Sur l'Ecole sémiotique de Moscou-Tartu
The article is devoted to the history and specific characteristics of the Moscow-Tartu semiotic school. The author tries to demonstrate the intrinsic connection of the school with the philological background of its representatives. The main purpose of the school was not so much to build a new semiotic theory as to suggest an approach revealing the principal similarity of various aspects of human culture.
The main focus of this paper is the relation between the realisation of the right of the child to express his/her views and democracy in Russia. With this in view, I will study the interconnection between the right to express the views and the right to participate. Further, I will give an overview of the specifics of democracy in Russia, how they influence political participation, and what could be done to prevent the further infantilisation of citizens in Russia. Finally, I will explore traditional perceptions with regard to children’s participation in Russia and the legal framework and practice of the implementation of the child’s right to social and political participation.
A semiotic interpretation of «I» is given, and conditions of existence of the I outside the boundaries of subjective reality (the possibility of «noumenal I»). We start by acknowledging the imaginary character of the I: in front of us is but a ghost, some «patterns», «compositions», «drawings», «charts» of some object X named «I» that are experience by me (who?), and some «texts» that describe the inner machinery of the former and its relations to the environment (and, among other things, to other similar ghosts of «You», «We», «They»). Further, we discover that «I», a symbolic formation within the psyche, becomes its own «object» (designatum) by mediating the currents of activity the individual generates as a physical entity. The real I is a form in which an individual exists, defined in the encounter of his/her inherent «subject less» activity with the cultural symbols (prototypes) of the I, «impressed» into the individual by culture. As a result of those encounters emerge the true subject of cognition, which constructs an image of the world (contemplative I, thinking I, receiving I, possessing I), the true subject of activity (goal-setting I, achieving I, influencing I, giving I), and the true experiencing subject (enduring I, coexisting I, transcending I).
The article deals with current approaches to research on social-economic impacts of cultural events. A systematic approach is proposed to analysis of services provided within cultural events in behalf of different target groups — stakeholders.
The present article continues the investigation of the Soqotri verbal system undertaken by the Russian-Soqotri fieldwork team. The article focuses on the so-called “weak” and “geminated” roots in the basic stem. The investigation is based on the analysis of full paradigms (perfect, imperfect and jussive) of more than 170 “weak” and “geminated” Soqotri verbs.