No 2 (2024)

The article is devoted to analysis of the dialogue on a topic that has not lost its relevance today — the boundaries and interactions between the languages of science and those of art. The special issue contains a selection of articles written by the forum participants and united by the specified topic. The variety of interpretations proposed by the authors convincingly demonstrates the intention toward synthetic construction of the identified oppositions as a whole. It is based on the «dialectic of fundamentals», which provides the opportunity to build a typology of boundary conditions using the experience fixed on the overcoming of limits (transition, translation, overcoming of the established and establishing of a new, ontological limit). The boundary as a phenomenon is dual — it is both a concept that captures the idea of space, the reality of the boundary in mind and its practical embodiment by means of the subject’s action to establish the boundary. It can be labeled as a hypothetical medium «between», as an exchange zone (between what is «before it» and «after»). In other words, we are talking about the creation of a median «territory» of semantic connection of the selected boundaries (limits). In the first approximation, according to the subject of the article, the typology of the zone of exchange, translation may look like the dialectic of the fundamentals of interaction, problematization «between»: 1) the ontological zone (the sphere between techniques, skills, practices and other forms of anthropological representations of reality), 2) methodological zone (interdisciplinary and transdisciplinary zone of interaction), 3) search zone of reflexive assessment of the possibilities of linguistic expression (for example, the relationship between «limit» and what is «beyond, on the other side of the limits» as yet unknown or ultimately unknowable). The ultimate experience finds its application in the field of problem-oriented interdisciplinary research reaching the level of philosophical reflection in the transdisciplinary zone of personal responsibility as the interval dimension of the dialectic of initial oppositions.

The question of correlation between languages of science and art should be considered in the context of solving a more general problem of connection between language, meaning, and the cognitive status of the receptivity realization in the process of a human’s individuation. An analysis of the prerequisites for the linguistic competence formation at the stage being ontogenetically earlier than the stage of isolated cognitive agents’ functioning, reveals new aspects of the contiguity of expressive resources and the experience that determines them. Reconstruction of some methodologically significant points of perceptive prenatal development introduces into epistemological discourse some layers of meanings that are innovative in their structure, fundamentally different from the structure of the contents that the subject manipulates in the postnatal period. Based on a logical-and-methodological analysis of the non-dual format of the implementation of cognition, the paper substantiates the possibility of a special kind of perceptual-communicative procedures (expansion of consciousness, leap of awareness, «coming into being as a consciousness») that are capable of generating fundamentally new meaning schemas than those that a person uses in his individuated being-in-the-world. The mode of awareness leap as a basis of the linguistic competence formation becomes distinguishable in the optics of logical-and-methodological analysis of the non-dual stage of the perception coming into being. Such peculiar resources are correlated with the state of the subject’s cognitive integrity, when dissociation into thought and feeling, knowledge and beauty is not just absent, but is impossible. This is a state of indivisible mix of impressions, manifesting itself as a prerequisite, condition, source of formation of simultaneously fused meanings. Modal affiliation of these is not determined since the phenomenon of modal attribution at the stage of formation and functioning of such contents is not actualized. The proposed perspective of a deeper interpretation of the origins of the emergence of figurative and symbolic means of representing experience allows us to transform the optics of perception of a person’s cognitive potential in the context of more basic conditioning resources.

Art languages are not easy to study because, even if their syntax can be analyzed, their semantics poses a difficult problem. Natural descriptive language with its semantics as a reference to external objectivity does not work as a model for this area because, firstly, in this case the specificity of art as such is lost, and secondly, such a model is not applicable to music, surrealist painting, and avant-garde poetry. Understanding artistic symbols as directly referring to human emotions also cannot form the basis of a semantic theory of art since the connection between expressive means and emotions may turn out to be natural and not conventional, which contradicts the very idea of a sign-symbol. The right path can be indicated by the concept of exemplification, proposed by Nelson Goodman. Within this concept, some object that has some natural commonality with the signified — for example, color — is in a relationship of back reference with a term or concept that semantically refers to this object. However, such a semantic solution does not seem sufficient in the case of such «non-objective» arts as music since it does not answer the question about the nature of the signified itself. As a possible solution, the concept of «showing» is proposed, which, as an alternative to «saying», was put forward by Ludwig Wittgenstein in his Tractatus Logico-Philosophicus. Saying and showing are seen there as mutually exclusive: what is shown in the signs of language cannot be expressed through language. In addition to the logical form, the object of showing can be the «limit of the world», understood by Wittgenstein as a synonym for the «metaphysical subject». What is common in showing the logical form and the limit of the world is the «method of projection». Thus, a musical phrase as an example within the relation of exemplification indicates a way of projecting the world that shifts its limit and accordingly changes the «experiencing of the world as a whole».

The paper analyzes Roland Barthes’ concept described in the article The Death of the Author (1968). It is shown that two different interpretations of the concept can be distinguished in this text: 1) the author dies with the appearance of the reader; 2) the author dies with the demise of the bourgeois era. The paper attempts to combine them into a single concept basing on the analysis of the notion «depersonalization», which appears to be among the fundamental ones for Barthes. It is concluded that by the impersonal subject of writing, the French intellectual most likely understood not an individual, but human in general or humanity as a whole. The process of depersonalization is carried out through language. The language, according to Barthes, is a set of ready-made words, phrases that the writer draws for his needs, taking them out of the storerooms as from a huge box. As a result, the author turns from the creator of ideas, what he appeared to be since Modern times, into a simple scriptwriter. The language performs the same depersonalization procedure with the reader. In the digital society, the problem of depersonalization of the author is revived in a new guise, as a result of which the concept proposed by Barthes acquires second life. With the use of modern generative technologies, the work of live artists is imitated, sometimes without their consent. A special case is the situation with deceased artists whose digital images can be artificially recreated by modern technologies and used in new works. Examples cited in the paper include cases from modern musical art, the JPT neural network as well as Russian cinema.

