@article{Tsonkov, author = {Tsonkov, Georgi}, title = {Gumanism, antigumanism i technicheskaya revolyutsiya (Humanism, antihumanism and technical revolution)}, series = {Proceedings of the XVth World Congress of Philosophy, Vol. 3 (1974), pp. 293-296.}, journal = {Proceedings of the XVth World Congress of Philosophy, Vol. 3 (1974), pp. 293-296.}, language = {ru} } @article{Tsonkov, author = {Tsonkov, G.}, title = {Gumanism, antigumanism i technicheskaya revolyutsiya (Humanism, antihumanism and technical revolution).}, series = {Proceedings of the XVth World Congress of Philosophy, Vol. 3 (1974), pp. 293-296.}, journal = {Proceedings of the XVth World Congress of Philosophy, Vol. 3 (1974), pp. 293-296.}, language = {ru} } @article{Zhadanov, author = {Zhadanov, Mikhail Aleksandrovich}, title = {ЛЮБОВЬ КАК ВАЖНЕЙШИЙ ЭЛЕМЕНТ МЕДИЦИНСКОЙ КОРПОРАТИВНОЙ КУЛЬТУРЫ [Love as the Most Essential Element of Medical Corporate Culture]}, series = {Bulletin of Tomsk State University, No. 395 (2015), pp. 46-50.}, journal = {Bulletin of Tomsk State University, No. 395 (2015), pp. 46-50.}, abstract = {Проводится философско-культурологический анализ медицинской корпоративной культуры через призму одного из главных ее элементов любви. Автор отмечает процесс дегуманизации в современной системе оказания медицинской помощи и деонтологический кризис медицинской корпорации. Один из способов выхода из кризиса возвращение к этике любви врача к своему пациенту на новом уровне. Автором использован методологический подход Эриха Фромма, представляющий любовь как искусство, в котором необходимо совершенствоваться.}, language = {ru} } @article{Zarubinski, author = {Zarubinski, O. A.}, title = {K voprosu o sotsialʹno-psikhologicheskom fenomene A. Glitera. Na chem ostanovilsia i mimo chego proshel Erik Fromm}, series = {Voprosy germanskoĭ istorii, 1997, pp. 117-129.}, journal = {Voprosy germanskoĭ istorii, 1997, pp. 117-129.}, language = {ru} } @article{Yefimenko, author = {Yefimenko, Y. V.}, title = {Проблема отчуждения в философии Э. Фромма [The Problem of Alienation in Philosophy of Erich Fromm]}, series = {News of the Ural State University, Series 3 Social Sciences, Vol. 4 (No. 83, 2010), pp. 144-148.}, journal = {News of the Ural State University, Series 3 Social Sciences, Vol. 4 (No. 83, 2010), pp. 144-148.}, abstract = {Статья посвящена некоторым аспектам проблемы отчуждения в философии Э. Фромма. Рассматриваются возможные пути преодоления отчуждения, прослеживается взаимосвязь процессов снятия отчуждения и построения общества нового типа в творчестве Э. Фромма.}, language = {ru} } @article{Veniaminovna, author = {Veniaminovna, Sorina Galina}, title = {ДИАЛОГ СКВОЗЬ ВЕКА: ОБРАЗОВАТЕЛЬНОЕ КОММУНИКАТИВНОЕ ПРОСТРАНСТВО [Dialogue Through the Ages: Educational Communicative Space]}, series = {Electronic Scientific Edition Almanac Space and Time, Vol. 8 (No. 1, 2015) [no page numbers].}, journal = {Electronic Scientific Edition Almanac Space and Time, Vol. 8 (No. 1, 2015) [no page numbers].}, abstract = {Working with text suggests a kind of dialogue between readers and authors, which is especially important in the educational process. Regardless of when the text was written, each new reading can create its new life. Regardless of the form of representation (on paper or digital) every time in the process of education, classic text (under careful reading) raises questions and creates the conditions of dialogue through the centuries, which is the main feature of educational environment. Texts on the same issue could be written in different times and can express different points of view. So, the task for both students and skilled researchers is the ability to correlate various positions, to join with them in an equal dialogue considering features of the epoch text writing and the era to which the reader belongs. It is important not only to learn and remember the text. Researchers should be able to form their own position by comparing all this discordance. The subject of my article is essence and methodology of questioning the text as a special kind of text-based communication in educational process of critical thinking development. For this purpose, I use the technique of analytic questioning, as well as methods of system and discourse analysis, formal and modal logic. Applying these methods, on the examples of creative works of Immanuil Kant, Erich Fromm, Osip Mandelshtam, Alexander Pushkin, and Marina Tsvetaeva, I show how the authors of classical humanitarian texts used the practice of questioning to establish and strengthen their communication with the readers (current and future). In my article, I analyze Mandelshtam's, Pushkin's and Fromm's approach to questioning and compare their way of questioning with the Kantian one. On the example of Marina Tsvetaeva's essay >My Pushkin<, I also show the effect of poetic questioning (questioning of the author of poetic text to its reader) on the young reader in the process of forming his own worldview. As