ISSN (print): 2313-2302, ISSN (online): 2408-8900 Founder: Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University) Editor-in-Chief: Belov Vladimir N., Doctor of Sc., Professor Frequency / Assess: 4 issues per year / Open Included in: White List (4th level), Higher Attestation Commission list, RISC
The Role of Philosophy in the Education System of Bulgaria
The research is devoted to the analysis and understanding of the role of philosophy in the modern system of Bulgarian education. The problem of the relevance of philosophy to education, the special significance and value of studying philosophy for the formation of education is considered on the basis of the views of the metacognitive foundation, which provides this mental activity for the expansion of human knowledge, in addition, it is refracted through the prism of two fundamental patterns, accepted in the modern scientific discourse, which aim to reaffirm the usefulness and effectiveness of applying of philosophy in the educational continuum in the conditions of the modern socio-cultural situation. The main focus is placed on tracing the features of the implementation of philosophy in the field of education in Bulgaria, which is undoubtedly determined by the peculiarity of the historical way of the country’s development, its educational traditions and the specificity of the socio-cultural context. The potential of philosophy in the Bulgarian educational system is assessed through the prism of the development of key competencies.
Copyright (c) 2025 Lavrentsova E. https://creativecommons.org/licenses/by-nc/4.0
Classical and Innovative Methods of Teaching Philosophy
The choice and development of methods and forms of teaching philosophy is crucial in the context of the transformation of the education system, the dynamics of generational changes in the perception of information. In these conditions, interactive, project-based, and creative forms of working with the audience are becoming more relevant. The purpose of the work is to present the experience of teaching philosophy, combining classical and innovative, including the author’s approaches related to working in student teams (groups), the use of the TED format in lecture streams, teaching skills of working with philosophical texts using the methodology of “free-writing”, etc. Against the background of diverse sources of information in the modern world, the focus of humanitarian and philosophical education is transformed from the transfer of ready-made knowledge to its joint search and development through active forms of interaction between teachers and students, teaching the skill of working with text. For the modern interactive learning model, taking into account the peculiarities of the modern generation of youth, the most effective forms of learning are those involving “vertical” and “horizontal” dialogue, communication in teams (groups), and intellectual heuristic game practices. The article presents the theoretical foundations of dialogical, interactive philosophy teaching, based on the principles of leadership, “equal teaches equal”, and demonstrates examples of practically proven methods that have shown their effectiveness.
Copyright (c) 2025 Baeva L.V. https://creativecommons.org/licenses/by-nc/4.0
The Place of Philosophy in the Educational Process of Higher Education
The research is devoted to the analysis of the relationship between the state of ideological security and the content of the educational process in society. It is proved that it is the institute of education in modern conditions that is responsible for the spiritual stability of society. This article is based on the fact that the current curricula have an ambiguous attitude towards the discipline of philosophy. In the study of the consequences of attempts to “compress” the philosophy course in higher education, an analysis of two trends is undertaken - the replacement of philosophy with the concept of critical thinking and the displacement of the history of philosophy from the philosophy curriculum. Special attention is paid to the semantic evolution of the concept of “critical thinking”. A comparative analysis of the approaches reveals a common feature - the demarcation of thinking and meaning. This allows us to conclude that philosophy is beginning to be thought of as a practical technology of thinking. An attempt is made to reveal the reasons for the introduction of the special term “epistemologically dubious beliefs” as characteristics of the Ratio Serviens phenomenon. The article traces the interdependence of the formation of “conspiracy thinking” and the tendency to deny the importance of philosophy in the educational process. In this logic, the foundations of a person’s ideological alienation are revealed. It is shown that only philosophical heritage can make a truly effective CDIO strategy in education. In the context of the theory of the Good, the author criticizes the concept of the “global Good” and reveals the futility of attempts to eliminate the history of philosophy as an integral part of the discipline of philosophy. The importance of the philosophical heritage for both philosophy itself and the educational process as a whole has been proved. Special attention is paid to the connection between a person’s knowledge of the wealth of philosophy and the state of the axiological sphere of society. The facts of destruction in society due to the lack of a value-based worldview are specifically emphasized. In this regard, attention is drawn to the fact that the value of the history of philosophy lies not in history itself, but in philosophy, that is, in the logic of man’s comprehension of himself.
