Filosofiya osvity. Philosophy of Education <p>"<strong>Filosofiya osvity. Philosophy of Education</strong> "is a scientific journal published by the Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine in cooperation with the Ukrainian Society of Philosophy of Education. "Philosophy of Education "is a peer-reviewed journal with open access, which focuses on paradigmatic, theoretical, methodological and conceptual issues of the philosophy of education. "Philosophy of Education "publishes articles presenting a wide range of philosophical and educational issues, paying attention to educational issues in the context of globalization, the&nbsp;information revolution, transit society, which is Ukraine. He deduces contemporary research on understanding the strategies of reforming education in the 21st century from the standpoint of different methodologies and philosophical approaches. The magazine published the first translations into Ukrainian of works (M.Gorkheimer, J.Gabermas, P.Slotterdijk) and original articles, an appeal to readers, interviews with well-known contemporary philosophers, sociologists and educators, such as W. McBride, P. MсLaren E. Laszlo, P. Sztompka, S. Shtobrin, J. Bishop, J. Gore, Jan de Groof, M. Peters, F. Fukuyama, M. Burawoy, Jin Wann Park. The journal forms the space of philosophical discourse&nbsp;is the center of the Ukrainian Society of Philosophy of Education&nbsp;and also develops contacts with scientific communities of other countries. The composition of the editorial board is represented by researchers from Ukraine, Moldova, Russia, Poland, Greece, the United States and Croatia. Its activities include not only the publication of the journal, but also the holding of scientific conferences, methodological seminars, roundtables on topical issues of education, popularization,&nbsp;and implementation of research ideas and developments in educational practice, which is reflected in the issues of the journal. The authors' articles in the magazine, as well as access to the magazine archive, are free.</p> Institute of Higher Education NAES of Ukraine en-US Filosofiya osvity. Philosophy of Education 2309-1606 <div class="copyright_notice"><br> <ul>Authors who publish with this journal agree to the following terms: <li class="show">Authors retain copyright and grant the journal right of first publication;</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowl­edgement of its initial publication in this journal.</li> </ul> </div> Correction of the naming of things: the coercion of war in education and public life <p>Education reveals itself as an area of priority use of the basic vocabulary of society, and at the same time that is why in the education it is best field to start correcting and refining this vocabulary. The war aims to radically reconsider social values, to abandon unjustified compromises, and the proper way to do this is to correct the names. At one time, with the help of naming, people recorded important characteristics of the world, categorized and classified them, set appropriate markers for vital phenomena and processes. This is reflected, in particular, in the biblical myth of Adam, who gave names to living beings. The Chinese philosopher Confucius had explained and conceptualized the situation of name rectification as a necessary procedure to which society should periodically turn. However, one should not wait until a war or other deep social crisis necessitates the rectification of names – the correction of names should be carried out constantly, as a routine procedure, as an element of the application of critical thinking. However, in contrast to the traditional view of critical thinking, the correction of names also requires faith – to establish those values that are not subject to critical review. In times of war, it is faith in Victory. Correction of names has its bearer – a new generation, whose values were formed by participation in the war. Russia’s current war against Ukraine largely reproduces the value disposition of the Southern Confederate war against the North in the United States in 1861-1865 – important lessons from the war can be learned from this. One of the most important tasks is to properly name evil as evil, to oppose the unanimous public outrage at the desire of the strong to establish themselves at the expense of the weak. The naming of evil as evil opens up the possibility of establishing good as a force, of discovering the economic, political, and military advantages of moral right.</p> Mykhailo Boichenko Copyright (c) 2022 2022-08-25 2022-08-25 28 1 11 27 10.31874/2309-1606-2022-28-1-1 Neo-modern vs retrospective non/pre-modern in the battle for Enlightenment <p>The article is devoted to the understanding of the war waged by russia against Ukraine in the context of enlightenment projections of post(non/pre)modern. The article reveals a nihilistic orientation towards (self)destruction of the simu­lacrum of the russian empire, which was formed in the situation of post(non/pre) modernity, which created a certain fork between the (post)modern perspective and the retrospective fall into premodern barbarism. From this point of view, the war against Ukraine unleashed by the putin regime is seen as a clash between the (post)modern perspective chosen by Ukraine and the retrospective of the barbar­ic (post)non-/pre-modern imperialism that russia has chosen. It is emphasized that (post(under))modern trajectories of development, and in particular war, re­veal certain failures of the modern/enlightenment project, which took place in the compatibility of three mediations: monetary/market, discursive/communicative, sexual/erotic. russian authorities and propaganda demonstrate the pre-modern rejection of these