The article substantiates the role and significance of the language of art for the education of human personality. The author relies on the developments of Russian philosophy, Russian pedagogical thought, Russian aesthetics and art history reflected in the works of V.S. Solovyov, N.K. Roerich, E.I. Roerich, N.A. Berdyaev, N.O. Lossky, D.S. Likhachev. Particular attention is paid to artistic and aesthetic experience, artistic discoveries and theoretical works of V.V. Kandinsky, K. Malevich, M. Chagall, N.K. Roerich. The main functions of the language of art are considered — aesthetic, ethical and axiological. The paper emphasizes the need to take them into account in teaching humanities (philosophy, theory and history of culture, theory and history of art, history of Russian culture and art) in the Russian language in order to improve the cultural level of modern youth, both Russian and foreign students. The author comes to a conclusion that a deeper understanding of Russian culture and Russian history and familiarization with the fundamental values of the Russian people through an individual’s personal aesthetic experience is possible precisely in the language of art. Moreover, art helps to change a person’s worldview and his personality in a moral sense, to form his personal ethical principles and cultivate in him the high ideals of Truth-Goodness-Beauty in general.

The article is devoted to the phenomenon of traditionalism in the context of human ontological incompleteness. In culture, there are different ways of representing incompleteness, which can be overcome or corrected. In global reality, the crisis of identity and the sense of increased insufficiency relate to the structural change of personality and identity in a dynamic social reality, where virtual way of the human opening to the world plays an increasingly important role, and types of ontic existence multiply. The response to the increased incompleteness is two postsecular vectors of virtualization — a direct departure into virtuality and traditionalism, the impulse of which is a return to the social reality in some form, taken from the past, that would ensure rootedness, namely that into tradition, and a return to religion in inextricable connection with its national carrier. In the light of the concept of ontological incompleteness and based on field research on traditionalism in Vietnam and other countries, the authors explicate traditionalism as the virtualization of reality and manipulative substitution of the ontological with the ontic. The peculiarity of traditionalism as a worldview and ideology is that it represents tradition itself as a value, whereas it is a construct for the preservation and transmission of values. The paper shows that traditionalism is the most radical cultural form of return of the cultural structures of the historical past, which is represented as a spiritual need. However, these structures are outdated, not constructive, and addressing them, instead of overcoming incompleteness, turns man into a self-sufficient structure, which contradicts the fundamental ontological openness of the human being. The authors explain traditionalism in Vietnam and some other countries as the invention of tradition not based on the historical ground, and show how tradition turns into a simulacrum and virtualization of reality.

This article is a review of theoretical research on the use of chatbots in applied psychology. It articulates the concept of a chatbot, describes the types of chatbot structure, lists the functions of this technology, and discusses its advantages and disadvantages. The paper provides some recommendations for developers concerning the design of chatbots intended for psychological support. The results of the study show that chatbots have significant possibilities for psychological support of users. Technology can act as virtual friends and assistants, help practice mindfulness, form useful habits, control and regulate emotional state, provide psychoeducation and post-rehabilitation psychological support, diagnose psychological problems. However, at this early stage, technology should not be regarded as an alternative to professional help. It is important to combine psychotherapy through chatbots with professional therapy, communication with a «real» therapist. In developing chatbots, it is important to establish the limits of the technology’s capabilities. Creators of chatbots should clearly indicate the purpose and expected limitations. In addition, technology should have features that schedule professional support and encourage users to seek professional help when needed.

The relevance of the topic is due to the growing level of procrastination and its prevalence, which is influenced by a number of social factors that students face. The problem of academic procrastination is closely related to the categories of sociology, both at the theoretical and empirical levels. Currently, attention to this problem is increasing. The paper also analyzes contradictions in the study of this phenomenon, which is due to the interaction of the obtained subjective experience (expectations) with the social factors of procrastination. The survey showed that 60.6 % of respondents experience procrastination, 47.2 % procrastinate when completing large written tasks. In distance learning, significant reasons for procrastination were found to be: a seeming increase in free time and its incorrect assessment, a larger number of tasks. 59.6 % of respondents want to reduce procrastination through planning and self-regulation. Students who plan their activities quite rarely experience procrastination, i.e. procrastination is inversely related to planning and self-regulation, but this is not enough to claim that the main cause of procrastination is impaired self-regulation. The paper looks at social factors under the influence of which there occur changes in the structure of academic procrastination. The factors reducing procrastination are excellent grades and distribution of household responsibilities; financial assistance from parents and high earnings, and these factors are quite strongly correlated with each other. Procrastination is aggravated by lack of consultations by professors; household chores, independent work; social media. A tendency has been revealed for increased procrastination among senior students during the session, as well as with an increase in the amount of independent work of students. This requires taking into account the social component in the prevention of procrastination and ensuring educational planning and time management by students.