Copyright (c) 2025 Zhilina V.A. https://creativecommons.org/licenses/by-nc/4.0
Methodological Reflections on the Guide to Philosophy
The research discusses approaches to creating teaching guides to philosophy, taking into account the specifics of the disciplinary and social status of philosophy. The author traces changes in notions about philosophy and its place in the disciplinary structure of higher education, and shows how the gradual separation of science from philosophy led to the discrediting of philosophy as an academic subject and the formation of widespread stereotypes about the practical uselessness and rudimentary nature of philosophical knowledge. In addition, the situation is determined by the crisis of “grand narratives” and changes in the reading culture caused by digitalization, as a result of which modern students avoid voluminous “upright” organized texts and poorly internalize complex narrative structures. The author states that under such conditions of educational activities, the monumental systemic-historical presentation of philosophy, traditional for domestic teaching aids, turns out to be didactically disadvantageous. An appeal to the foreign experience of teaching guides and textbooks shows significantly less attention to the systematicity and integrity, instead of which the reader is offered a collection of autonomous examples of philosophical activity, grouped around themes independent of each other. As a result, at the cost of fragmentation and vulgarization of philosophical knowledge, its actualization and rapprochement with the reader is achieved. In conclusion, it is proposed to combine the advantages of domestic and foreign approaches to the construction of guides and textbooks on philosophy: to use an encyclopedic model of text organization; to balance historical-philosophical and modern material, giving preference to topical issues; to achieve the integrity of the subject not due to narrative organization, but due to the thematic and subdisciplinary structures of philosophy; to demonstrate the specificity and achievements of domestic philosophical knowledge within particular themes depending on the degree of interest in them in the Russian research field and the presence of significant results; to take the topic of the differences of Russian intellectual culture from Western European in a separate chapter.
Copyright (c) 2025 Varkhotov T.A. https://creativecommons.org/licenses/by-nc/4.0
Discussions on Teaching Philosophy in Russian Higher Education in the Context of New Educational Reform
The research deals with discussions in the academic environment around the teaching of philosophy at a Russian higher school, which take place in 2023-2025 due to the ongoing fundamental reforms of the entire education system. The features of this reform are clear from official documents such as the Decree of the President of the Russian Federation dated 12.05.2023 № 343 “On some issues of improvement of higher education system” and discussion of the forthcoming “Strategy for the development of Russian education until 2036”. It is about the current transition to “basic” and “specialized” higher education, about close attention to education as a person’s upbringing, oriented on traditional Russian spiritual and moral values, about the formation of nationwide civic identity. The appearance within the framework of the mega-project “DNA of Russia” of a new compulsory university academic discipline “Foundations of Russian statehood” in 2023-2024, the updated version of “History of Russia”, the upcoming introduction “History of religions of Russia” is a fundamentally important context for discussions around the discipline “Philosophy”. The proposed study demonstrates two conceptual projects of an educational and methodical complex and a teaching manual on philosophy for non-philosophical specialties, claiming to be of Russian-wide status. The first was developed by a working group of the Institute of Philosophy of St. Petersburg State University under the leadership of N.V. Kuznetsov. It is proposed to look at philosophical problems, grouped into eight thematic sections, as eternal and existential, getting acquainted with the main answers to philosophical questions of various thinkers - Western, Russian, Eastern. The course is logically based on historical-philosophical material and introduces students not only to philosophical concepts, but also to traditional values, many of which are comprehensively revealed in this course. The second approach is a widely discussed project of the collective study guide “Philosophy for non-specialists of natural-scientific and technical fields of training”, carried out under the editorship of I.M. Chubarov and ready to be printed. Here, the basis is a peculiarly understood active approach and philosophy presented as “practice-oriented” discipline. This study critically examines the concept of I.M. Chubarov and discusses the importance of philosophy in the system of higher education as a humanitarian, value-based and ideological course that can play an important role in the formation of moral guidelines and Russian civic identity.
Copyright (c) 2025 Bokov G.E., Lisitsyna A.A., Chapny H.V. https://creativecommons.org/licenses/by-nc/4.0
Lawyers of the Philosophy: Strategies for Justifying Mandatory Philosophy Courses in Modern Russian Universities
According to the Federal State Educational Standard of Higher Education (FSES HE 3++), philosophy is a mandatory discipline in all modern Russian universities and faculties, regardless of their specialization. However, the necessity of teaching this discipline in non-core faculties is both justified in various ways and not inherently obvious. This study analyzes a wide range of publications by Russian authors on the problems of teaching philosophy in modern Russian universities, classifies existing approaches to the apology of philosophy as a mandatory discipline for non-core faculties, and highlights their strengths and weaknesses. It demonstrates that some strategies aimed at raising the status of philosophy among other disciplines actually contribute to its decline. In particular, this occurs when the concept of philosophy and its role in the development of the student’s personality are revised to emphasize the personal and general cultural significance of philosophical knowledge. The study also focuses on a comparative analysis of two of the most common trends in the pragmatization of philosophical education in Russian literature today, related to: 1) the need to adjust philosophy courses to the specifics of the students’ major discipline; 2) the use of philosophy as a “school of critical thinking,” useful to anyone regardless of their professional specialization. The author argues that both trends do not correspond to the classical understanding of philosophy and its main goal, since in both cases philosophy begins to be seen as a fundamentally secondary, auxiliary discipline that has no independent value and does not affect the formation of worldview and value orientations of the individual. It is also postulated that this understanding of philosophy does not correspond to the main goal of education, since an applied direction in education, especially in higher education aimed at training researchers and scientists, cannot and should not become the main vector of development of the entire educational system.