mediations, deny the referentiality of language and communica­tive discourse, devalue market freedom and sexual freedoms, and destroy any dis­tinction. Thus, the destructive barbarism that manifests itself in russian aggres­sion is the embodiment of the retrospective nature of the impulse non/pre, whose negative logic tends to Nothing. Thus, it is a post(non/pre)modern incarnation of archaism in (schizo)fascism, characterized by internal divisions and the practice of external division, fueled by the movement of return / repetition. It is noted that the choice of civilization requires not only resistance to any manifestations of (non/pre)modern barbarism, but also requires the actualization of neomod­ern. Focused mainly on high-quality consumption and spectacles Western civili­zation should recognize the need to defend itself with the help of an army/force against the threat of its destruction by barbarians and assert itself not through the constant narrowing of its own borders, but through their radical opening, not through the constant postponement of decisions, but through immediate accep­tance of the challenge to its being.</p> Oleh M. Perepelytsia Olha V. Khrabrova Copyright (c) 2022 2022-08-25 2022-08-25 28 1 28 40 10.31874/2309-1606-2022-28-1-2 Ukrainian Present in the mirror of the Past – a problem of multi-layeredness <p>The article is devoted to actualization of the problem of multilayered nature of Ukrainian history in the situation of wide-scale Russian-Ukrainian war. Ukrai­nian heritage includes the layers of few empires, namely two of them (Russian empire and USSR) create associations with the state, attacking Ukraine now. Under the influence of history, modern Ukrainian society is often characterized by cultural fragmentation and existence in the regime of a cultural frontier: next to the actual Ukrainian culture and history, there is a legacy of imperial culture, and imperial history has become an integral part of the history of Ukraine itself. The multi-layered nature of Ukraine’s history is reflected in the complex political landscape of Ukrainian society and shapes it in many respects. Discussions about the interpretation of the history of Ukraine are conducted not only by historians, but also by politicians. This significantly affects the study of historical memory in Ukraine, but also gradually changes the collective memory of Ukrainians. The policy of historical memory is largely influenced by the historical policy of the state and other political forces. The main lesson for Ukraine is the need for a clear definition not only of the evaluation of certain periods of the history of Ukraine, but also of the methodology of providing historical evaluations. In addition, it is necessary to take as a basis the special laws of Ukraine devoted to specific issues of the policy of historical memory. The former semi-colonial status of Ukraine as part of Tsarist Russia and the USSR actualizes the problem of overcoming the remnants of the influence of this colonial past. Therefore, working with historical memory in Ukraine requires an obligatory appeal to post-colonial studies. The strategy of memorizing of the empire past ought to include the instruments of working through the memory of these periods: it is necessary to provide a proper assessment and to distance oneself from such a past. Author observes the dynam­ics of working with the imperial past in recent decades.</p> Oksana Dovgopolova Copyright (c) 2022 2022-08-25 2022-08-25 28 1 41 52 10.31874/2309-1606-2022-28-1-3 Lessons of war for the formation of the strategy of Ukrainian eastern policy: philosophical considerations <p>The article analyzes the issues in political philosophy related to the attitude towards russians and everything russian in the context of a new phase of russian aggression against Ukraine. This attitude is polarized around two extremes – the total denial, deleting and canceling of everything associated with russia and the USSR, on the one hand, and the distinction and justification of russian culture or “ordinary people”, on the other. According to the classical polarization effect and the confirmation bias, social attitudes are polarized, centrist moderate at­titudes are deleted, and extreme attitudes prevail, which is detrimental to social stability and dialogue. If in Ukraine prevails the principle of total canceling of a russian, then outside Ukraine, especially in countries far from the war, the wrong approach of so-called prudence and moderation leads to the false contraposi­tion of the “Ukrainian” radical attitude of canceling and russian propaganda as two equal approaches, which is wrong from factual and logical side. Instead, the “moderate” position of distinction ignores some factual, historical, and political issues that relate to the genesis of russia’s ideology of war, the doctrine of “russian World.” These discussions are proof that Ukraine needs to develop a new clear strategy for russia and a russian, based on the rejection of the black-and-white approach, the provincial postcolonial complex, the attitude to russia not as “our one” but as “other one”, while Ukraine will considered as a center of thought and action, treating russia as a completely external factor. This strategy requires a dif­ferentiated approach to different strata of russian society, a critical attitude to russian civil religion, and must be based on the values of humanity and freedom, which in turn should be the leading narrative of russia’s transformation.