The topic is a new method of children intellectual development – trilogy of intellect, the basic thinking operation of which is the logic operation of comparison. The method was created on the basis of Aristotle’s understanding of philosophy as “the science about first reasons and origins” of cognition that must be the starting point of the surrounding world’s cognition at school. In addition to the generally accepted teaching schoolchildren reasonable and mental thinking, a new method is an effective mean of (...) advanced mental children thinking development with the help of general scientific comparative notions – kinds of opposition, that were created in ancient times. Key words: philosophy for children, cognition, intellect, reason, mind, trilogy of intellect, logic paradigm, identical, different, corresponding, opposite. (shrink)

This article explores the concept of the "Word of God" from three perspectives: the perspective of classification concepts inherent in natural language with its reasoning thinking (rassudok), and the perspective of mind thinking (razum). At the same time, mind thinking in comparative terms is divided into two fundamentally different parts, limited by particular and general concepts. The former arise from nature through our sense organs, for example, light and darkness, day and night, heavy and light - these are practical mind (...) concepts, the foundations of natural sciences. Whereas the latter are categories of pure mind, such as identity and difference, oppositions - the product of our conceptualizing thinking, providing the foundations of philosophy, understood as a rigorous Divine science. The author analyzes the text of the Torah and concludes that the words of the Almighty: light and darkness, day and night, evening and morning, and others - are accessible to universal understanding as particular comparative concepts of a gradational nature. Furthermore, the Torah presents another, more complex type of particular comparative concepts - concepts of an orthogonal nature, describing all six days of creation as the transition from day and night to evening and morning - "And there was evening and there was morning: the first day." At the same time, it is known that the words of God the almighty express his actions, and not so much in the form of their specific manifestation – they relate to the general principles of the Universe, which require extremely general comparative concepts far from the sensory world. The task of creating a science that reveals the mind and wisdom of the one and invisible God was taken up by the ancient Greek philosophers - lovers of wisdom. Unlike the reasoning thinking of most people, they comprehended the diversity of reality not only from the standpoint of particular comparative concepts - concepts of practical mind, but also from the standpoint of extremely general comparative concepts - categories of pure mind, revealing the universal design of the Creator. By separating from religious and emotional prejudices, the author comprehends forgotten or misunderstood thoughts of famous thinkers of the past, revealing the essence of comparative concepts, and collects them according to their rank into a verifiable cumulative philosophical Matrix - a panlogical paradigm of knowledge. As a result, the author concludes that these insights can be used not only for a correct understanding of biblical texts, particularly the Words of the Almighty, but also to bridge the gap between theology, humanities, and natural sciences, which is determined by the fundamental divergence between reasoning, mind, and wisdom. (shrink)

The article "Philosophy is the unborn child of science: in search of a universal commonly used language" explores the problem of creating a universal philosophical language that includes not only the language of classification concepts of natural language that define people's reasoning thinking, but also the language of comparative concepts, which is the basis their mind and wisdom. At the same time, the author divides comparative concepts into two parts, the first of which is determined by particular concepts – concepts (...) of practical mind peculiar to natural and exact sciences, while the second part is determined by extremely general concepts – categories of pure mind, which were supposed to become the beginnings of philosophy as a verifiable rigorous science. Along with the majority of thinking people, the author sees that as a cumulative rigorous science, philosophy has not taken place, and therefore considers it an unborn child of science. In this regard, he analyzes various philosophical traditions and comes to the conclusion that "everything is known in comparison." Therefore, the basis of a language that would facilitate effective communication between different philosophical directions, as well as between natural and humanitarian disciplines, can only be the language of comparative concepts. As a result of using the four types of opposition identified by Aristotle as the principles of philosophy: "contradictory", "correlated", "opposite", "deprivation and possession", the author built a philosophical Matrix from which he approaches the creation of such a universal language. At the same time, the Matrix includes other more complex comparative concepts than those of Aristotle – concepts of pure mind found by the author in the teachings of outstanding thinkers of the past: Lao Tzu, Pythagoras, Heraclitus and K. Marx, but today misunderstood or forgotten. The comparative concepts returned from oblivion, in the author's opinion, represent a valuable contribution to many areas of philosophy and linguistics, and can be useful for philosophers, psychologists, educators, linguists and anyone interested in the problem of language in philosophy and their undeniable role in the development of mind and wisdom. (shrink)

