Filosofiya osvity. Philosophy of Education

Mariia Kultaieva

Editorial — 2024-11-18

In memory of Maria Kultaeva

Mariia Kultaieva is a light of thought that does not go out

Yurii Boichuk — 2024-11-18

Words of gratitude and deep respect for Mariia Dmytrivna Kultaieva from Yurii Dmytrovych Boichuk – her colleague and rector of H.S. Skovoroda Kharkiv National Pedagogical University.

Mariia Dmytrivna Kultaieva – a bright personification of philosophical and pedagogical creativity

Vil Bakirov — 2024-11-18

Words of gratitude and deep respect for Mariia Dmitrivna Kultaieva from her colleague and friend Vil Savbanovych Bakirov.

Educational mission of Mariia Kultaieva in Ukrainian philosophy

Yevhen Bystrytsky — 2024-11-18

Words of gratitude and deep respect for Maria Dmitrivna Kultaeva from her colleague and friend Yevhen Kostyantynovych Bystrytsky.

About Kultaieva Mariia Dmytrivna

Nadiia Korabliova — 2024-11-18

Memories, words of gratitude and deep respect for Mariia Dmytrivna Kultaieva from her colleague and friend Nadiia Stepanivna Korabliova.

Dedication to the memory of Maria Kultaіeva

Serhii Proleiev — 2024-11-18

Memories, words of gratitude and deep respect for Maria Dmitrivna Kultaeva from her colleague and friend Serhiy Proleev.

Mariia Dmytrivna Kultaieva as a scientific supervisor

Volodymyr Abashnik — 2024-11-18

Words of gratitude and deep respect for Mariia Dmytrivna Kultaieva from her colleague and student Volodymyr Oleksiyovych Abashnik.

Mariia Kultaieva as a mentor in the journey of self-discovery

Nataliia Radionova — 2024-11-18

Words of gratitude and deep respect for Mariia Dmytrivna Kultaieva from her colleague and student Nataliia Vasylivna Radionova.

Maria Kultaieva und die Kritische Theorie

Christoph Asmuth — 2024-11-18

Memories, words of gratitude and deep respect for Maria Dmitrivna Kultaeva from her colleague Christoph Asmuth.

Memory. There are people who are not forgotten

Sławomir Sztobryn — 2024-11-18

Words of gratitude and deep respect for Maria Dmitrivna Kultaeva from her colleague Sławomir Sztobryn.

Epitafium ku czci śp. pani profesor Marii Dmitrivny Kultaevej

Mikołaj Krasnodębski — 2024-11-18

Słowa wdzięczności i głębokiego szacunku dla Marii Dmitriwnej Kultajewej od jej kolegi Nikołaja Krasnodembskiego.

Mariia Kultaieva is an unattainable model of high European culture

Mykhailo Boichenko — 2024-11-18

Words of gratitude and deep respect for Mariia Dmytrivna Kultaieva from her colleague and student Mykhailo Ivanovych Boichenko.

Institute of higher education: the first quarter of a century

Vasyl Kremen — 2024-11-18

The article presents the main conceptual and organizational foundations of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine. The main circumstances and concrete efforts to implement the plan for the creation and development of this Institute have been witnessed from the first person. The creation of the Institute of Higher Education was supposed to contribute to the fulfillment of such basic tasks of higher education. First, the development of higher education stimulated the formation of a young Ukrainian state, ensured the establishment of norms and values characteristic of a democratic state, and the development of the best qualities of human capital in Ukraine. Secondly, it was necessary to carry out radical changes in the entire system of higher education of Ukraine, to create a coherent national and modern system of higher education, which involved not only the implementation of changes at the national level, but also a significant restructuring of the universities themselves. Thirdly, the reform of higher education should have taken into account modern civilizational changes that necessitated transformational processes in the global university environment, such as the development of student-centeredness, the widespread introduction of new digital learning technologies, deeper integration into globalization processes, etc. Fourthly, despite the heated debate in political circles in the first years of Ukraine’s independence regarding the geopolitical orientations of the country’s development, more and more citizens became supporters of European integration, which was a natural, but difficult to implement, result of Ukraine’s accession to the Bologna process. The main achievements of the Institute of Higher Education in the conceptualization and instrumentalization of these and other tasks are described. Renewed on this basis, the higher education of Ukraine should become a driving force of society, capable of providing an innovative breakthrough in the scientific-technological, industrial-economic, social-humanitarian spheres.

