Enactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the (...) enactive approach, but not in the radical sense of transcendental arguments. We propose difference, instead, as a more generative concept. Following Simondon, we see norms and values manifest in webs of past and future acts together with their potentialities for becoming. We propose a transindividual concept of moral attunement that includes ethical know-how and consciousness raising. Through generative difference and attunement to configurations of becoming, enaction underpins an ethics of participation linking virtue ethics and ethics of care. (shrink)

Any complete understanding of human psychology must take into account that a brain’s actions in the world are mediated by the body it belongs to. In the process of such interaction the human being creates artificial things, structures and mechanisms, such as technology, relationships, and culture. The subjective world is not simply the interactions between neurons at different systemic levels, but the existence of mental contents, which are determined by specific features of a certain domain of reality with which a (...) cognitive agent interacts by means of her actions. It is possible to understand specific features of the subjective world with the conception of the “embodied” and “inactive” cognition. In this framework, the problems of consciousness of consciousness, free will, the possibility of “reading” another mind and constructing mental phenomena are analyzed. If cognitive studies are not used for manipulating humans, and are not means of human degradation they must take into consideration specific features of the human phenomenon: the belonging of the human being to the social world and the world of culture. The development of cognitive studies can lead humans to new levels and contribute to new interpretations of humanism. However, under certain conditions, this development can lead to the death of the human being. This paper shows that some Soviet philosophers and psychologists, during the second half of the twentieth century, anticipated the formulations and solutions of several contemporary key problems in cognitive science before these problems emerged. (shrink)

The latest book by Russian philosopher Sergey Mareev consists of two parts: recollections of his teacher Evald Ilyenkov, and reflections on some of the key themes of Ilyenkov’s philosophical heritage. The author traces several polemical lines related to the problem of the ideal, dialectics of the abstract and the concrete, the principle of historicism, as well as Ilyenkov’s interpretation of Spinoza and Hegel.

The early works of Merab Mamardashvili are usually neglected by admirers and critics alike. In this paper, I focus on the very early period of Mamardashvili’s development as a professional philosopher putting it in the context of the thinker’s interactions with the intellectual community in 1950s and then current discussions about the perspectives of professional philosophy in the USSR. Special attention is paid to a small society of dedicated young philosophers with whom he shared logical and philosophical interests. In the (...) paper, I trace their influence on young Mamardashvili’s perception of his own professional tasks in the period when he was busy with the development of dialectical logic. In the final part of the article, I explore the emergence of Mamardashvili’s original ideas about history of philosophy and propose the appropriate methods with which to study it. (shrink)

The article analyses the relation of E. V. Ilyenkov to the phenomenon of language. His approach, it is shown, had its roots in his explication of notion of ideal which led him to assign priority to work with respect to language at a general level as well as at the level ontogenesis of human infants. Two additional factors shaped his approach to the phenomenon of language. The first was his negative approach to disciplines investigating the structure of language: mathematical logic, (...) logical semantics, and philosophy of language. The second was his treatment of Hegel’s philosophy from which he took over only those features that were appropriated and further developed by Marx. The article gives an analysis of Ilyenkov’s view on the educational process of deafblind children and it shows that this view contradicted the views on that process presented in the works of Meshcheryakov and Sirotkin. Finally, the article provides a characterization of work, language and of their relation. (shrink)