среди других психотехник.