The path to national leadership: an understanding of the 25-year formation of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine

Volodymyr Lugovyi — 2024-11-18

In the article, from the positions of the director (2006-2012), part-time chief researcher and member of the academic council (since 2006), national higher education reform expert (since 2009), the features of the 25-year history of Institute of Higher Education of the National Academy of Educational Sciences of Ukraine, which founded in the context of global, regional and national development of higher education, its quantitative growth and qualitative enrichment, efficiency of activity are considered. The stages and aspects of the modernization of the institutional mission (goal) and the corresponding status and structural reformatting of the institution as a national leader in systematic research in the university sphere are highlighted. The most important fundamental achievements obtained with the author’s participation and relevant for the science of universities (university studies), that born in the institute, as well as for creation of leadership universities as locomotives of progress, are noted. With regard to European integration, the scientific support for the development of the European Higher Education Area according to the Bologna process, Ukraine’s participation in them, in particular in two key dimensions: 1) compatibility and comparability and 2) competitiveness and attractiveness, and the spread of international cooperation and communication of the institute’s scientists, are characterized. Regarding national self-identification and self-sufficiency, ensuring state sovereignty, the contribution of scientists of the institution to the justification of the principles of increasing the competitiveness of Ukrainian universities and the development of a strategy for creating world-class universities is shown. It was concluded that the research activity of the staff of the scientific institution is important for the approaching victory in the war started by the russian federation, increasing the defence capability and security, post-war innovative recovery and European integration of Ukraine.

25 years of the Institute of Higher Education of the NAES of Ukraine: Achievements and prospects for development

Iryna Drach — 2024-11-18

The Institute of Higher Education of the NAES of Ukraine has celebrated the 25th anniversary of its activity. This review is dedicated to summarizing the fruitful academic research, methodical and educational activities of the Institute during its 25-year history, as well as to outlining the prospects for its further development. Over the years of its activity, the Institute has accumulated considerable experience in the field of fundamental and applied research of topical problems of higher education. The results of the Institute’s research have formed the basis of methodological recommendations and developments, which are being used in HEIs in Ukraine. Thanks to its academic activity, the Institute has trained high-level specialists who make a significant contribution to the development of Ukrainian science and education. The Institute has specialized scientific councils for the defense of theses of Doctors of Science, as well as regular one-time defenses of theses for the awarding of the scientific degree of Doctor of Philosophy. The Institute actively cooperates with Ukrainian and foreign universities, participates in international projects aimed at the development and modernization of the higher education system. The Institute publishes three specialized scientific journals, annually publishes collective scientific monographs based on the results of scientific research carried out by the Institute’s departments. The Institute plays an important system-creating function in the development of higher education in Ukraine. The Institute’s work is especially important at wartime. The institute investigates the impact of the war on the system of higher education and ways of its recovery. It develops innovative teaching methods, trains specialists who meet the needs of the contemporary society, and participates in reforming higher education in Ukraine. 25 years of the Institute of Higher Education of the NAES of Ukraine – that’s 25 years of academic achievements, painstaking work and dedication to one’s job. That’s 25 years of knowledge and experience that serve for the good of the Ukrainian education.

The insurmountable energy of the mind – education, science and culture – in the strategy of the civilizational development of mankind

Viktor Andrushchenko — 2024-11-18

Perhaps, the most mysterious phenomenon in the world is man, and among his qualities it is the mind. Whether created “from the dust of the earth” or brought from distant cosmic depths, formed as a result of the evolution of nature or some other yet to be recognized miracle, man has conquered nature, created a universally artificial world, a «second nature» – culture, and has now become not only the master of the Planet but is also looking more and more pragmatically into the Cosmos. The first attempts to master it (as well as the entire previous path of conquering nature) suggest that man possesses some incredibly secret power that allows him to rise and dominate the world. This power is the power of the mind – science, education and culture. It united all other human qualities into a single energy complex, concentrated them in the ability to work, thanks to which it mastered nature, and directed man into a civilized path. Philosophers studied both the historical sources of the origin of the mind, as well as the patterns of its development and the prospects for further application in society and the world. The mind finds various, sometimes unexpected ways for its embodiment – not only in science, philosophy, education, but also in folk traditions, in the prophecies of mystics and maxims of sages. At the same time, the loss of reason can take various forms – from “mind loss” to the loss of human values at work to the madness of war. The departure from “reason” creates civilizational conflicts, which mostly end in war. The current one is the deepest and most threatening. It is exacerbated by the ruscists’ threat to use nuclear weapons. To put an end to ruscism, to eradicate violence, to ensure the Ukrainian victory and to establish guaranteed peace and cooperation between nations – this is the «wisdom» of the mind, its inexhaustible energy, which guarantees new prospects for the civilizational progress of mankind.