Copyright (c) 2025 Kozolupenko D.P. https://creativecommons.org/licenses/by-nc/4.0
Teaching Philosophy: A Utopian and Realistic Approach
The study is devoted to the consideration of different ways of meaningful presentation of philosophical knowledge in its teaching in a modern university. At the beginning, the author captures the not very honorable place of philosophy in the modern educational process aimed at practical applied tasks and taking place in corporate universities that require profitability from teaching. Further, we are talking about the fact that philosophy is still needed in the educational process, and not only for professional teachers, but primarily for students, as well as for the state, which is raising new generations. The author emphasizes that the approach to choosing subjects for teaching in limited programs can be “utopian”, that is, dreamy, but unable to really arouse students’ interest in the subject, and realistic, addressing the lively interests of today’s young people. The author considers the utopian attitude towards teaching philosophy to be the desire to immerse the audience as much as possible in the historical and philosophical process or in specialized epistemological and methodological issues. Both the distant past and narrowly epistemological issues are far from the “average student” who is essentially taking a survey course. The author considers it a realistic approach to address, first of all, anthropological-existential and axiological-ideological issues. This latter is really in demand by the state, which pays for education and is interested in the education of young citizens who are called upon to fully build the future. If anthropological and existential issues answer students’ personal questions, then the question of social and cultural values meets the interests of society. At the end of the study, it is emphasized that the models of realistic philosophy teaching may be different, depending on the academic freedom of the teacher and his personal choice.
Copyright (c) 2025 Zolotukhina-Abolina E.V. https://creativecommons.org/licenses/by-nc/4.0
Methodological Character of Educational Strategies: from Antiquity to the Modern Era
The research argues that, in the development of teaching strategies - as in many other intellectual processes - ‘in the beginning was the Word’. For the educational system, this primordial word was that of philosophy, which is not a coincidence. The study reconstructs conceptions of instruction found across various specialised disciplines taught in antiquity. On the one hand, these disciplines emerged within the framework of philosophical knowledge; on the other, the search for methods to teach them also remained within the domain of philosophy. Yet, as demonstrated in this contribution, efforts were made to develop a universal method of teaching - one suited to instruction across a wide range of specialised disciplines, as well as philosophy itself. A search was undertaken for educational strategies per se, which would be applicable to the broader concept of what would today be termed the educational system. The article attempts to perform such a reconstruction based on Plato’s dialogues and Euclid’s Elements . The foundations of paideia were developed within philosophy, primarily as a theory of the upbringing and education of the ancient Greek. It is emphasised that, in antiquity, play served as the principal instrument for developing a universal methodology of education, and the gamified nature of the educational process remains relevant today, particularly in the form of philosophical games for both children and adults, or as edutainment, where educational content is delivered through entertainment. Finally, the use of play in education is examined consistently within the framework of the Methodology for Expert Text Analysis (META). The META educational platform makes it possible to structure instruction in a gamified format, in accordance with previously established rules, while enabling students to assume the role of researcher from their first year at university. The article is arranged cyclically - moving from the modern era to antiquity, and then back from antiquity to the modern era.
Copyright (c) 2025 Sorina G.V. https://creativecommons.org/licenses/by-nc/4.0
Philosophy Teaching: Educational Potential, Chinese Project, and Development Trend
Philosophy is one of the oldest disciplines in human history, and its birth originated from humanity’s rational exploration of the essence of the world. With the progress of human civilisation, philosophy has continuously developed its own system, responding to the particular questions raised by the era with the thinking of its own time, and profoundly influencing the development of individuals and society. At present, the importance of teaching philosophy has aroused concern in more and more countries around the world. This paper realistically explores the educational potential of philosophy teaching. Taking the development of contemporary Chinese philosophical resources as an example, this discussion on the Chinese plan for philosophy teaching and proposes key points for optimization.