The article "Philosophia of Pure Mind: Declassification of the basic Biblical Mysteries" offers a tool for solving biblical mysteries — this is the philosophy of pure mind, which brings to life conceptual thinking with private and extremely general comparative concepts — concepts of practical mind and categories of pure mind. From these positions, an active study of the fundamental biblical mysteries is carried out, and not just their description or discussion. The investigation implies their comprehension related to the understanding of (...) reality, which we find in the first lines of the Torah, in which comparative concepts are represented by gradation (light and darkness, day and night) and orthogonal views, i.e. the relationship between two pairs of opposites (day and night — evening and morning): "And there was evening, and it was morning: day one." Thus, through the concepts of practical mind, the author reveals the general idea of the Creator, reflecting the harmony of nature in Words, each of which is a comparative concept of one kind or another. This is the key to uncovering the Biblical mysteries, namely: how the Word of God relates to the mystery of the fall, to the mysteries of the Book of Creation (Sefer Yetzira), the mystery of the Holy Trinity and the Sign of the Cross. Finally, how the proposed thinking helps to understand and gain a more complete understanding of the essence of these mysteries within the framework of one more general problem. Moreover, the root of all these problems, in my opinion, is that the mind thinking of people, given to them, as well as to all living things from nature through sensations, was supplemented by a person with a multi-valued reason thinking with classification concepts of natural language. In this connection, the natural human mind, through unambiguous comparative concepts, was supplanted by reason, apparently absent in animals. All of this unfolds against the background of three successive Reformations, which gave rise to three Abrahamic religions dating back to the patriarch of the Semitic tribes, Abraham. Whereas the beginning of these reforms is associated with the struggle of Moses for faith in the invisible God Yahweh, perceived as a civil war between the supporters of Moses as one part of the Jews with another part of them worshipping the God of their ancestors, the creator of all things — Ilohim. The article concludes with an understanding of the 4th Reformation, which aimed to create a modern synthetic religion with the help of AI. (shrink)

Animal mind philosophy and the related philosophy of language are rich and developing fields of philosophy. Enriched with the language of comparative concepts, they can become the threshold of a cumulative, verifiable strictly scientific "philosophy of pure mind", asserting a fundamentally new view of the problem of society, man and his place among other beings. My understanding of the mind through the prism of nonverbal and verbal thinking allowed me to get an idea of three completely different stages in the (...) development of the mind – reason, mind and wisdom. I understand reason as thinking by classification concepts of natural language, mind – as thinking by concrete scientific comparative concepts verified with the help of the senses. Whereas wisdom, understood by me in the light of "pure reason", is connected with the generalization of many particular comparative concepts. At the same time, I proceed from the fact that we are all perceiving beings, and our brain, being formed in the light of the relations of similarity and difference, perceives (comprehends – grasps) the energy present in the environment (energy in general), and converts it into sensory data. Presented by the Aristotle-Rotenfeld philosophical Matrix, in the form of concrete universal concepts of different types, they expand its cognitive capabilities step by step. Thus, with the help of spatial representations and integral visual images – drawings used by me, I show how to make nonverbal rational thinking of humans and animals verbal, expressing it in comparative terms. (shrink)

At the heart of one of the many problems concerning consciousness, there are flaws in our thinking that impede a philosophical understanding of the world. At the same time, I understand philosophy as a rigorous science aimed at “knowledge of the general”, reflecting the most fundamental and universal relations of reality, meaningful thanks to two types of comparative concepts. One of them is specific-scientific comparative concepts of different types, reflecting the beginnings of natural scientific knowledge, while the second type is (...) specific-general comparative concepts of different types. Without creating a concrete-universal theory, with the generally recognized philosophical language of comparative concepts, it is impossible to explain one of the fundamental difficulties: with the help of what linguistic means can consciousness be entered as a subjective reality into the physical picture of the world, how to fill this “gap in explanation”? In my opinion, this is the language comparative concepts of different types. (shrink)

A new method of mental development of children (and adults) is considered, the basis of which is the logical operation of comparison. The method was created taking into account the Aristotelian understanding of philosophy as "the science of first causes and beginnings." It can act as a fundamentally new pedagogical approach to school education, since comparative concepts make it possible to demarcate between reason, two forms of intelligence and wisdom. Therefore, the new thinking proposed in this article, which consists in (...) the ability to identify the different and distinguish the identical (same) within the framework of a cumulative series of comparative concepts, is a tool for integrating knowledge, which, in my opinion, should be introduced into the sphere of traditional school education. In this connection, around each of the comparative concepts, the main subjects will be reorganized and lined up in a certain order. As a result, behind different physical or social phenomena, students - schoolchildren or students will learn to see the same content, so the problem with memorizing large amounts of educational material disappears. (shrink)

At the heart of one of the many problems concerning consciousness, there are flaws in our thinking that impede a philosophical understanding of the world. At the same time, I understand philosophy as a rigorous science aimed at “knowledge of the general”, reflecting the most fundamental and universal relations of reality, meaningful thanks to two types of comparative concepts. One of them is specific-scientific comparative concepts of different types, reflecting the beginnings of natural scientific knowledge, while the second type is (...) specific-general comparative concepts of different types. Without creating a concrete-universal theory, with the generally recognized philosophical language of comparative concepts, it is impossible to explain one of the fundamental difficulties: with the help of what linguistic means can consciousness be entered as a subjective reality into the physical picture of the world, how to fill this “gap in explanation”? In my opinion, this is the language comparative concepts of different types. (shrink)