</p> Volodymyr Volkovskyi Copyright (c) 2022 2022-08-25 2022-08-25 28 1 53 69 10.31874/2309-1606-2022-28-1-4 The large-scale invasion of the russian federation in Ukraine and the futurology of war: lessons and tasks for the future <p>The article attempts to raise the question of the impact of the large-scale inva­sion of the Russian Federation into Ukraine on the modern war, аs a phenomenon and its understanding within the framework of modern science and philosophy. At the same time, dramatic social experience is considered in the context of social training of societies involved in war. The question of the significance of a large-scale war for the formation of Ukrainian society and its transformation is raised. The basic modern concepts of «new generation war» are analyzed. In particular, attention is paid to such concepts as «the war of the fourth generation», «rebel­lion», «gerasimov`s doctrine», «hybrid war». The article formulates the following seven questions, which indicate a certain research perspective. First, what will be the ratio of state and non-state actors in a large-scale conflict of the new genera­tion in a situation where it is not a confrontation between the state and irregular forces, but a large-scale war between two major powers, in which non-state fac­tors range from national and dance-national forces – to self-organized segments of society? Secondly, what will be the significance of the psychological factor in a large-scale war, when it will be able to acquire the maximum value? Attention to it is inherent in all concepts of war of the new generation, but in any case, it will be balanced by others – such as technological, organizational and others. Third, how will the war affect the social structure and what social structure will the forces involved in it have? Fourth, how far will changes in military affairs due to state-of-the-art technology move? What are the moral and legal problems? Fifth, how far will the blurring of the line between the military and non-military spheres go? Sixth, how will the new principles of governance affect the organizational aspect of war and how will the new principles of military governance affect governance and civilian areas, particularly in economics and politics? Seventh, how will the war of the new generation shape the new civilization of the future, and how will the civilization of the future affect the formation of the war of the new generation?</p> Eduard Yurchenko Copyright (c) 2022 2022-08-25 2022-08-25 28 1 70 85 10.31874/2309-1606-2022-28-1-5 US Accreditation as a World-Class Education Quality Indicator <p><em>On the turning point of European and world history, it is extremely important to unveil and effectively utilize the potential of effective high-quality education to make the future better for generations to come. Higher education quality management through accreditation has a long history of development in the United States, and time-proven standards, stimulating accredited institutions to continually improve academic quality. </em></p> <p><em>The concepts, systems, principles and practices of accreditation arouse in the United States out of the need to meet the demands for quality, and evolved over decades, to form a coherent set of standards and frameworks of continuous improvement in all meaningful directions of the educational institutions’ life, striving for teaching excellence and high learning outcomes. At present, accreditation principles and processes, as exemplified by the Accreditation Council for Business Schools and Programs (ACBSP) programmatic accreditation, are implemented in the US and numerous countries of the world, to ensure high standard and continuous improvement of business education quality, to raise the competitiveness of educational institutions in response to the expectations of public (primarily, students and their families), governments, employers, universities/colleges, academics, and broader communities. </em></p> <p><em>This study establishes the correlation of the quality management system via ACBSP accreditation with the continuous improvement of business education quality. This study also provides statistical evidence that the application of quality management principles at institutions of higher education with accredited business programs did result in the association with enhanced student learning outcomes.</em></p> <p><em>Higher education quality management leads to higher employability of the institution’s graduates. Since the quality of education is crucial for the country’s economic growth and prosperity, the business education institutions and programs in Ukraine and other Central and Eastern European and Eurasian countries may benefit from implementing quality management through ACBSP accreditation for their undergraduate, graduate, and postgraduate (doctoral) business programs, to satisfy ever-rising expectations of candidates for top managerial and leadership positions. </em></p> <p><em>The research suggests that 51% of the institutions of higher education with business programs in the United States, and 93% of the institutions of higher education worldwide could benefit from implementing accreditation principles and processes to maintain and enhance their education quality and competitiveness in the world business education market, for the sake of highest recognition of their graduates’ diploma on the global job markets and significant increase of their employability. </em></p> Steve Parscale Lester C. Reams Tatiana Andrienko-Genin Copyright (c) 2022 2022-08-25 2022-08-25 28 1 86 118 10.31874/2309-1606-2022-28-1-6 Scientometrics, bibliometrics and infometrics: accounting of scientific research and the progress of science from the point of view of the philosophy of global sustainable development strategy <p>Scientometrics, as a rule, is considered in details – the more accurate and ex­pressive the detailing, the more effective is the accounting of scientific research: the measurement