Copyright (c) 2025 Lei L. https://creativecommons.org/licenses/by-nc/4.0
Possibility of Using AI in Teaching Ethics: Using Bioethics as an Example
This study analyzes the prospect of integrating artificial intelligence (AI) systems into the teaching of ethical disciplines, with bioethics as a key example. Based on an interdisciplinary approach (philosophy, cognitive sciences, bioethics, AI theory), the problem of attributing AI to moral agency is investigated. Although there are strong arguments in favor of recognizing AI as an influential agent in the socio-cultural sense, this does not provide it with the status of a full-fledged moral agent. AI is able to “follow the rule”, but without a genuine understanding of the irrational moments of intersubjective interaction, the existing cultural and psychological context, which excludes human flexibility in decision-making. Since there is no comprehensive, final ethical regulation, ethical action requires practical wisdom (phronesis), which is inaccessible to AI due to its discrete nature devoid of contextual integrity. Without existential involvement in the world, his own history and physicality, it remains a responsive, but not a morally responsible agent. Using examples of the use of AI (neural networks, chatbots), existing research in the field of its perception and involvement in the educational process, the status of AI as the Other is analyzed. This virtual Other does not introduce us into an ethical situation like a human teacher for several reasons. On the one hand, our work substantiates the AI’s inability to self-reflect due to its ontology. The key argument is human vulnerability, which is the foundation of conscience, responsibility, and genuine ethical inquiry, inaccessible to AI. Without vulnerability, there is no empathy, and without it, there is no immersion in ethical issues as inevitably relevant. The ways of safe use of AI technologies and the associated ethical risks need to be thoroughly studied, including by students themselves in the educational process. In particular, they should understand the need to understand interactions with AI from the perspective of morality, the influence of AI on the decision-making process in future professional activities.
Copyright (c) 2025 Solozhenkin B.S., Asafaylo M.P. https://creativecommons.org/licenses/by-nc/4.0
Social Challenges and the Teaching of Philosophy: The Experience of the National Tradition in France in the 19th Century
The study aims to summarize the experience of teaching philosophy in French culture of the 19th century. The relevance of the topic is connected with the fact that many of the prerequisites of modern culture were laid precisely in the “age of miracles”, which brought many outstanding scientific discoveries, significantly changed the appearance of the communication system and industrial production, as well as witnessed a fierce social confrontation. To reveal the patterns inherent in the pedagogical practice of this important period of world history is one of the ways to realize the origins of what is happening in the field of philosophy today. As materials was used the content of textbooks and lecture courses popular at that time, which had a significant impact on visitors to university classrooms. The following methods were used in the study: hermeneutic, phenomenological, comparative historical. As dominant models of teaching philosophy, the approaches of the school of “ideologists”, eclecticism, and various versions of spiritualism are considered. These approaches were directly associated with political conflicts that accompanied the fall of the dictatorship of the Montagnards, the establishment of a consulate regime, the proclamation of the Empire, and then the Restoration, the July Monarchy, the Second Republic, and finally the Second Empire and the Third Republic. The study substantiates the conclusion that the pedagogical experience associated with the emphasis of worldview ideas in the field of higher education cannot be considered tracing paper from the historical and philosophical process. Mainly because not all areas of philosophical thought got the opportunity to promote their ideas in the academic sphere. At the same time, the philosophical model prevailing in the educational sphere had to both respond to the challenges of the era and respond to the very fact of the existence of opponents. For all the certainty of the pluralistic nature of philosophy in its past history, in the field of education, the tendency to unify worldview problems manifested itself quite eloquently. At the same time, the teaching of philosophy was by no means reduced to a set of opportunistic slogans, since the very sphere of worldview knowledge was inherent in immanent laws, which significantly influenced, among other things, the nature of its teaching. An important feature of pedagogical practice was also that the differentiation and deepening of the ways of presenting philosophical content to students of educational institutions served as one of the tools to strengthen cultural identity.
Copyright (c) 2025 Krotov A.A. https://creativecommons.org/licenses/by-nc/4.0
Strategies of Philosophical Pedagogy: Between Doctrinal Traditions and Dialogical Practice
The traditional doctrinal methods of teaching philosophy face the challenge of a new paradigm that demands historical and cultural considerations in finding pedagogical strategies within the context of overall national needs. This study, therefore, aims to identify and evaluate the strategic model of philosophical pedagogy through a comparative analysis of the teaching practice of Philosophy in Russia and internationally. This study combines the conceptual-historical analysis method of the philosophy curriculum with typological research of the cross-cultural pedagogical model. This method is a case study of several Russian universities and international educational institutions, evaluating the practice of teaching philosophy in various universities. The syllabus archive, results of observations and interviews with philosophy educators, and a hermeneutic approach are employed to examine dialogue methods of teaching philosophy in the classroom. The main results of the research are presented in the form of a spectrum of hybrid pedagogical strategies that incorporate dialogically narrated philosophical thoughts, significantly shaping the philosophy culture among students. The main conclusion is that successful philosophical pedagogy demands an interaction between the depth of thought and dialogical openness, which can be adapted to the local educational culture. This research contributes the typology of philosophy teaching strategies for philosophy culture formation and the professional identity of philosophers in the education system.
