The Teaching aid describing the basic top-ics of the philosophy course, namely: what is philosophy?; history of philosophy; philosophy of existence; cognition, its possibilities and limits; scientific knowledge; human philosophy; social philosophy. These topics are fully compatible with the standard of education, approved by the Ministry of education andscience of the Russian Federation. In the content of the Teaching aid reflect both traditional and cutting-edge issues and philosophical knowledge. Topics and problems studyguide contains available for perception of language. The Teaching aid is intended for Bache-lor's degree students in higher education.
Articles and materials, gathered in this collective work, were presented in international scientific and educational seminar “Eschatos: Philosophy of history in context of “the Limit-conception” (Odessa, September-October 2011). Historians, philosophers, culturologists from Ukraine, Russia, Israel, France and Uzbekistan were involved in the discussions. Researches in this collective work are devoted to the concepts of disruption of time in Late Antiquity, Middle Ages and in Modernity. Especial block consists of materials of the round table devoted to the problem of “intellectual contraband”.
For a wide range of humanitarians who are interested in the problems of theory and philosophy of history, place of historical knowledge in contemporary world.
The author refl ects upon the book The Sources of cultural-historical psychology: philosophical-humanitarian context by V. Zinchenko, B. Pruzhinin, T. Schedrina. Moscow, 2010.
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 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.