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The article discusses the conditions upon which certain rights are outlined in legislation. The “ontological propis” – the area of allultimate legal and moral objects is a given space that guides legislation and such are the unconditional values they are not freely chosen, they are pre-chosen.
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The article is devoted to the challenges facing the neoliberalmodel after the wave of migrants and terrorist acts. Warnings of the crisis thatthe uncontrolled imposition of economic rationality and market values can bringare long before the financial crisis occurred in 2008. At the same time, the threatof terrorism was predicted with striking precision by J. Kristeva at the beginningof the 21st century, but the warning that it sends does not reach the politicians.These facts raise the issue of the need to review current democratic practices, asfar as the current models show serious shortcomings in the possibility of anticipatingand preventing social conflicts resulting from economic or politicalinequalities.
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The proposed text is an attempt to seek answers to a number of human rights issues: Trafficking in human beings for exploitation and the common social and ethical and legal values of humanity; Legal and psychological problems (and dilemmas) in investigating trafficking in human beings for exploitation purposes; The man between the moral norm and the free initiative; Axial aspects of investigating human trafficking. Different types of human rights have their special and specific rules of implementation. But they all presuppose and require social and existential solidarity. As a form of organized crime, human trafficking undermines the basic principles of the rule of law and democratic standards of society. The fight against trafficking in human beings requires the united efforts of all the institutions involved at the national, regional and international level.
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A sociological survey was conducted at Sofia University “St. Kliment Ohridsky”, in which a specially developed questionnaire was aimed at revealing the intracommunity and multicultural tolerance among the students. Subject of the survey was the way the students assessed the extent of their tolerance to other peoples’ opinion, ethnical, religious identity and racial background, as well as the attitude of the students to the minority religious communities, existing in Bulgaria and to the migrants. The results of the survey show that a tolerant attitude is formed and prevails among the students with respect to different: opinion, ethnic groups, races and cultures. The respondents showed respect to the cultural traditions of the ethnic minorities and support for their preservation. However, the survey shows a lower tolerance of the students to the Roma minority and the Muslim communities, including the Muslim migrants.
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In the Early Modern Times the universities have been free corporations of teachers and students, based on federal democratic principles and universal values in the organization of student’s training and scientific research. Therefore they become a motor of social evolution and transformation. The problems of their construction and establishment, the key participants in this process and the social prestige and connections of these institutions have been outlined in the paper. Philosophy has been presented as a core of the humanist movement and a basis of educational strategies of great importance. The present-existing crisis of the university education could be interpreted as a result of underestimation of the
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This study examined the relationship of learning motivation in foreign students with the process of their socio-cultural adaptation and individual psychological characteristics. The concept of “learning motivation” was clarified and the factors hindering the process of forming the learning motivation in foreign students in the Ukrainian-speaking environment were analysed. It was expected that learning motivation in foreign students has its own specifics and differs from the level and dynamics of this motivation in Ukrainian students. In addition, the author examined the differences in correlations between the learning motivation, level of self-esteem, level of aspirations, acculturation strategies, and the scale of perceived discrimination among the foreign and Ukrainian students. Students of Odessa universities (40 Ukrainian host society members and 34 immigrants to Ukraine) participated in the questionnaire study. The findings revealed that the main learning motives in foreign students include intrapersonal motives and the motives for acquiring knowledge, mastering a profession and getting a diploma. International students are quite susceptible to the influence of assessments by teachers, which can be used to increase their learning motivation.
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The paper analyses Tai Ji Quan and Qigong, two of the traditional Chinese types of exercising, from four different perspectives: philosophical concept; history; training principles; health benefits. After an extensive review of literature, the study shows that despite of differences in origin and choreography Tai Ji Quan and Qigong share similar theoretical roots, their training methods are overlapping so are the health benefits relatedto their practice. The purpose of the paper is to serve as an accurate source of information for people involved in the practice of Tai Ji Quan and Qigong as well as to contribute to their overall popularization.