From humanism to neohumanism, posthumanism and transhumanism: pedagogical reading

Olga Sukhomlynska — 2024-11-18

The article is dedicated to highlighting the concepts of humanism, neohumanism, posthumanism, transhumanism, their reading through the prism of pedagogical science and practice. The text is based on analysis of Ukrainian, French, and Polish sources, as well as own considerations. It has been found that the classical interpretation of humanism during the last decades has been subject to revision by various researchers due to the growing contradictions between the social, economic, and spiritual needs of society and the consideration of humanism with its anthropocentric attitude towards man as the measure of all things. It was found that they led to an expanded and modified understanding of it, which was called neohumanism (new humanism). The article describes the researchers’ interpretation of neohumanism, which is based on moral and ethical ideas and ideals that relate to philosophical, ecological, pedagogical and other aspects of human life. It was noted that because of the sharp growth of new technologies, two concepts critical to humanism/ neohumanism emerged – posthumanism and transhumanism. The text reveals the concept of posthumanism, which, according to the researchers, considers man in unity, merging with machines, technological devices, that is, human and non-human. The main characteristics of post-humanist trends are provided, which testify to the gradual disappearance of man as an active and self-sufficient effective person. It is noted that, accordingly, transhumanism, as a radicalized branch of posthumanism, is focused on the use of technologies with the aim of creating a physically and mentally perfect person (Homo Perfectus), when the difference between man and machine is erased. It is shown how these processes affect the modern education system, which absorbs new technologies at an accelerated pace, replacing its traditional tools for teaching reading, writing, arithmetic, aimed at the formation of «long» memory, with technological devices. The article also raises the issue of neo-humanism, which is biocentric in nature, and in the pedagogical aspect manifests itself as a humane attitude towards nature, living beings, primarily animals. Such a trend becomes especially relevant in the context of ecocide caused by Russia’s military actions against Ukraine. A conclusion was made about the need to get acquainted with these processes, taking them into account for the development of the modern domestic educational space.

Humanist foundations for the transformations of higher education under supercomplexity

Yurii Mielkov — 2024-11-18

The article is dedicated to the philosophical analysis of today’s higher education and the grounds and trends of its transformations, both on-going and desirable for the near future. The authors review the current social situation of supercomplexity and argue that under a perspective of unpredictable and changeable world the aim of higher education can no longer be seen in providing certain sets of skills and knowledge – instead, in the scope of the dialectics of traditions and innovations, such a situation implies “reinventing” the classical European idea of university that presupposes the all-round development of human personality and education of a cultural person as opposed to the approach based on professional skills only. Following the declarations of UNESCO, World Economic Forum and other international organizations on the transformations of higher education, it could be concluded that the foundations of such transformations are that of the classical ideas of humanism. The authors turn to the historical analysis of the humanist ideal in education (as well as of its criticism) since the Renaissance to the present day, especially noting Kant’s ideas as the grounds for understanding humanism as the concept that affirms the universal equality of all human beings, as the idea of the autonomy of a human and his or her rights and responsibility for one’s life and for the objective world, as well as the idea of the priority of universal identity. It is argued that based on such premises the trends for the transformation of higher education could be outlined as institutional transformations of universities towards deformalization, decentralization and humanization, as well as the necessity to develop an open education system based on anticipatory education that has its goal in shaping universal human qualities.

Designing and Implementing Educational Philanthropic Scale

Jahangir Alam — 2024-11-18

Philanthropy plays a significant role in developing and promoting education over the world. The motives of philanthropy have been studied by designing different scales, most of which are based on the behavior of non-philanthropists, some scales even contain reverse answers for which complexity arises in calculating the scores, there have been limited studies on the educational philanthropic scale too. Danobir Dr. Syed Ragib Ali is one of the renowned philanthropists in Bangladesh, there are a good number of studies on his philanthropic contribution but very few of them focused on the level of educational philanthropy of Dr. Ali. This study aims to critically revisit the existing philanthropic scales so far to design an educational philanthropic scale and assess the level of educational philanthropy of Danobir Dr. Syed Ragib Ali using the newly formed scale. After carefully reviewing the literature, the study initially designed a 35-item ‘Educational Philanthropic Scale (EPS)’ and conducted a purposive online survey among 400 different levels of educational entrepreneurs in Bangladesh. Then, an exploratory factor analysis was conducted from the usable 317 responses and finally, a 27-item scale was prepared. The Cronbach’s Alpha has been tested for reliability and the Kaiser-Meyer-Olkin (KMO) calculated for sampling adequacy. By using this scale it is found that Danobir Dr. Syed Ragib Ali is an exceptionally educational philanthropist. The findings of this study significantly contribute to the existing literature and can broadly be used to assess the educational philanthropic levels within individuals and organizations. The future researcher can find a new horizon to update the scale.

