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....1017/s0265052500004003 Korsgaard, C. M., 1996. The Sources of Normativity. Edited by O. O’Neill. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511554476 Korsgaard, C. M., 1998. Motivation, Metaphysics, and the Value of the Self: A Reply to Ginsborg, Guyer, and Schneewind. Ethics, 109(1), pp. 49-66. https://doi.org/10.1086/233873 Korsgaard, C. M., 2013. Personhood, Animals, and the Law. Think, 12(34), pp. 25-32. https://doi.org/10.1017/S1477175613000018 Krouglov, A. N....

This study explores the interconnections between agency, self-regulation, metacognition, and student self-governance among high school students in the Kaliningrad region. The main goal of this article is to identify the role of self-government in students’ agency and self-regulated learning as well as the consecration of their role in management strategies. The research addresses two key questions: the relationship between agency, self-regulation, and metacognition based on students’ participation...

... sense formation, socio-cultural practices and personal agency interact. Their relationship is non-linear: subjectivity results from the assimilation of socio-cultural experiences and the accom­panying narrative communication. Self-consciousness of the Self arises from the socialization of the individual through reflexive self-description. Thus, it engenders a "strange loop" (as described by Hofstadter), in which the inner becomes entwined with the outer, and the social intertwines with the ...

The article is devoted to the questions "Who am I? What am I?", which have been actively spreading in the Russian language since the end of the 18th — beginning of the 19th century, both in poetry and prose. As a linguistic means of self-presentation and self-iden­tification, questions are used in situations that encourage a person to reflect on their place in so­ciety and their own rank feelings. The very fact of using the rhetorical questions "Who am I? What am I?" excludes...

... 131 pupils aged 8 to 12 years from years 3 and 4 of a school in the Moscow region. Methodologically, the study relied on the Bazhin-Etkinds colour relationship test, which helped analyse the ranks of preferred colours associated with the concept of ‘self’ and the categories of ‘self-acceptance’, ‘self-rejection’, ‘positive evaluation’, and ‘negative evaluation’. It also employed the F-SozU K-22 questionnaire in the version proposed by Kholmogorova and Petrova to determine satisfaction ...

The paper centers on the phenomenon of non-translation in the texts of bilingual poets who perform self-translation into the lect of a dominant, ‘larger’ tradition (Putonghua / Rus­sian). Non-translation is set in motion in the conditions of enhanced linguistic reflection of its authors and serves as a marker of a special affective connection with a lect that is permanently associated with a weaker position. Paradoxically, the attempt to expand readership by trans­lating into ‘larger’ lects relies...

Currently, significant attention is being devoted at various levels of government to the development of civil society, with support directed toward projects initiated by non-profit organizations (NPOs), local communities, and territorial public self-government bodies (TPSGs). A key requirement for these projects is the direct involvement of citizens in the pro­cesses of discussion, decision-making, and project implementation. This article analyzes the historical development of TPSGs in Russia, noting...

The movement for the revival of the Scholastic tradition (Neo-Scholasticism) was a reaction to devastating criticism by the representatives of Enlightenment which led to the destruction of traditional metaphysics and of epistemological optimism, the two pillars of European religious philosophy. Reception of Kantian ideas in Neo-Scholasticism varied from total rejection to its use in renewing the philosophical foundation of religious philosophy. In this regard the legacy of the Polotsk Jesuit Academy...