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It is evident that the separate examination of the two concepts mentioned in the title offers one many approaches, thus scrutinising them together would widen further the possibilities. The scope of analysis must necessarily be narrowed; in the followings, I shall touch upon some bits and pieces of these two categories: one of the characteristics of philosophy and pedagogy, one of their decisive particularities in accordance with my own views. I think that both philosophy and pedagogy bear such a final content, positive inner “voice”, one could say “buzzword” that can be an orientation point in the whole of the pedagogical and educational work. (Furthermore, it can also be related to politics, science and everyday interactio). Critical reflexivity and the virtue of goodness shall be discussed.It is evident that the separate examination of the two concepts mentioned in the title offers one many approaches, thus scrutinising them together would widen further the possibilities. The scope of analysis must necessarily be narrowed; in the followings, I shall touch upon some bits and pieces of these two categories: one of the characteristics of philosophy and pedagogy, one of their decisive particularities in accordance with my own views. I think that both philosophy and pedagogy bear such a final content, positive inner “voice”, one could say “buzzword” that can be an orientation point in the whole of the pedagogical and educational work. (Furthermore, it can also be related to politics, science and everyday interactio). Critical reflexivity and the virtue of goodness shall be discussed.
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This article discusses with the subject matter, goals and objectives of the methodology of teaching philosophy.
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Janko Janeff’s book Southeast Europe and the German Spirit (1938) is analyzed through the lens of a fundamental Thracian-Dionysian- Orphic myth, i.e. the birth of being or of light from non-being/nothing/ darkness. It is shown how its geopolitical and ontological/theologicalconsequences are to be drawn accordingly to that purely phenomenological premise concerning the supposed Indo-European Renaissance on the OldContinent as per the views expressed by the author.
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The following paper explores the opportunities for developing an online platform for promoting Wushu and Qigong classes in the Confucius Institute at the University of Veliko Tarnovo. It focuses on Facebook as the most suitable online platform to be used for sharing materials and discusses the main principles upon which the materials in hand were based. The study is useful due to the ever-growing significance of online teaching materials and the need for developing new strategies for Wushu and Qigong promotion in times of great social changes.
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The Chinese cultural tradition connects the origin and existence of the world, the human being and society with the presence of a unified and all-pervading energy substance. This substance creates both the formal structures and their comparability and interrelationship. This universal substance is shared on all levels and aspects of existence, regardless of their manifestation. In this mutual sharing, the substance undergoes its fluctuations and transformations which are expressed in constructive or destructive ways of stimulating or repressing influence. This substance can be perceived, studied, understood, guided, and used, consciously or not. This view delineates the unified cosmos in which the subjective and the objective are only a matter of reference in determining existence.
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The article’s task is to generally clarify the grounds for the theoretical reversal in Asen Ignatov’s concepts by diachronically pointing out the main theoretical changes in them. At the same time, synchronic analysis is related to indicating general attitudes, ideological and political frameworks, and actions during the fixed time period. This would allow us to go beyond the personal reasons for such a transition, and to build a more complete picture of this inversion respectively, both in theoretical and socio-political terms. The article seeks to reveal what the consequences are of perceiving the dogmatic limitation of Marxism in socialist countries, as well as Ignatov’s position on this. In this way, the synergistic action of the various factors studied would expand the possibility of a truer understanding of the events in Ignatov’s creative life after his emigration in 1972.
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Sarah Hutton, renowned scholar of Ralph Cudworth’s philosophy in the present day, notes that Cudworth himself has constructed a conception of the human mind that lies at the root of most fully developed philosophical psychology that a representative of Seventeenth-Century Cambridge Platonists has ever endowed in the terms of his own intellectual heritage. Cudworth had turned his attention to the philosophical tradition of Platonism, especially to the Plotinus’ Enneads, to have developed the same philosophical psychology distinguished by its notion of the soul like self-determining entity having many faculties: intellectual, vital, and moral. On account of this state of affairs Hutton presumes that it is rightfully to think Cudworth undoubtedly to have carried out real theory of mind that has yielded explanations about discernible experience in relation to the human mental states. Hutton rightly thinks on account of that statement that the definitions of the essence of the soul Plotinus has presented in his Enneads, IV, are substantial part of Cudworth’s philosophical psychology that places emphasis on the notion of the soul like self-determining and ruling entity in the realm of mental processes in human vital experience. That soul according to Cudworth can in the same time sympathize with the phenomena of this experience. Here I propose discussion on these issues. I posit that Cudworth had relied on his notion of the soul when he had developed his own epistemology in relation to the conception of morality and freewill that he had been working out. Accordingly I maintain that the moral philosophy of Cudworth within this frame of reference has had its influence on the further development of the moral philosophy in Britain.
