The essence of the aesthetical education of a child from the perspective of modern psychology
This article analyses the role of aesthetic education in the personality de-velopment of a child. The author emphasizes the importance of aesthetic edu-cation as an imprescriptible part of educational system in the conditions of modern culture. Special attention is given to the methodological problem ...
A. G. Baumgarten’s aesthetic-semiotic concept
... aesthetic systems rejecting the traditional poetic and rhetorical systems. Baumgarten made an important contribution to the development of the idea of sensible cognition as the goal of aesthetics, which was formulated by F. Schiller in his Letters upon the Aesthetic Education of Man.
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Baumgarten,...
Studies into the history of Russian Neo-Kantianism in Poland
... L. Augustyna, M. Bohuna. Estetyka i Krytyka [Post-neo-Kantianism — ontologism / eds. B. Czardybon, L. Augustyn, M. Bohun. Aesthetics and Criticism]. № 26, p. 275—285.
40. Diec J. 1998, Koncepcja kultury Sergiusza Hessena [Sergey Hessen’s conception ... ... 43, p. 195—202.
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The development of the components of theoretical and value forming modules of aesthetic culture in primary school children in physical training classes
There is a need to integrate the stages of modern education at the level of healthcare, culture and physical training of schoolchildren by means of aesthetic culture. The earlier the theoretical framework of aesthetic culture is instilled into schoolchildren, the more efficient is the development of an educated personality of the young generation.
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Paul Natorp’s social pedagogic theory and it’s relevance to modern russian education
... between Neo- Kantianism and Positivism which for this time took place on pedagogical “territory”. In addition to ethics and psychology Natorp proposes to broaden theoretical ground of pedagogy by adding “pure normative sciences” such as logic and aesthetics to psychology and ethics which are already in use. In the center of his pedagogy Natorp places the concept of “will”. It is directly connected to the three levels of activity of consciousness which are associated with the three stages of education — family education, school and stage of free adult self-education. The last stage represents a “lifelong” process and ideally shouldn’t be bounded by any external factors. Natorp expects that developing German system of “folk academies” ...
Aesthetic sensitivity as a fundamental of the modelling the creative development process in children aged 2-5 years
... «всесекторной, всеуровневой» карты © 2003—2004 Integral Naked. URL: www. integralnaked. org (дата обращения: 23.03.2015).
Kosheleva E.
integrated model of creativity development, creativity, aesthetic sensitivity, aesthetic education.
134-141
On question of formation primary school children’s aesthetic culture
The article deals with practical and theoretical questions of modern education, conducts search for new forms, methods, means and regularities of aesthetic culture of school children. The author considers the formation of primary school children aesthetic culture by means of choreography and the attitude of parents and teachers to this process.
1.
Фокина Е.
Н.
Хореография ...
Kant on Enthusiasm
... closer examination, however, a more differentiated picture emerges. In addition to pathological enthusiasm, Kant recognises an aesthetically sublime enthusiasm, and in his reflections on the reaction to the events of the French Revolution, Kant coined the ... ... concept of the enthusiasm of good resolution. It is a preliminary stage of the feeling of respect for the moral law in moral education. It is no longer regarded as an affect, but is under the guidance of reason. The first part discusses the partly incompatible ...
The Concept of Moral Sense in Kant’s Ethics
... M. F. Ovsyannikov, ed. 1973. Frensis Khatcheson. David Yum. Adam Smit. Estetika [Francis Hutcheson. David Hume. Adam Smith. Aesthetics], Moscow, pp. 41-261. (In Rus.)
Kolomý, V., 2023. Kant on Moral Feeling and Respect. Kantian Review, 28, pp. 105-123.... ... Materialy IV Mezhdunarodnoi nauchno-prakticheskoi konferentsii [Teaching Languages and Cultures in the Paradigm of Humanitarian Education: Proceedings of the 4th International Conference]. Moscow: RGGU, pp. 222-233. (In Rus.)
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Review of Recent Russian Studies of Hermann Cohen’s Philosophy
... In: Y. Zhang, I. Rumbal, R. Green and T. Volodina, eds. 2019. Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019), 329, pp. 176-178.
Kitayeva, L. A., 2005. Hermann Cohen’s Philosophy ... ... nauk i esteticheskaya teoriya 1920-h gg. [Art as a Language — the Languages of Art. The State Academy of Art Sciences and Aesthetic Theory of the 1920s]. Volume II: Publikatsii [Publications]. Moscow: New Literary Review, pp. 412-446. (In Rus.)
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Kantian and Anti-Kantian Philosophy of Language
... 2007b. Anthropology from a Pragmatic Point of View. Translated by R. B. Louden. In: I. Kant, 2007. Anthropology, History, and Education. Edited by G. Zöllner, R. B. Louden. Cambridge: Cambridge University Press, pp. 227-429.