Implementation of the Third Mission of the University: case of Bielefeld University of Applied Sciences

Rulf Jürgen Treidel — 2024-11-18

On the example of the activities of the Bielefeld University of Applied Sciences (Fachhochschule des Mittelstands Bielefeld – FHM Bielefeld, Germany) as a key participant in the UNICOM project, the modern university’s implementation of its Third Mission – its fulfillment of its public purpose and observance of public responsibility – is considered. A comparative analysis of the four missions of a modern university was carried out, thanks to which the necessary relationship between them was revealed as an integral prerequisite for the successful functioning and development of a modern university. A modern university implements its Third Mission primarily in close interaction with communities and industrial communities – both local (primarily) and quite distant (additionally). At the same time, the university must find a balance between meeting the needs of different social groups, guided both by the principles of social responsibility and the interests of the university and these groups. FHM’s training concept is to be close to practice and compact in the transfer of knowledge. This concept is based on four essential characteristics: application-oriented, profiling, interdisciplinarity and internationalization. Four main organizations in the structure of FHM Bielefeld enforce the active networking of people, with the motivation and expertise to enable groundbreaking projects and solutions aimed to strengthen the innovation ecosystem of the city. Applied research and third mission are conceptualized in the steps of preconditions, activities, results and consequences. The third mission includes the implementation of a cooperation project with a civil society actor or the implementation of a continuing education program designed together with a company. The close interaction of universities with local communities is primarily aimed at ensuring the interests of university stakeholders from local civil society and should be based on academic virtues and values.

Self-training and self-education in the professional formation of a Ukrainian citizen

Olexandr Prytula — 2024-11-18

Carrying out self-training and self-education in the process of professional development, a citizen of Ukraine should use methods and means of self-assessment of his beliefs, knowledge, actions, etc. In this process, the adequacy of the performed self-assessment, its constructive, psychologically positive and pragmatic nature is important. Every person from childhood should not only form a certain basic philosophical culture, which will help him to achieve better self-esteem, but also strive to constantly find a community of those interested in philosophy. This community of philosophical self-education will change during life, however, it should be constantly present in a person’s life – a community of people who are informally interested in the philosophical questions of their life. It is noted that the methods and technologies of self-training and self-education, which are formed during education and implemented to a greater extent in adult life, in particular, in the professional development of a Ukrainian citizen, play a special role in the education of civic qualities of an individual. Carrying out professional activity, a person should not only master professional skills, but also expand his worldview and value, civic potential. In the process of professional development, a citizen must learn the principles of self-training and self-education, which were formed by the entire history of Ukrainian culture development. It is emphasized that self-training as a phenomenon of individual existence is impossible without self-education, which is based on the worldview position of a person regarding the importance and necessity of updating one’s own cognitive competencies, in particular in the field of professional development. Skills and methods of self-education are usually formed during studies in school and student environments. Also, self-education is based on the achievements of Ukrainian culture and science, those psychological and pedagogical standards that have developed in our country and are the gained collective experience of the Ukrainian people.

Propaganda as a system-forming element of education in authoritarian countries: problems of understanding

Mykyta Shpylovyi — 2024-11-18

Modern Ukrainian society is faced with a threat that democratic political regimes could not imagine before. Propaganda, disinformation, informational and psychological operations and countermeasures have become familiar activities for Ukrainians. Today, we often analyze certain challenges and in some sense society has already adapted to them and learned to respond to new challenges according to a certain system. However, the very definition of propaganda and the principle of its action remains a blurred problem for society and it is covered from the standpoint of journalism rather than science. Even despite the rather urgent need to scientifically analyze and respond to informational challenges, today’s Ukrainian scientific opinion has little to offer to this struggle. An even bigger mystery for us is the question of why the propaganda worked at all, and how did it happen that we did not notice it for years? Why, despite all the principles of common sense, propaganda can work as a tumbler that fundamentally changes not only how a person understands this or that concept, but also distorts the thinking paradigm and fundamentally changes the picture of the world and political orientations. This work provides a broad understanding of the concept of propaganda, how it works and affects society, what methods propaganda authors use, and why education is one of the most important elements of propaganda in modern autocratic countries. In the end, the article consistently proves that some political regimes do not make propaganda an element of education, but education an element of propaganda, subordinating the entire individual human life to artificial and controlled thinking principles. The article relies on classic philosophical works that are tangential to the topic of propaganda and extensively analyzes the mass media in order to compare facts and images to build a complete picture of a living intellectual organism, which we call propaganda.