of quantitative parameters of the results of scientific activity is aimed at improving the quality of scientific communication and, ultimately, the progress of science. This led to the transition from usual bibliometrics to sciento­metrics, and later to other more sophisticated forms of accounting for scientific activity, which can be divided into infometrics and altmetrics. Infometrics and its modifications take into account everything that could be formalized, while altmetrics seeks to include qualitative parameters in the realm of quantitative measurements. In this article, attention is focused precisely on the analysis of the relationship between quantitative methods and quantitative indicators of scien­tific activity with the progress of science thanks to a comparative assessment of bibliometrics, scientific metrics and infometrics from philosophical positions. A way out of the problematic situations in which attempts to provide a quantita­tive description of the quality of scientific activity inevitably fall, should be sought beyond the quantitative methods themselves – in the identification of their ulti­mate goal. Such a goal is the development of humanity through the progress of science. The UN program “Transforming Our World: Agenda 2030 for Sustainable Development” offers a systematic vision of ways to accomplish this task, which, in particular, sets the goal of achieving equal development opportunities for every person. Bibliometrics, scientometrics and infometrics contribute to overcoming many types of social inequality – provided that people are actively involved in sci­entific activity: personal scientific achievements level out property, gender, reli­gious, ethnic and many other types of social inequality and give every participant of scientific research access to a public career and personal development. The development of each person on a rational basis is the ultimate goal of science, which is the basis of the philosophy of the strategy of global sustainable develop­ment of Mankind.</p> Mykhailo Boichenko Viktor Zinchenko Copyright (c) 2022 2022-08-25 2022-08-25 28 1 119 138 10.31874/2309-1606-2022-28-1-7 Higher education in the mirror of challenges and modern alternatives <p>The growing role of education in society has actually begun since the division of labor and continues to this day. The highest GDP growth rates in the second half of the twentieth century were due to the development and impact of higher education. Nevertheless, there are growing concerns in the expert community about the controversial development of education in general and the higher education segment in particular; saying that the modern higher education institution has almost lost its influence on the formation of not only society but itself, and the higher education institution itself is transformed into obedient object of external regulations. This feature contains not so much advantages as disadvantages, as «harmonious interaction» with the megatrends of today is achieved through the loss of precious capital of critical and systematic thinking, as well as intellectual responsibility and civic position. This factor forms a grand conceptual and praxeological problem, the interpretation of which naturally claims the status of scientific novelty. The phenomenon of the university is analyzed through the prism of its historical dynamics and role. Particular attention is paid to the qualitative characteristics and virtues due to which the university has acquired a respectable status, hoping to maintain these positions in the future. The leadership reputation of a modern university is reflected: what is the basis for the leadership of the university, what is necessary and sufficient for the leadership status quo, which features of leadership are meaningful, and which are purely formal, stereotypical and inadequate. The university is understood as a model for building human capital: whether and to what extent modern universities meet these requirements and what stands in the way of optimizing the current status quo.</p> Vasyl Levkulych Copyright (c) 2022 2022-08-25 2022-08-25 28 1 139 158 10.31874/2309-1606-2022-28-1-8 Education in virtual space of collective action in the conditions of pandemic of COVID-19: social-philosophical aspect <p>It is proved that one of the tasks of modern education is the maximum use of information and communication technologies. After all, these technologies are one of the means that allows to realize the tasks of education in the conditions of pandemic and war. Due to these possibilities, modern education in most cases has moved from real classrooms to virtual ones. Virtual space creates possibilities for overcoming of temporal and spatial borders in the acquisition of knowledge, promotes the formation of social groups, within which there is an exchange and capture that or other information, knowledge. Features of the formation of col­lective action are considered. Attention is paid to the conditions with which the world met in the XXI century – COVID-19. The aim of this article is to analyse the peculiarities of the formation of collective action in cyberspace in the context of the COVID-19 pandemic based on a survey. The theoretical and methodological component consists of general and special methods and approaches: systemic and sociological. The COVID-19 pandemic has forced society to become virtual, most life processes have moved from real life to cyberspace, such as education, and people have become more able to communicate on social networks. However, the links that arise in the virtual space of social networks are weaker, and not always the expected collective action of the social group can justify itself from the standpoint of the number