Copyright (c) 2025 Yumarma A. https://creativecommons.org/licenses/by-nc/4.0
The Successful Teacher is One Who is Able to Combine “Thin” Philosophical Abstractions with Concrete Phenomena and Processes that Appear Mundane
Within the context of the education system, the opportunity for schoolchildren to acquire fundamental philosophical knowledge is intrinsically linked to the school social studies curriculum. The teaching of social studies disciplines poses modern teachers with a number of challenges in terms of interdisciplinarity and the necessity to harmonize the theoretical material of the disciplines and to consider current social issues in their dynamics. Social studies, as a system of social science disciplines, represents a complex body of knowledge that is fundamentally integral in nature. It discusses issues of anthropology, law, political science, economic theory, sociology and social philosophy, religious studies, axiology, and a number of philosophical disciplines. In order to successfully master social studies, it is necessary to delve into the origins of many issues (for example, theories of the origin of the state and law, for example, through understanding the connection between the genesis of law as a constitutive element of the state structure from the perspective of social philosophy). Conversely, in order to track transformations in legislation and identify those events in the modern world that clearly illustrate the mechanisms for implementing theoretical principles, is also necessary. However, it is imperative to recognize that a comprehensive understanding of the theoretical underpinnings of the processes and phenomena that define the discipline of social studies is fundamental to achieving a profound comprehension of the intricacies inherent in the study and interpretation of society and its constituents. A systematic understanding of society is of particular importance for life in the future: the search for patterns of social development is linked to the possibilities of choosing one’s own educational and professional development path and, furthermore, understanding the cause-and-effect relationships in society as a system can become a starting point for the formation of one’s own personal qualities in harmony with the generally accepted goals of society. Philosophy, as a meta-subject area, is well-positioned to facilitate the formulation of answers (or the elucidation of extant questions) that underpin the formation of a worldview, so this worldview is predicated on the integration of diverse perspectives on the perception of reality, thereby rendering this reality more vivid and accentuating its problematic aspects.
Copyright (c) 2025 Lazebnikova A.Y. https://creativecommons.org/licenses/by-nc/4.0
Teaching Philosophy in the Context of Educational Inequality, Individual Autonomy and Economically Valuable Skills
The study analyzes the teaching of philosophy in the context of such problems as educational inequality, individual autonomy, and the acquisition of economically valuable skills, which, in the author’s opinion, can be overcome or minimized through the implementation of discursive practices. It is stated that teaching philosophy is unlikely to solve the problem of educational inequality, but philosophy classes that stimulate and expand students’ opportunities for discursive self-understanding can help them develop their potential and improve their prospects. It is noted that by becoming acquainted with the practice of discursive self-understanding, students are given the opportunity to free themselves from the limitations of their social, cultural, or religious background, and thereby strengthen their autonomy. It is emphasized that the development of the content, methods, or goals of education solely in accordance with the requirements of economic utility leads to the marginalization of such subjects as philosophy, the economic value of which is not obvious. The author puts forward and substantiates arguments against such discrimination of philosophy as a subject, based on the ideas of the ancient philosopher Aristotle and the American philosopher Martha Nussbaum. The first view sees philosophizing as an expression of true human nature, focusing not on instrumental value but on the assumption that philosophizing, as an intrinsically valuable activity, is an integral part of a successful life. The second view is based on the principle of equal respect, which sets limits on economic thinking and requires that all people be granted an independent moral and political status. This means, in particular, granting them the right to live according to their own ideas about the good, which in turn requires encouraging and empowering people to develop their own views and discursive skills. One subject that can make a significant contribution to this is precisely philosophy.