A new method of adult and children mental development is investigated – the trilogy of mind, which basic operation is the logic operation of comparison. This method was created considering Aristotle's understanding of philosophy as “the science about the first reasons and origins” of cognition, the beginning of presocratic cognition of the surrounding world. This new method is an effective mean of mental thinking development that is oriented at the understanding of natural and social processes with the help of general (...) scientific comparative notions – kinds of opposition, worked out in ancient times. (shrink)

Since its inception, philosophy has been engaged in comprehending the unity of the world, and its main focus was determined by the intention to reduce to a single basis all the changing diversity of not only natural, but also social phenomena. But that didn't happen. Thus, the search for grounds for the integration of natural science and humanities knowledge is currently a rather serious problem, which has no theoretical solution yet. To solve the problem of integration of knowledge, I propose (...) a new conceptual apparatus of philosophy in the form of a cumulative series of comparative concepts lying between the ultimate abstractions of identification and distinction, which are the concepts of "identity" and "difference". -/- . (shrink)

Just like Rudolf Carnap, but in a slightly different composition, I divide language into three types of conceptual means: classification, specifically scientific and specifically general comparative concepts of different types. I associate classification concepts with the ability to reason on any topic, that is, with reasonable thinking. Concrete scientific comparative concepts determine the comprehension of natural and social processes, their objective cognition in the form of rational thinking (reason), while concrete universal comparative concepts define philosophy (wisdom), understood as knowledge of (...) the universal. Based on three types of thinking (prudence, reason, wisdom) in 2010 at a symposium in Greece, I presented the ideas of morality in the context of human development in the form of a proposed article. (shrink)

The aggressive intrusion of science, technology and technology into the space of children as the least protected social group requires their protection from aggressive anthropologically-oriented practices. However, regularly conducted theoretical discussions of this problem do not lead to the solution of the problem of the ecology of childhood, since only one of the possible forms of understanding reality has been fixed within the framework of the international humanitarian and scientific community. We are talking about conceptual reasoning thinking, which is based (...) on classification concepts and provides for a pluralism of opinions, the multitude of which does not lead to unambiguous scientific humanitarian knowledge for everyone. The created conditions do not contribute to the emergence of an interdisciplinary research methodology, the formation of which is associated with the need for a fundamentally different way of thinking – thinking in comparative terms, which, unlike the natural sciences, is absent today in humanitarian knowledge. Whereas the new thinking proposed in this article, consisting in the ability to identify the different and distinguish the identical (one) within the natural range of comparative concepts, on the contrary, is a tool for integrating knowledge, therefore, in my opinion, it should be introduced into the sphere of traditional school education. In this connection, the main academic subjects will be reorganized around each of the comparative concepts and constructed in a certain order. As a result, students – schoolchildren or students - will learn to see the same content behind different physical or social phenomena, so the problem of memorizing large volumes of educational material disappears. The new approach will accelerate the process of formation of an interdisciplinary methodology of socio-cultural analysis, will contribute to the implementation of a comprehensive state policy, will give a new impetus to socio-cultural and anthropo-pedagogical practice. (shrink)

The aggressive intrusion of science, technology and technology into the space of children as the least protected social group requires their protection from aggressive anthropologically-oriented practices. However, regularly conducted theoretical discussions of this problem do not lead to the solution of the problem of the ecology of childhood, since only one of the possible forms of understanding reality has been fixed within the framework of the international humanitarian and scientific community. We are talking about conceptual reasoning thinking, which is based (...) on classification concepts and provides for a pluralism of opinions, the multitude of which does not lead to unambiguous scientific humanitarian knowledge for everyone. The created conditions do not contribute to the emergence of an interdisciplinary research methodology, the formation of which is associated with the need for a fundamentally different way of thinking – thinking in comparative terms, which, unlike the natural sciences, is absent today in humanitarian knowledge. Whereas the new thinking proposed in this article, consisting in the ability to identify the different and distinguish the identical (one) within the natural range of comparative concepts, on the contrary, is a tool for integrating knowledge, therefore, in my opinion, it should be introduced into the sphere of traditional school education. In this connection, the main academic subjects will be reorganized around each of the comparative concepts and constructed in a certain order. As a result, students – schoolchildren or students - will learn to see the same content behind different physical or social phenomena, so the problem of memorizing large volumes of educational material disappears. The new approach will accelerate the process of formation of an interdisciplinary methodology of socio-cultural analysis, will contribute to the implementation of a comprehensive state policy, will give a new impetus to socio-cultural and anthropo-pedagogical practice. (shrink)