of participants or the goal, it is not always adequately transferred from the virtual world to the real. This is due to the fact that in the virtual world, social connections are built on a horizontal basis and do not involve vertical relationships. And such relations do not have the features of the forma­tion of collective action, which are inherent in the real, material world. The study surveyed respondents of different ages. The results of the survey showed that the basis for the formation of collective action, and identity in social networks are dominated by values and moral and ethical attitudes within the group, which determine the peculiarity of collective action and society in these real conditions and determine the development of society. After all, 58.5% of respondents clearly stated that the social networks in which they are members have an impact on them. That is, the social network under these conditions is almost the main fac­tor in the formation of personality and self. Displace attention on possibility of grant of educational services in the conditions of pandemic and war, using vir­tual space. Taking for basis philosophy of studies during life, it is shown that the virtual world gives equal possibilities all wishing to get education or additional knowledge regardless of age.</p> Oleksandr Polishchuk Olena Polishchuk Copyright (c) 2022 2022-08-25 2022-08-25 28 1 159 171 10.31874/2309-1606-2022-28-1-9 Transgressive dimension of the information society in the context of sustainable development: philosophical and praxeological analysis <p><em>In the second half of the twentieth century in the socio-political, economic, cultural life of society began transgressive changes that opened new prospects for the development of society in general and man in particular. The main civilizational tendencies that prompted these changes and continue to be affirmed in the 21st century are: firstly, the tendency towards global social development; secondly, humanity’s acquisition of the ability to self-derail, which is associated with the development of nuclear technologies and global environmental problems; thirdly, the transition of humanity from industrial to scientific and information technologies. It was these trends that initiated the transition to a new type of organization of public life of people, which was called “information society”. Informationism is a strategy to focus on information technologies development, to create multiple ways of accumulation of knowledge and to provide increasingly complex information processing. However, when it comes to the formation of an information society, it is understood not only as a stage of technological development, but as a new stage of spiritual development of mankind. For the first time, the information society produces in the general social volume such features of social existence, which require new approaches to the formation of structural, functional and value components of the social organism.</em> <em>The education system within the framework of the new paradigm is designed to function as a direct generator of new social realities that produces social changes. Accordingly, the educational circuit, as the institutional functioning of a certain value system, should cover all spheres of life, become the core of sustainable social development in general.</em></p> Anton Naichuk Olha Vinnichuk Tetyana Suliatytska Vasyl Chabanov Copyright (c) 2022 2022-08-25 2022-08-25 28 1 172 183 10.31874/2309-1606-2022-28-1-10 Philosophy of business as cross-disciplinary educational component <p>The article presents structural-functional analysis for the socio-practical potential of such educational component as philosophy of business, as well as research the degree of its impact on evolution of strategic thinking abilities, progress of creative potential, values and attitudes of students. Therefore, in the text of the article is outlined the author’s structure of the analyzed educa­tional component, that is relevant for socio-economic sphere of contemporary Ukraine and, at the same time, one that will motivate younger generation to apply cross-disciplinary knowledge for improving the national business sphere and for making progress in economic culture of Ukrainian society in general. The structure of analyzed educational component must include: studying the philosophy of business problem field in the context of game theory; analysis of business ontological specifics as well as related risks and success criteria; de­scription the philosophical aspects of branding and business-leadership; analy­sis of such phenomena connection as capital, property and wealth; determining the basics of culture, ethics and social responsibility of business, its role in the structure of social institutions; and also studying of such instruments for strate­gic thinking evolution as theory of game Go and 36 ancient Chinese stratagems; and, finally, a detection of essential transformations for business-processes in conditions of digitalization and active artificial intelligence development. So we consider that socio-creative manifestations of that educational discipline should be analyzed, first of all, on three main levels: economic, administrative law and culturological. Article proves that in each of these professional educa­tional areas, philosophy of business, as separate educational component, pro­vides specific functional effects, significantly supplementing and improving cur­ricula with additional knowledge and competencies that increases preparation level of modern specialists, creates opportunities for their better understanding of business practical value for national and global economies.