Історія філософії як філософська дисципліна має двоїсте завдання. Історик філософії мусить шукати факти й опікуватися думками. Дискусії щодо поєднання цих завдань тривають. Мета цієї розвідки – прояснити поняття суб’єкта історико-філософського пізнання, функції та форми його присутності у дослідницьких текстах. Маємо прийняти як вихідний пункт декілька припущень. По-перше, тексти є тим місцем, у якому можна локалізувати такого суб’єкта, оскільки він не збігається з емпіричним суб’єктом. Навпаки, емпіричний суб’єкт здобуває свою ідентичність як дослідник у тексті й через текст. По-друге, дослідницький текст наводить (...) мости між минулим і теперішнім, тобто зобов’язує дослідника не лише висловлювати свої думки, а й чути інші. По-третє, існування інтерпретаторів як соціальної групи спростовує можливість прямого контакту тексту і читача та обіцяє реалізувати цей контакт у дослідницькому тексті. Отже, хоча текст сам по собі не становить винятковий інтерес для дослідника, суб’єкт історико-філософського пізнання може бути реконструйований саме на основі текстів. У процесі реалізації поставленої мети визначено, в чому полягає специфіка історико-філософського пізнання та які вимоги висуває текст до свого читача; з’ясовано значення настроїв і почуттів у історико-філософському пізнанні та особливості, що відрізняють суб’єкта історико-філософського пізнання від інших суб’єктів пізнання. В основу аналізу покладено деякі теоретичні пропозиції І. Ш. Зарка та Ф. Р. Анкерсміта. Свої висновки автор підтверджує коротким порівняльним аналізом двох досліджень філософії XVIII століття. (shrink)

Bilateral relations between Spain and Poland are examined. Political and economic cooperation as well as cultural relations between Spain and Poland are analyzed. Major issues which were dominated in bilateral relations between mentioned countries are defined. Fundamental treaties which are the foundation for bilateral cooperation between countries are pointed out. It is stressed that the diversification of relations has become possible due to numerous visits at high-level meetings. Examples of bilateral contacts at high-level are given, namely official visits of heads (...) of states, ministers who had a great impact on the Polish and Spanish relations. It is stressed that intergovernmental consultations headed by Prime Ministers have been held every year since 2003. Trade relations between Spain and Poland are described. The list of groups of products which dominated in export and import of both countries are given. The data on dynamics of Polish and Spanish trade and the number of direct Spanish investments in Poland and direct Polish investments in Spain in 2005-2012 is given. It is determined that the cost of Spanish investments in Poland has risen since 1994. In 2011 Poland became one of the main recipients of Spanish investments not only among new member states of the EU. It is noted that Polish investments in Spain are small. It is defined that cultural cooperation develops on the basis of Agreement on cultural and scientific cooperation between Polish and Spanish governments and on the basis of Agreement on scientific and technical cooperation. In Spain in 2002 a lot of cultural events were held within the framework of “The year of Poland in Spain” – it is the project that aims to popularize Polish culture and science in Spain. In turn “The year of Spain in Poland” was also held. Today relations between Spain and Poland are dynamic. A big contractual basis has been built up over the past ten years. Both the absence of vexed issues and a common cooperative politics of the EU open up new opportunities for cooperation between countries. (shrink)

The relevance of the research reflects the unity of the requirements of the Beijing Philosophical Congress "Learning to be a man" and the anniversary report of the "Rome Club" "Come On! Capitalism, myopia, population and destruction of the planet", which the transformation processes of the socio-sphere are revealed from the standpoint the need for a radical breakdown of the spiritual and moral world of man and his worldview. The foundation of these transformations is the transition in education, as the hippocrine (...) of our knowledge, the source that quenches thirst in them to the "new Enlightenment" as a decisive factor in the learning of a person to be him. This determined the purpose and objectives of the article. The purpose of the article is to substantiate the natural and necessary character of the formation of the "new Enlightenment", to reveal the architectonics of its content. Research objectives : in the context of the goal to uncover the factors that determine the need for a transition in education to the "new Enlightenment", its qualitative difference from the Enlightenment of the 17th-18th centuries; to characterize the new content of "connectedness" in education based on the use of new information technologies; analyze the process of formation of a new spiritual and moral outlook of a specialist on the universal values of humanity; focus the learner’s attention on focusing knowledge of sustainable development as a determining factor of the global problems of mankind through the interrelation of academic disciplines; an important component presents the demand for the formation of a new integral thinking, innovative in its essence and qualitatively different from the analytical one. It is noted that the transition to the path of integral thinking contributes to the connection, coordination and organization into a single whole of the fragments of the object under study. Such thinking is characterized by stability, reliability, variability; it is original in its connections with science and education, and methodological influence on individual and social consciousness. Integral thinking reflects a qualitatively new level of intelligence. Research methods: to achieve the stated goal and constructive solution of the tasks, the article used the method of abduction, analysis and synthesis, historical and logical, synergistic approach. The results of the research: a new paradigm of education is represented – the noospheric-information one corresponding to the factuality of the “new Enlightenment”, as its ability to reproduce itself on a changing scale. The change in the scale of the socio-sphere is due to its globalization processes. The content of the “new Enlightenment” is explicated as a qualitatively new level of formation of students' sustainable knowledge based on the integral innovative type of thinking based on the information resources of society, the use of modern educational technologies, as well as on the values of society, as the quintessence of its wisdom and public intelligence. Conclusions. Thus, the formation of a "new Enlightenment" is natural and necessary. This follows from the requirements of the “learn to be human” program, as well as from the development of an internally ordered education process. “New Enlightenment” also has an attribute of uniqueness, since it does not have anything to compare with, identify; it is an objective, essential, unique phenomenon; it is single, relative, determined by the previous development of education. It is based on the processes of intellectualization, innovation, informational content, humanism and is capable of solving constructively the tasks facing society. (shrink)

Розкрито тенденції та перспективи розвитку інформаційного суспільства в умовах глобалізації, досліджено шляхи становлення інформаційного суспільства у розвинутих країнах світу та умови розвитку власних моделей інформаційного суспільства; виявлено характерні особливості моделей становлення інформаційного суспільства - західної і східної; розкрито шляхи та напрями оптимізації переходу інформаційного суспільства в «суспільство знань» в добу глобалізації.

The conceptual possibilities of the problem of narrativization of the social memory are discovered. The author considers social memory as mechanism of choice, coding, transmission and conservation of the information. In the article main characteristics and the main features of narrative as a form of being of social memory are determined. The examination of the narrativization of the social memory and opportunity to show the main changes into the forming of the new the social reality are the main aim of (...) the article. The author considers that the problem of narrativization of the social memory is very difficult and ambiguous. The narratives of the social memory may be fragmentary and biased. We should understand that it is very important to us to know their capable of living. We think the main condition for the narrative’s living as a form of the social memory is existing horizont of the culture. A set of narratives determining social memory is constructed as a result of social interactions, it is sustained by existing horizon of meaning. Analyzis of the narrative as an effective mnemonic means revealed its essential characteristics. In the article narrative is not simply as way of self-identification, it can be of the way of achievement the social purposes. Narrative as the form of being of social memory gives certain sense to the human actions and practices of identification. The narrative form allows to the social objects to be in memory and to have a certain value and meaning in culture. The article gives the narratives characteristic for different social formations, which made it possible to define social entity. The process of narrativization of social memory can have the dangerous signs, because memory, which refers to the past, turns into narrative, which refers to itself. The problem of narrativization of the social memory is so essential, because the modern society raises new tasks to the social-philosophical comprehension. (shrink)