Copyright (c) 2025 Shlyapnikov V.V. https://creativecommons.org/licenses/by-nc/4.0
The Kazakhstani Experience of Philosophy Education: An Academic Project in the Global Context
This study is devoted to the conceptualization of philosophical education in Kazakhstan as an academic project shaped by global transformations in science and education and integrated into broader cultural and intellectual contexts. The relevance of the research is determined by the need to analyze how the national system of philosophical education responds to the challenges of modernization, internationalization, and digitalization, while at the same time maintaining its role in fostering critical thinking, cultural identity, and preserving the traditions of domestic philosophical thought. The aim of the study is to identify the stages of transformation of philosophical education in contemporary Kazakhstan, to determine its institutional characteristics and methodological foundations, as well as to compare the national experience with international practices of philosophical training. The methodological framework is based on historical-philosophical analysis and a comparative approach, which enable the integration of local data with global trends in the development of academic programs. The study demonstrates that philosophical education in Kazakhstan has undergone a structural shift - from the formal implementation of isolated reforms to a modern model oriented toward academic autonomy, a competence-based approach, and interdisciplinarity. The paper provides examples of the dynamics of changes in the forms and content of philosophical education at the country’s leading national university - Al-Farabi Kazakh National University, which has become the primary platform for the introduction and testing of national reforms, experimental educational programs, state standards, and new academic formats. The authors emphasize that the uniqueness of the Kazakhstani experience lies in the combination of universal academic standards with the preservation of national philosophical traditions, including the development of Farabi studies, as well as Kazakh and Turkic spiritual culture. Unlike similar research, this study interprets philosophical education not merely as a component of curricula, but as a distinct academic project that ensures the formation of intellectual autonomy, critical thinking, and civic maturity within the context of the global educational space. This approach allows philosophical education in Kazakhstan to be considered as a significant factor in both academic and cultural development of modern society.
Copyright (c) 2025 Lifanova T.Y., Karabayeva A.G., Verevkin A.V. https://creativecommons.org/licenses/by-nc/4.0
The Theology of J. Caputo in a Post-Secular Context
The research explores the problem of rethinking the divine in the transition from secular to post-secular discourse in Western European thought. The author applies to J.D. Caputo’s theology, who is considering the possibility of religion without dogmas and theology “after God”, using comparative historical and systematic research methods. Special attention is paid to the analysis of Caputo’s basic discursive principles and strategies, through which he tries to return theological thought from ideal theoretical constructions to the everyday life experience of a secular person. The author focuses on analyzing the reinterpretation of the problem of God in Caputo’s hermeneutical-phenomenological project from a historical perspective and in a post-secular context. The study reveals that following M. Heidegger’s phenomenology of the event and J. Derrida’s strategy of deconstruction., Caputo brakes the boundaries between faith and reason, philosophy and theology, knowledge and activity, immanent and transcendent, the world and God, which leads not only to relativism, but also to agnosticism. Вy declaring the hermeneutical character of truth, Caputo arbitrarily chooses representatives of Western European philosophical and theological thought and arbitrarily interprets their ideas, integrating them into his concept. The work is characterized by an original interpretation of Caputo’s attempt to interact with the “decline of metanarratives” by F. Lyotard, “deconstruction” and “desire beyond desire” by J. Derrida, the “plane of immanence” by J. Deleuze. The study reveals the ethical content of the concept of a weak God as the essence of Caputo’s theology. The author argues that although Caputo’s attempt to bring God back into the daily lives of post-secular Western European society is somewhat utopian, his concept of a weak God or event theology is aimed at revival of traditional Christian values, such as faith, hope, love, justice and responsibility. Caputo’s theology is directed against challenges of totalitarian ideologies, of religious radicalism and fundamentalism.
Copyright (c) 2025 Torburg M.R. https://creativecommons.org/licenses/by-nc/4.0
Alexey Ivanovich Vvedensky: Between Kantianism and Neo-Kantianism
To date, in the history of Russian philosophy, Professor Alexei Ivanovich Vvedensky of the Moscow Theological Academy is a little-studied figure, which may be due to the fact that he did not leave behind any original philosophical system, being a supporter of V.D. Kudryavtsev-Platonov’s ‘system of transcendental monism’. But at the same time, Vvedensky deserves attention because he left a trace in Russian Kantianism that neither his contemporaries nor contemporary researchers have noticed. Hence, the aim of the present study is to determine Vvedensky’s relation to the Kantian and neo-Kantian traditions on the basis of a number of his works. For this purpose, Vvedensky’s views on cognition and metaphysics are analysed, his attitude towards Kant and Neo-Kantianism is determined, and finally, the philosophical attitudes of the Russian philosopher are examined through the prism of the criteria of German and Russian Neo-Kantianism. It is established that Vvedensky proposed to return to Kant’s ideas to revise them in the light of the latest scientific data. At the same time, to understand Kantian texts, the Russian philosopher turns to neo-Kantian interpreters G. Feichinger and G. Cogen. It is shown that Vvedensky conducted the revision of Kantian intuitions with the support of A.F. Trendelenburg’s and V.D. Kudryavtsev-Platonov’s criticism of Kantian subjectivism, as well as of H. Helmholtz’s and A. Riehl’s views on the origin of spatial representations. It is revealed that Vvedensky criticised neo-Kantianism in the person of F.A. Lange for epistemological scepticism and the gap between moral and aesthetic feeling and cognitive ability, which can be overcome by the transformed voluntarism of G.R. Lotze. As a result of examining Vvedensky’s philosophical attitudes through the prism of the criteria of German and Russian Neo-Kantianism, it is concluded that he can be referred to Neo-Kantianism in a broad sense as a thinker who proclaimed a return to Kant, who sought to correct and supplement Kant, and who actively appealed to the texts of the Neo-Kantians.