Biophilosophical knowledge through the prism of philosophical-educational approaches

Halyna Berehova — 2024-11-18

The article is devoted to the methodological and methodical function of the philosophy of education regarding the variability of the content of modern philosophical knowledge in higher education. The article argues why biophilosophy, as an educational discipline, can be included in educational and educational-scientific programs as a mandatory or optional component. The relevance of the study of biophilosophy for future generations is also asserted, since biophilosophy is a variant of naturalistically oriented philosophy, the conceptual core of which is life, and the content of biophilosophical knowledge covers the philosophy of biology, the philosophy of life and related axiology. It is determined in the work that biophilosophical knowledge contains a potential opportunity to form a worldview in a person with the prevailing ideas of the value and significance of life, to provide a deep awareness of the unity of man and living nature, and therefore to contribute to the comprehensive disclosure of the epistemological, ontological, methodological and axiological foundations of life, on which life is built biological picture of the world. Biophilosophical cognition is interpreted as an intellectual and mental component of personal knowledge (in particular, knowledge about living things) and becomes the basis and source of further relevant cognitive processes (biological knowledge), which stimulates the humanization of human activity, harmonizes human relationships, and is indirectly manifested in the change of people’s attitude to the surrounding world. The conclusions state that biophilosophy in the system of higher education can be a new worldview paradigm for the preservation of human culture and civilization, provided it is popularized through institutions of higher education. Also, biophilosophy, as an educational discipline and a discipline of the new enlightenment, can successfully fulfill one of the main educational tasks: to form in the minds of young people a modern biological picture of the world and a modern worldview.

Subjectivity as a fundamental concept of modern philosophy of education

Viktor Dovbnya — 2024-11-18

The article is devoted to revealing the core significance of the concept of subjectivity in the modern philosophy of education. The focus on the actualisation of the problem of subjectivity is combined with the awareness of its existential multidimensionality and collision, which has different manifestations in totalitarian, authoritarian and democratic societies. In the semantic field of philosophical anthropology as meta-anthropology (N. Khamitov), the author of the article reveals the philosophical and pedagogical context of the subject-subject interaction between teacher and student. As a result, the concept of the “New Ukrainian School” is understood as a paradigm of education of the present and the future, which generates a strategy of free, dignified and effective human self-realisation. The goal and condition of Ukraine’s civilisational progress is a person, their dignified self-realisation, which implies physical, mental and spiritual growth of the individual. It is substantiated that the new paradigm of education as a subject-subject communicative interaction “Human – Human”, co-creation of a teacher and a student, bases the foundations of the civilisational subjectivity of Ukraine. In the difficult conditions of the existential Russian-Ukrainian war, which is a real challenge to human nature, there is a tangle of problems between the concept of life and the concept of subjectivity. The development of an openly tolerant, communicative model of “Human – Human” on the basis of meta-anthropology as a theory of everyday, borderline and meta-borderline human existence opens the way to the implementation of the value consolidation of the Ukrainian society. On this path, the philosophy of education is increasingly becoming a philosophy of humanity, a desire for co-creation and co-action. The subject-subject interaction “Human – Human” is the basis of the metaphysical and cosmic process of life, which implies human freedom and independence of Ukraine.