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The article presents several contemporary European solutions to the problem of mass, state-organized schooling and education, in terms of educational aims and general philosophy of teaching. A brief overview of the Norwegian, Finnish, Swedish, Irish and Scottish curricula shows that one can distinguish three fundamental tendencies in contemporary education, as far as highly developed, democratic countries are concerned. These tendencies are: supporting the core democratic values; crossing the borders of subject teaching in favor of holistic developing of competencies, attitudes and dispositions, and encouraging to activity and creativity in various fields of life. Gert Biesta defines this model as world-centered, we can also call it life centered – in contrast to the content-centered paradigm of polish curriculum. World-centered education creates the space of developing the key existential competencies like cognition, interpreting of different phenomena, building the self-identity and relations with others, active approach to the world. This is also the process of initiating and revealing the subjectivity of a human being.
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This paper will primarily focus on the philosophical depictions of Medea’s character and actions. The following identities will be examined: gender (which roles defined a woman in antiquity and are these definitions still relevant today), political (what does it mean to be a foreigner and not belong to a particular political community), and psychological (do passions inevitably lead to a split in the psyche or, on the contrary, constitute it). These will serve as frames that outline Medea’s exceptional (in)humanness in the Greco¬Roman society.
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The incipient mythologies have mostly a solar structure, because the primitive man chooses the symbolic heroes of those who can be likened to the sun in the struggle with the darkness, the descent into the death and the resurrection, just as the zoolatria descends a man in death and returns it as a predator. The myths, these forms of pre-religion, influence and organize the spiritual life from the cultural beginnings of the population from the Carpathian-Danubian-Pontic space to the henotism of the faith in the Zamolxis god-god to the monotheism introduced by Christianity. The ancestrals beliefs inherited or borrowed from those who came to contribute to the completion of the transformation of the inhabitants of the Carpatho-Danubian-Pontic space into Romanian people have accompanied Christianity all the way to today. The incipient man's dualism, the lunar symbolism and the solar structure of an ancestral mythology, continues under the cult of Zamolxis, while maintaining Bendis as a feminine side of religious culture, maintains its line of continuity after the Romanization of Dacia and then the Christianization of the DacianRoman population. One can observe an overlap of monotheistic religion over the henotism and the polytheism that survived in Dacia, an overlap that in its incipient forms can not eliminate the existing mythical background, so the customs, beliefs and pre-Christian traditions coexist with the monotheistic ones, filtered over time by the mythological visions of primitive Christianity.
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The government of Antigonus II Gonatas in Macedonia was a turning point in its historical development in the era of Hellenism. He was able to lead the country out of the decades-long internal crisis and to recover its international prestige. It reverted back to hegemony in the Balkans and restored its status of one of the most powerful states in the Eastern Mediterranean. This process was not an easy one and lasted nearly four decades in which he actively used his undoubted talent of a statesman and politician, but also managed to win love and respect for Macedonia due to his moderate and responsible government. His moderation and loyalty towards his countrymen was largely the result of the philosophical education he had received in his youth. Antigonus II Gonatas was the true founder of the Antigonid dynasty, not his father or his grandfather. His government was characterized by great success and terrible failures, but in spite of the suffered defeats and setbacks he never gave up the fulfilment of his main goal – the stabilization and consolidation of the Macedonian state, which was his greatest contribution to Macedonia. It was basileus who despite the distrust of his compatriots managed to pull his country out of the permanent crisis and to turn it into one of the leading Hellenistic states. The last twenty years of his rule despite a number of setbacks in the foreign policy were extremely successful in domestic policy. During these years, he was able to stabilize the military-administrative organization of his homeland. His successors received a strong and stable country, which at the end of the 3rd – the beginning of the 2nd c. BC was even perceived by some contemporaries as the most powerful Hellenistic state. This rise of Ancient Macedonia would have been impossible without the consistent and purposeful policy of Antigonus II Gonatas, which led to inner consolidation and might.
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The progress made in recent decades in neuroscience and new technologies have also influenced the educational environment from the perspective of the didactic methods used and the integration of modern methods. Educational neurotechnologies increasingly present in educational systems are also more challenging for both students, teachers, and parents. In the present article we provide an overview of educational neurotechnologies, with an analysis of the benefits and ethical-legal issues raised by their use. We bring to attention the need to train teachers, in the sense of developing specific skills for using neurotechnologies in the classroom, through training courses. Only in this way is it possible to prevent errors and possible unwanted effects. We sustain the need to integrate the use of educational neurotechnologies in an ethical-legal framework for ensuring personal neurobiological data and respecting confidentiality. The methods used are the analysis of the data provided by specialized works, especially recent ones, the extraction of relevant information for the researched topic and then their synthesis for a better understanding of the problems and the identification of possible solutions.
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