Copyright (c) 2025 Rozhin D.O. https://creativecommons.org/licenses/by-nc/4.0
Historical and Biographical Prerequisites of the Criminal-Legal Paradigm of J. Locke
In historical, philosophical and legal scientific studies considerable attention is paid to the political and normative doctrine of J. Locke and, to a lesser extent, his criminal-legal views. At the same time, in both cases, the focus is shifted to the content of the author’s manuscripts without the context of personal development in a specific social environment and in isolation from the plays he occupies in the system of historical and biographical coordinates. In this regard, the objectives of this article: 1) to analyze the factors that contributed to the ontogenesis of J. Locke’s fundamental ideas, 2) to demonstrate the inseparable connection of the philosopher’s general criminal worldviews with his natural-humanitarian reception, 3) to identify the stages of transformation of his beliefs taking into account significant public events. To achieve these goals, scientific theoretical (historical, hypothetical, generalization) and logical (analysis, synthesis, analogy, deduction) methods are used. The archival materials, works of foreign scientists on the study of English legislation and key milestones of the Enlightenment, medical records and essays by J. Locke, representatives of the school of naturalists and theologians were used.
Copyright (c) 2025 Bochkarev S.A. https://creativecommons.org/licenses/by-nc/4.0
Theistic Theodicy of the Indian Philosopher Udayana (10th Century)
Udayana, a prominent 10th-century Indian philosopher, belonged to the īśvara-vāda tradition, a theistic school of Indian thought centered on Īśvara , a personal Divine Absolute. This paper examines the significance of Udayana’s discourse on theodicy, particularly in light of contemporary debates, such as J. Sterba’s critique of theistic responses to the problem of evil: How can the existence of God be reconciled with the existence of evil? Udayana, in line with other Indian (and ancient) philosophers, posits that Īśvara coexists with primordial and eternal matter - atoms - whose combinations constitute the cycle of karma-samsāra , the realm where evil originates. While this cosmological compatibility of God with the source of evil might appear to render Indian theism more vulnerable to criticism than monotheism, Udayana argues that the all-powerful and all-perfect Īśvara constructs the world solely out of benevolence and is not responsible for evil, which stems from human karmic actions. According to Udayana, God is ontologically and morally irreconcilable with evil. Although Īśvara does not create primordial matter, He controls and directs all karmic processes ( adṛṣṭa - the unseen force of karma) with their inherent good and bad deeds, ultimately alleviating human suffering from evil at the end of each cosmic cycle. As a keen medieval polemicist, Udayana demonstrates a remarkable capacity to address contemporary challenges to theism.
Copyright (c) 2025 Anikeeva E.N. https://creativecommons.org/licenses/by-nc/4.0
Scientification and the Crisis of Meaning: Rethinking Human Existence in the Age of Reason
Western philosophy has profoundly shaped global civilization, influencing understanding of the world. This dominance, however, presents both opportunities and challenges. This paper argues that the current paradigm of Western philosophy, rooted in modern philosophy’s emphasis on rationality, has become dogmatic and ultimately self-defeating. The pursuit of scientific knowledge, while valuable, has been driven by a narrow conception of rationality that prioritizes logic and empirical evidence while neglecting other crucial dimensions of human experience. This overemphasis on scientification, as Nietzsche argued, has led to a dehumanization of existence by reducing human life to mere rationality, disregarding the importance of narrative, historical memory, and contextual understanding. This paper will critically examine the limitations of this dominant paradigm through a review of Western philosophical thought. By highlighting internal contradictions within modern philosophy itself, we aim to demonstrate how the current emphasis on scientification has stifled the diversity and richness of philosophical inquiry. Ultimately, we argue for a more nuanced and inclusive approach to philosophy that recognizes the multifaceted nature of human experience and embraces a broader range of perspectives.
