Suchergebnisse

The analysis of the theoretical heritage of philosophical science in Leningrad / St. Petersburg appears relevant for a better understanding of the characteristics of how philosophy was formed and shaped in Russia. There were various philosophical schools and trends (philoso­phy of science and culture, social philosophy and history of philosophy) in the city, which had a signi­ficant impact on the national philosophical science. Of crucial value is the concrete analysis of institutional and socio-cultural aspects of the development of philosophical culture in St. Petersburg, as well as the study of the most important results of the philosophers who worked in Leningrad/St. Petersburg, the forms and methods of how they mastered the world's philosophical thought – thereby significantly expanding the understanding of the theoretical and axiological features of Russian philosophy and culture.
The paper primarily focuses on the philosophy of science and culture in Leningrad/St. Petersburg in the latter half of the 20th and early 21st centuries, as these philosophical subjects were the ones that caused the significant transformation of philosophical knowledge from dogmatic Marxism to a multitude of different philosophical products. The authors analyse the ideas of members of the Leningrad school of philosophy of science: Vladimir Svidersky, Vladimir Bransky, Vasily Tugarinov, and Victor Stoff; these figures, through the synthesis of scientific and philosophical concepts relevant in Europe of the 20th century and the original interpretation of Marxism, produced solutions to other philosophical problems, thus initiating the emergence of new philosophical subjects. Also, the authors study how philosophy of culture was developing in St. Petersburg, as represented in the studies of: Moisey Kagan, Yury Solonin, Evgeny Sokolov, Valery Savchuk, Andrey Demichev, Elmar Sokolov, Vyacheslav Sukhachyov; as well as the establishment and development of the history of Russian philosophy through the works of Anatoly Galaktionov, Pyotr Nikandrov, Alexander Zamaleev.

Introduction. The phenomenon of the Ural Republic in the context of the Russian Federation federal model of state structure formation in 1993 is studied. The process of the Russian federalism model development at this stage was complicated by a whole complex of problems and contradictions. The movement of the regional authorities in the Sverdlovsk region to create the Ural Republic in the context of the Russian post-Soviet model of the Federal structure is considered. Methods and materials. The archival materials of the Presidential Executive Office of Russia and state authorities of the Sverdlovsk region are the key sources of the research. The main group of materials for the article preparation consists of analytical notes reflecting the views of the current authorities on the nature of the state-territorial structure and fixing the expert and analytical view of the higher state authorities on the developing processes dynamics and the risks associated with them. Analysis. The process of the Ural Republic creation consisting of several stages is analyzed: forming an idea and holding a regional survey on equalizing the powers of the region with the republics; an attempt to offer its views on the federal structure at the Constitutional Assembly and to implement its achievements into the draft Constitution of the Russian Federation; the announcement of the Ural Republic creation by the leadership of the Sverdlovsk region, the establishment and protection of its position; abolition of the Ural Republic. Results. The Ural Republic phenomenon had some influence on the constitutional project development, but its elimination prevented not only the risks of so-called regional separatism, but also a potentially large state transformation, which consisted in the emergence of more independent regions, the formation of a new regional policy.

"Das ganze Leben lang die Bereitschaft, die Fähigkeit und die Gelegenheiten zum Lernen nicht zu verlieren wird immer mehr zentrale Voraussetzung einer guten gesellschaftlichen Platzierung sowie zur Erlangung von Einkommens- und Lebenschancen. Der vorliegende Aufsatz fragt nach Prädiktoren der Lernmotivation von Schüler/innen der Klassen neun und zehn verschiedener Schulformen. Auf der Grundlage einer Repräsentativerhebung in einem Bundesland werden Effekte von Schul-, Lehrer- und Peer- Erfahrungen auf Einstellungen zu Schule und schulischem Lernen vorgestellt. Insbesondere die Bereitschaft von Lehrkräften, Schüler/innen unabhängig von deren relativem Leistungsstand individuell wahrzunehmen und für Bemühungen anzuerkennen, außerdem Anerkennung für schulischen Ehrgeiz fördern die Lernbereitschaft und verhindern Schulentfremdung bis zu den so entscheidenden Klassenstufen neun und zehn." (Autorenreferat)

Professor of the St Petersburg State University Yu. N. Solonin to the study of global and Russian conservatism, analyzes his works on the problems of philosophy and axiology of politics and political ideology. The author shows that political philosophy of Solonin was theoretically grounded Center for comprehensive study of conservatism at the Philosophy Department of the St Petersburg State University. It is pointed out that many well-known specialists from St Petersburg and other regions of Russia took an active part in the work for the Study of Conservatism Center. They investigated the substantial characteristics of conservatism as a complex socio-cultural and intellectual phenomenon and the historical-philosophical preconditions of conservatism. Solonin's works creatively developed the concepts by Russian scholars dealt with conservatism, and it helped to organize a research school of comprehensive study of conservatism. The article offers an analysis of Solonin's writings on conservatism while he was leading the Study of Conservatism Center. The works by Solonin and other scholars revealed the main features of conservatism's philosophy, such as holism, organicism, traditionalism, etatism, and irrationalism; they analyzed the historical, cultural, political-legal and socioeconomic preconditions of the genesis of European and Russian conservatism. The article argues that a special attention in Solonin's theoretical heritage was paid to the analysis of the problem of liberal-conservative synthesis. He specifically analyzed the potentialities of liberalconservative synthesis and proved that various non-classical forms of political ideologies are being formed in modern conditions. Solonin also noted the complex and diverse ideological currents of conservatism in Russia, its being conditioned by the traditional way of Russian society, the attitude of the people to the state.