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The Role of the Sublime in Kant’s Religion: Moral Motivation and Empirical Possibility
... 1996. The Moral Gap: Kantian Ethics, Human Limits, and God’s Assistance. Oxford: Clarendon Press.
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Kant, I., 2007. Anthropology from a pragmatic Point of View. In: I. Kant, 2007. Anthropology, History, and Education. The Cambdrige Edition of the Works of Immanuel Kant. Translated and edited by R. B. Louden, G. Zöller. Cambridge: ...
Revisiting Schleiermacher’s On the Different Methods of Translating: On the Foundations of Translation Relativity Theory
... [Accessed 17 May 2017].
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5. Zolyan, S. T., 2013. Text-centric semantics and translation theory. Inostrannye yazyki v vysshei shkole [Foreign languages in higher education], 2 (25), p. 11—18.
6. Zolyan, S. T., 2016. Text-centric semantics and translation theory. Article 2: Semantics of translation as a semiotic variable. Inostrannye yazyki v vysshei shkole [Foreign languages in higher education], 4 (39), p. ...
Neo-Kantian Question on Method, the Problem of Form and the Meaning of Variability in Gustav Shpet and Ernst Cassirer’s Philosophy
... Idea for a Universal History with a Cosmopolitan Aim. Translated by A. W. Wood. In: I. Kant, 2007. Anthropology, History, and Education. Edited by G. Zöller and R. B. Louden. Cambridge: Cambridge University Press, pp. 107-120.
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Vivos Voco. Post-war Correspondence between Sergey Hessen and Ivan Lapshin: Year 1946
... współczesnej: (zarys dydaktyki ogólnej). Warszawa: Nasza Księgarnia.
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Theatrical interpretation of a literary work from the standpoint of semiotic creativity
... Institute of the Russian Language named for V. V. Vinogradov], 7, pp. 13—28 (in Russ.).
Feshchenko, V. V., 2020. From Linguistic Aesthetics to Linguistic Heuristics: Verbal Creativity in Literary and Academic Discourses. Kritika i semiotika [Critique and ... ... lexical meanings: context-dependence and semantic coercion. Inostrannye yazyki v vysshej shkole [Foreign Languages in Tertiary Education], 4, pp. 20—29 (in Russ.).
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The Place of Hermann Cohen’s Ideas in the Philosophy of Dialogue
... basis of the law-governed state. The process of artistic creation in the framework of inter-personal relationship is explored in Aesthetics of Pure Feeling. Finally, Religion of Reason out of the Sources of Judaism formulates the conception of religion as ... ... I., 2019. Hermann Cohen and the Philosophy of Dialogue. In: Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Amsterdam and Paris: Atlantis Press, pp. 164-169. Avalable at:
https://www....
Types of Representational Content in Kant
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Sergey Askoldov’s Reviews concerning Kant and Others Published in the Russian Press in Early Twentieth Century
... Journals of the Beginning of the 20th Century. Issue 2: Articles, Notes and Reviews in Publications of Spiritual and Secular Educational Institutions, Scientific, Critical-bibliographic, Socio-political and Other Journals: Bibliographic Index]. Saint ... ... 2004/2005, 7. Moscow: Modest Kolerov, pp. 278-282. (In Rus.)
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Hybrid texts as a form of interaction between avant-garde artistic and political discourses
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Der frühe Kantianismus in Russland: I. W. L. Melmаn und I. G. Bule
The early reception of Kantianism in Russia at the turn of the 18th century took place at Moscow University and was connected with the endeavours of two graduates of Göttingen University. J. W. L. Mellmann was the first adherent of Kant's critical philosophy in Russia and thus provoked a philosophical-theological-administrative conflict, which led to his untimely death. J. G. Buhle taught one of the first courses on Kant's philosophy of the critical period and safely returned to Germany after a 20...
Kant’s fundamental idea of state and law in Pushkin’s Boris Godunov
... a turning point, when the author needed the whole power of his poetical genius, when a work beyond traditional literary and aesthetic styles, which interchange and establish a canon of a new style that transforms its predecessors in an act of creativity,... ... and source of political and legislative power. The tragedy of the people is that it does not know it and the mission of the educated class is to make the people aware of its powers and educate it. Law cannot exist beyond the people’s consciousness ...
Early Kantianism in Russia: J.W. L. Mellmann and J. G. Buhle
The early reception of Kantianism in Russia took place at Moscow University at the turn of the 18th century and was connected with the endeavours of two graduates of Göttingen University. J. W. L. Mellmann was the first adherent of Kant's critical philosophy in Russia and thus provoked a philosophical-theologicaladministrative conflict, which led to his untimely death. J. G. Buhle taught one of the first courses on Kant's philosophy of the critical period and safely returned to Germany after a 20...