</p> Tetiana Hlushko Copyright (c) 2022 2022-08-25 2022-08-25 28 1 184 196 10.31874/2309-1606-2022-28-1-11 The Educational Origins of Nigeria’s Development Challenges <p><em>It cannot be over-emphasized, the consensual outlook among scholars that education is the bedrock of development of any society. However a careful examination of the present status quo of Nigeria’s education is replete with countless issues and challenges that have the capacity to compromise the role education plays in national development. Such challenges as insufficient quality of curriculum, policy making and implementation, imperfect certification and lack of competence are typical to the Nigeria`s educational system. In general, there is a gap in the Nigerian education system between the formulation of educational policy and its implementation, which has resulted in the low performance of Nigerian education in recent times. These challenges are some of the fundamental pointers to the plummet in the country’s educational system, hence their solution need to be properly prepared to be able to contribute to the overall human development. As a result, this research explores the potential of the method of philosophical analysis to establish, contrary to popular opinion that Nigeria remains underdeveloped not because of the experience of colonization, imperialism and exploitation of her resources, but through the miscarriage of her educational system. The moral decadence in Nigeria institutions comes many forms, but this article discusses only five of them: examination malpractice, drug abuse, cultism, sexual harassment and grade sorting. Another problem bedeviling Nigeria educational system at all level is strike. This study thereby takes another approach to disinter how the educational system in contemporary Nigeria has waned consequent to the circumvention of proper learning and proper assessment of knowledge.</em></p> Benson Peter Irabor Andrew Onwudinjo Copyright (c) 2022 2022-08-25 2022-08-25 28 1 197 211 10.31874/2309-1606-2022-28-1-12 Experience of the Preface to Immanuel Kant`s Critique of Pure Reason Translation <p><em>The article provides a substantive philosophical, philological and translation­al analysis of each paragraph of the Preface to Immanuel Kant’s Critique of Pure Reason. It is revealed the conceptual character of the Preface’s formulations, which shows the logic of the movement of Kant’s thought in philosophy. In particular, the complexity of the problems of Kant’s philosophical research and the unity of his phil­osophical position, which can be traced in various works of Kant, are visualized. In this light, the Preface acts both as a certain summary and as a general direction for Kant’s subsequent philosophical developments. Pitfalls of possible misunderstand­ing and, accordingly, inadequate translation of individual provisions set forth in the Preface have been identified. The translation of the Preface must take into account Kant’s respect for metaphysics, which the German thinker seeks not so much to sur­pass as to improve. Kant’s metaphysics appears not as a frozen doctrine, but as a path of reason, his creative search for answers to the last/first questions of philoso­phy. This search for reason has been ongoing throughout the history of philosophy and will obviously not be completed by the philosophy of Kant, as he himself was well aware. Criticism of skepticism appears in this light not as a denial of metaphysics as such, but as an identification of weaknesses in one or another historical version of metaphysics. In addition, the study of metaphysics is a matter of discourse – a com­petition of judgments of different thinkers. Metaphysics concerns not only and not so much the reason of a person, but the person himself as the bearer of the reason. At the same time, Kant emphasizes the self-sufficiency of the reason (with all the men­tioned multiple ways of it) as a means of achieving the completeness of metaphysics. This article is an accompaniment to the new Ukrainian translation of the Preface, which is presented below in the same issue of “Philosophy of Education”. The author previously presented these theses for public discussion, but here they received their first academic edition. </em></p> Yurii Fedorchenko Copyright (c) 2022 2022-08-25 2022-08-25 28 1 212 221 10.31874/2309-1606-2022-28-1-13 Preface to the First Edition of the Critics of Pure Reason <p><em>New Ukrainian translation of the Preface to the famous Immanuel Kant`s </em>Cri­tique of Pure Reason<em>. Translator Yurii Fedorchenko emphasizes the correctness of the translation of certain propositions of the original text, as well as the adequacy of the reader’s understanding and, accordingly, the need for a correct translation of certain terms of Kant’s philosophy, such as “Vermögen”, “Gebrauch”, “Anwendung”, “Ausführlichkeit”, “ Ziel”, “Zweck”, etc. This translation is accompanied by an analyti­cal article by the translator, which is posted above in the same issue of the magazine “Philosophy of Education”</em></p> Immanuel Kant Copyright (c) 2022 2022-08-25 2022-08-25 28 1 222 230 10.31874/2309-1606-2022-28-1-14 The Ukrainian Happiness Is Going to Proceed <p>The review of the main topics of The Third International Scientific Conference “Happiness and Contemporary Society” held in Ukraine on March 20, 2022 dur­ing the war with russia are presented. The ideas published in the Proceedings of the conference which are promising for further elaboration for reasons of pro­moting national, cultural and economic growth of Ukraine, are analyzed. The ef­fectiveness of the happiness-oriented approach in interdisciplinary research is illustrated.</p> Xenija Zborovska Uliana Lushch-Purii Copyright (c) 2022 2022-08-25 2022-08-25 28 1 231 237 10.31874/2309-1606-2022-28-1-15