Copyright (c) 2025 Muqsith M.A., Muzykant V.L., Istiyanto B.S. https://creativecommons.org/licenses/by-nc/4.0
Philosophical Analysis of Psychological Conceptions of Morality: Оn the Basis of Elliot Turiel’s Moral Psychology
The results of a study of Elliot Turiel’s conception of morality in light of philosophical understanding of moral phenomena are presented. Turiel proposed to purify the theory of moral development from mixing moral and non-moral structures of human psyche. ‘The moral domain,’ in his view, develops in parallel with other ‘domains of social judgment’ and has its own dynamics. To prove this thesis, Turiel formulates his answer to the questions of what morality is and how the boundaries of what can be morally evaluated are drawn. For Turiel, the main features of moral judgment are the following: 1) it is based on universally applicable, unalterable, and impersonal prescriptions (the form of morality); 2) it contains an evaluation of the impact of an agent’s intentional act on the welfare of a vulnerable recipient (the content of morality). Moral judgments are judgments that approve of promoting the welfare of another person and condemn harming and injustice. In light of the philosophical typology of definitions of morality, Turiel’s definition is not only content-based (substantive) but also normative. Turiel justifies the introduction of substantive features into the definition of morality, along with formal ones, by the fact that the moral domain is based on the universal characteristics of social interaction (first of all, on the experience of being harmed, which every person has since an early age). The substantive definition of morality focused on welfare, harm, and justice is met with the charge of cultural and historical bias. Critics see it as reflecting the dominant values and norms of Western culture. In relation to Turiel’s conception, this accusation is elaborated by Jonathan Haidt. However, Turiel’s discussion with his earlier critics shows that substantive conceptions of morality can successfully integrate facts from non-Western cultures into their theoretical scheme. But the most important thing is that only they can fully express the universal dimension of morality
Copyright (c) 2025 Prokofyev A.V. https://creativecommons.org/licenses/by-nc/4.0
Philosophical Understanding of the Role of Education in Digital Reality
The challenges of education in the modern information society are closely linked to the key trends of the transition to a new technological paradigm. The diversification process contributes to the expansion of the modern digital educational environment. In light of the accelerating digitalization, a search is underway for a new educational paradigm that places greater emphasis on developing students’ capacity for constant adaptation, mastering new information technologies within the educational environment, and shifting values in both professional and everyday life. The theoretical objective of this research is to identify the needs for a new educational paradigm during the Fourth Industrial Revolution and to analyze the functions and characteristics of the new digital educational environment. The practical objective is to identify new opportunities offered by the digital format for all participants in the educational process. The analysis concludes that the organization of the educational process requires the development of methodological frameworks for educators, as well as the creation of enhanced professional development courses on implementing distance learning. It is necessary to improve the teacher’s practice in selecting the most optimal teaching methods and tools aimed at reducing student overload and neuro-psychological stress, thereby enhancing learning productivity. Furthermore, there is a need to develop distance learning methodologies focused on cultivating students’ skills in critical scientific analysis of data obtained from the information environment.
Copyright (c) 2025 Tsvyk V.A., Tsvyk I.V., Pavlova T.P. https://creativecommons.org/licenses/by-nc/4.0
Philosophical Contexts of Russian Criminal Proceedings Digitalization
The philosophical contexts of digitalization of Russian criminal proceedings are highlighted and it is shown how each of these contexts is manifested in criminal procedural activity and its changes. Within the ontological context, four most important effects of digitalization are identified and the main directions of their influence on criminal proceedings are revealed. It is shown that the convergence of space-time creates new opportunities for establishing the subject of proof, a wider application of house arrest. Impressive prospects for the use of space-time compression in terms of the introduction of digital office work and electronic criminal cases are noted. The positive impact on achieving the purpose of criminal proceedings of further expansion of a person due to the further development of remote participation of certain persons in criminal procedural activity is indicated. Traceability creates new opportunities for collecting evidence. All this allows us to talk about the digital world as a super-connected world in which the human body is still subject to physical laws, and the human consciousness takes into account both social and legal laws. The epistemological context of digitalization of Russian criminal proceedings indicates possible directions for transformation of the cognitive process. It is substantiated that the integration of digital technologies into criminal procedural proof should be carried out with the simultaneous establishment of limits, conditions and procedures for their use in order to ensure national interests, including in terms of cybersecurity, the quality of evidence and results of the proof process, the rights of participants in criminal proceedings. Within the framework of cyberethics, it is proposed to develop a code of ethics for criminal procedural activity in the context of the development of digital technologies, defining the ethical rules of conduct for various participants, taking into account the functions they perform in relation to different technologies, including work with artificial intelligence, protection of personal data, rules of conduct in the information and telecommunications network “Internet”, etc.
Copyright (c) 2025 Przhilenskiy V.I., Vilkova T.Y. https://creativecommons.org/licenses/by-nc/4.0
Ontology as a Systemic Knowledge of the World in Its Unity: Review of International Scientific and Practical Conference
Copyright (c) 2025 Kolychev P.M. https://creativecommons.org/licenses/by-nc/4.0