a possible tool for dialogue with the text in the educational process, I propose to use the methodology of expert work that was developed by me earlier. This methodology is a tool of modern educational communications, the way to dialogue with author regardless of the time of writing the analyzed text. Under this methodology, the student fixes the results of text analysis in his analytical report, which is an analytical table (such tables initially presuppose consistent dialogue with the text). Analytical report (analytical table) contains the following sections: (i) List of the basic concepts presented in the text, and their most important characteristics; (ii) Questions to the text; (iii) Reflections and comments; (iv) Possible associations and analogies related to the professional activities of the author of the report. In the process of expert work, formulating questions, engaging in dialogue with the text, students gain a new vision of the investigated text and studied disciplines. This vision is refined in the process of group discussion influenced by questions of other participants of practical training. I conclude that this methodology allows the creation of conditions for the formation of a consistent dialogue with the text on a regular basis. [Taken from Scientific Library Cyberlenika: http://cyberleninka.ru/article/n/dialog-skvoz-veka-obrazovatelnoe-kommunikativnoe-prostranstvo]}, language = {ru} } @article{Teljatinkowa, author = {Teljatinkowa, E. M.}, title = {Erich Fromm, biografitscheskaja sprawka}, series = {E. Fromm, Anatomija tschelowetscheskoi destruktiwnosti, Moskau (Isdatelstwo >Republika') 1994, pp. 434-437.}, journal = {E. Fromm, Anatomija tschelowetscheskoi destruktiwnosti, Moskau (Isdatelstwo >Republika') 1994, pp. 434-437.}, language = {ru} } @article{Ivanov, author = {Ivanov, Andrey Valerievich}, title = {ФИЛОСОФИЯ ОТЧУЖДЕНИЯ И КОНФЛИКТА В ИСТОРИОСОФИИ М.О. ГЕРШЕНЗОНА [The Philosophy of Alienation and Conflict in Historiosophie of M. O. Gershenzon]}, series = {Scientific Notes (Khujand State University), Vol. 43 (No. 1, 2015), pp. 31-35.}, journal = {Scientific Notes (Khujand State University), Vol. 43 (No. 1, 2015), pp. 31-35.}, abstract = {В статье рассматривается философия отчуждения и философия конфликта в историософской проблематике одного из участников сборника >Вехи< 1909 года Михаила Осиповича Гершензона, который был одним из первых критиков >массовой культуры<. Показано историко-философское осмысление феномена отчуждения в эпоху Модерна от Гегеля, Маркса до ключевой работы Гершензона >Тройственный образ совершенства<, где проблема отчуждения исследователем интерпретируется не через отчуждение трудом или религией, а через отчуждение культурой. Дилемма Гершензона >создавать или ощущать< как основной конфликт человечества предвосхитила дилемму Э.Фромма >иметь или быть<. В статье демонстрируется, что Гершензон М.О. опередил ряд положений, изложенных в работах Г.Маркузе, Э.Фромма, Х.Ортеги-и-Гассета в плане критики массовой культуры и отчуждения человеческого бытия.}, language = {ru} } @article{VolkRostovtseva, author = {Volk, S. S. and Rostovtseva, N. D.}, title = {Krizis sotsiologii Frankfurtskoi shkoly [The Crisis of Sociology of the Frankfurt School,}, series = {Vestnik Leningradskogo Universiteta, Ekonomika-filosofiya-pravo Vol. 30 (No. 4 (23), 1975), pp. 144-147.}, journal = {Vestnik Leningradskogo Universiteta, Ekonomika-filosofiya-pravo Vol. 30 (No. 4 (23), 1975), pp. 144-147.}, abstract = {A review of Sotsialnaia filosofiia Frankfurtskoi shkoly: kriticheskie ocherki ( The Social Philosophy of the Frankfurt School: The Critical Essays, Moskva-Mysl, Praga-Svoboda, 1975). This is the first fundamental attempt in Soviet philosophical literature to analyze one of the most influential schools in modern bourgeois philosophy. H. Marcuse, E. FROMM, T. Adorno, Horkheimer, Habermas, and K. Offe are the main representatives of this school. The chronological identification of the school, consisting of three phases in its development, is considered to be successful. Criticism of Czechoslovak and Jugoslav revisionists is praised. The criticism of left rebel H. Marcuse is overly simplified. His revolution, changes in his views, and the substantial contradiction in his last works should have played a more important part in the book. The main success of the book is in its ability to demonstrate the small bourgeois character of the Frankfurt school, the subjective and idealistic principles of its theories, and total bankruptcy of its guidelines.}, language = {ru} } @article{RostovtsevaVolk, author = {Rostovtseva, N. D. and Volk, S. S.}, title = {Krizis sotsiologii Frankfurtskoi shkoly [The Crisis of Sociology of the Frankfurt School,}, series = {Vestnik Leningradskogo Universiteta, Ekonomika-filosofiya-pravo Vol. 30 (No. 4 (23), 1975), pp. 144-147.}, journal = {Vestnik Leningradskogo Universiteta, Ekonomika-filosofiya-pravo Vol. 30 (No. 4 (23), 1975), pp. 144-147.}, language = {ru} }