The article analyzes the features of the establishment of Russian philosophy as an academic discipline at Leningrad-Petersburg University. In this regard, the work deals with the methodological principles and guidelines for courses in the history of Russian philosophy by professors P. F. Nikandrov and A. A. Galaktionov, ideological and philosophical foundations of their study guides, and the novelty of their approach to studying Russian philosophy. It is emphasized that this stage of the study of Russian philosophy at the Leningrad University can be characterized as critical; it made it possible to study in detail the concepts of many previously unknown thinkers to the general reader. The article examines the specificity of teaching Russian philosophy at the Department of the History of Russian Philosophy chaired by professor Alexandr F. Zamaleev. The conceptual frameworks that formed the basis of the new educational research paradigm are revealed. They were based on a comprehensive analysis of Russian philosophy in the context of the development of Russian spiritual culture, which made it possible to identify certain theoretical features in Russian philosophy: anthropologism, moralism, historicism, epistemological realism, etc. Significant attention in the article is given to the analysis of the methodology for the course "Political Thought in Russia" at St. Petersburg University, its structure and basic methodological guidelines are determined. It is argued that teaching Russian political thought was based on taking into account the traditions of statehood and political consciousness that developed in Russian society. The conclusion is made that in the process of the formation of Russian philosophy as a scientific and academic discipline at Leningrad-Petersburg University, objective difficulties arose in rethinking the methodology of historical and philosophical science as well as developing a new paradigm of socio-humanitarian and philosophical knowledge.

The purpose of this paper is to explore the ties between business and power in Russia and to analyse the features of what can be considered a conflictual relationship. Using the approaches of D. North, J. Wallis, B. Weingast, and J. Nye as a starting point, this article provides an overview of new business development in Russia and suggests that power is an important factor in the relationship between businesses and authorities in a transitional society. Drawing on both a theoretical and empirical analysis, it will be shown that ties between businesses and authorities have come to generate social distrust and negative attitudes towards both institutions in today's Russia.

The purpose of this paper is to explore the ties between business and power in Russia and to analyse the features of what can be considered a conflictual relationship. Using the approaches of D. North, J. Wallis, B. Weingast, and J. Nye as a starting point, this article provides an overview of new business development in Russia and suggests that power is an important factor in the relationship between businesses and authorities in a transitional society. Drawing on both a theoretical and empirical analysis, it will be shown that ties between businesses and authorities have come to generate social distrust and negative attitudes towards both institutions in today's Russia.

In einem ersten Schritt wird der Förderschulbesuch in den Kontext von übergreifenden Mechanismen sozialer Bildungsungleichheit gestellt, indem die Herkunftsabhängigkeit des Förderschulbesuchs aufgezeigt wird. In einem zweiten Schritt werden Einstellungsmuster im Hinblick auf wahrgenommene Chancengleichheit im Schulvergleich zwischen der Förderschul-, Hauptschul- und Gymnasialklientel untersucht. Die Verfasser wechseln dann die Perspektive und veranschaulichen anhand qualitativer Fallporträts ehemaliger Förderschüler, die aktuell im Übergangssystem verweilen, wie krisenfest die bildungsbezogenen Aspirationen dieser Jugendlichen sind, obwohl ihre sehr wahrscheinlichen berufsbiografischen Verläufe objektiv durch Prekarität und Brüche strukturiert werden. Abschließend wird der aktuelle Zusammenhang von bildungs- und integrationspolitischen Strategien zusammenfassend dargestellt. (ICE2).

In einem ersten Schritt wird der Förderschulbesuch in den Kontext von übergreifenden Mechanismen sozialer Bildungsungleichheit gestellt, indem die Herkunftsabhängigkeit des Förderschulbesuchs aufgezeigt wird. In einem zweiten Schritt werden Einstellungsmuster im Hinblick auf wahrgenommene Chancengleichheit im Schulvergleich zwischen der Förderschul-, Hauptschul- und Gymnasialklientel untersucht. Die Verfasser wechseln dann die Perspektive und veranschaulichen anhand qualitativer Fallporträts ehemaliger Förderschüler, die aktuell im Übergangssystem verweilen, wie krisenfest die bildungsbezogenen Aspirationen dieser Jugendlichen sind, obwohl ihre sehr wahrscheinlichen berufsbiografischen Verläufe objektiv durch Prekarität und Brüche strukturiert werden. Abschließend wird der aktuelle Zusammenhang von bildungs- und integrationspolitischen Strategien zusammenfassend dargestellt. (ICE2)

The paper gives a summary of the views of various researchers on the meta­physics of the heart in Russian philosophy, and an analysis of the concept of the heart in Russian culture. The conceptual difference between the knowl­edge of heart and the knowledge of mind, included in the circle of problems of professional European philosophy only in the second half of 19th century, be­comes of essential character in the works of Russian thinkers. It allows to clear up the fundamental issue of human nature and the position of a human being in the world. Russian philosophers consider the truths of the heart as universal truths. This gives us the opportunity to bring the concept of the heart closer to worldview issues. This allows us to bring the concept of the heart closer to worldview issues, offering a new perspective on the acute dilemma of the rea­son and the heart discussed in contemporary philosophical anthropology and Christian philosophy. In addition to the classical statement of the heart as a cog­nitive alternative to reason, the worldview interpretation of the heart must also reveal the activity aspect of its nature. The peculiarity of a worldview as a cog­nitive phenomenon consists in a person's constant openness to the Other, which results in a reconciliation of "rational" and "heart" ways of comprehension of the world. Such openness allows a person to regain their personal wholeness and bring it to cosmic completeness in the perception of the world. The cosmic nature of personality is revealed in overcoming the problem of solipsism and substantiating "conciliar consciousness" (sobornoe soznanie) as a special way of supraindividual thinking. Thus, the heart appears as the worldview center of a human being and can be the object of educational practice, hence, the world­view as a matter of the heart serves as the basis for moral guidance in life.