The Plausibility of Distance and Computer-Assisted Learning in an era of Fuel Subsidy Removal: a Case Study of the Main Campus of Lagos State University

Mohammed Akinola Akomolafe — 2024-11-18

Following the removal of fuel subsidy in Nigeria on 29^thof May 2023, residents of Lagos State have witnessed a significant spike in cost of living. Incidentally, this has also turned into a serious challenge in the educational sector as this has affected the continued sustenance of the traditional mode of learning where students and lecturers meet on campus on a daily basis. Hence, the present research offers distance computer-assisted learning via Open and Distance Learning (ODL) as a complement to traditional or conventional learning in tertiary institutions in Nigeria. Distance computer-assisted learning boasts mainly of synchronous, asynchronous or blended means of learning all of which have been used in the past to complement face-to-face interactions between lecturers and students of Lagos State University. It is on the basis of the economic inconveniences of fuel subsidy removal with the declaration of the three-day work week by the Lagos State University that this research proposes distance computer-assisted learning to mediate the gap created between lecturers and students of Lagos State University. However, the present research concerns with students’ readiness and awareness of this mode of learning. The methodology adopted for this research is quantitative analysis which involves the use of questionnaires offered to 380 students of Lagos State University in February 2024. The result shows that whereas students are willing to adopt distance computer-assisted learning, the challenges of power and telecommunications appear as serious challenges. It is the submission of this study that when the recommendations offered in this research are explored, ODL may serve as a complement to conventional learning.

Short eternity or The long end of Soviet academicism

Volodymyr Verloka — 2024-11-18

This article is the Opus postum of the author, who passed away in September 2023. Volodymyr Verloka is the author of numerous translations of philosophical classics from English, worked in various academic institutions, including the Institute of Philosophy of the National Academy of Sciences of Ukraine and the V. I. Vernadskyi National Library of Ukraine. He received his philosophical education at the beginning of the 1990s and personally witnessed the Soviet period of Ukrainian philosophy. The author’s critical reflections offered here are largely the result of his own experience of participating in the work of various academic institutions of independent Ukraine, and are also an honest expression of his sincere desire to change the situation with Ukrainian science and higher education for the better. In the article, the author addresses the reconstruction of the specific understanding of science in the USSR, revealing such features as ideological, partisan, and bureaucratic. The author analyzes the documents of the era – the publication of texts by Friedrich Engels, Vladimir Lenin, Volodymyr Vernadskyi, Nikolay Bukharin, Petr Kapitsa regarding the role of science in society. The author also turns to the analysis of the key philosophical texts of the era, which are direct evidence of the open position of Soviet philosophers on various issues, such as the definition of science, truth, and practice, and also finds out the specific influence of the doctrine of communism on the idea of Soviet academicism as the only politically permissible and at the same time as supposedly the only scientifically possible academic position. For this purpose, the author primarily analyzes the texts of the Soviet “Philosophical Encyclopedia”. The author also refers to critical sources that analyze the Soviet era – the works of Alain Besançon, Nelli Motroshilova, Anatolii Yermolenko and Serhii Yosypenko, Evert van der Zweerde and others. The author also gives his own critical assessment of the presence of vestiges of Soviet academicism in the modern Ukrainian academic sphere.

Caconomics in the academic environment: the vicious rationality of imitation

Myroslava Kruhliak — 2024-11-18

The article highlights one of the possible explanations for the culture of imitation and the tendency toward lowering standards in the academic environment. It deals with the concept of caconomics, which was elaborated by Italian researchers Diego Gambetta and Gloria Origgi. Based on rational choice theory, they elaborate a model of a situation when participants prefer low-quality standards while declaring high-quality ones. This model allows to identify the structural factors behind unscrupulous academic practices. It shows that dishonesty and imitation may be not so much the result of the bad intentions of individuals, but rather a distorted norm that relies on a certain rational calculation within the framework of a vicious system. The concept of kakonomics turns out to be interesting and fruitful when considering the failures of reforms in Ukrainian science and education. In particular, the manifestation of the kakonomics mechanisms is demonstrated with the survey of publications of Ukrainian PhD and doctoral students in foreign journals. The requirement to have publications in such journals is intended to increase international visibility of Ukrainian researcher`s works. However, it turned out that most of the PhD and doctoral students (who submitted their dissertations in 2018-2022) had publications in low-quality or predatory journals. These data can serve as empirical evidence of the failure of reforms carried out through directive requirements imposed in a bureaucratic manner. Data also show that efforts to increase standards without taking into account the extent to which the academic environment is able to meet that new demands will encourage imitation. As a result, such situation leads to the system of anti-meritocratic selection, and researchers who truly adhere to high standards are disadvantaged compared to imitators.

Translation as (Mis)interpretation: The Case of the Philosophy of the Late Fichte

Ivan Ivashchenko — 2024-11-18

The article examines the essays dedicated to the philosophy of the late Fichte, specifically to the concept of the image and the absolute (Netrebiak, 2022 and 2024). It demonstrates the issues arising, on the one hand, from neglecting the context of Fichte’s philosophy in attempts to interpret his late philosophy and, on the other hand, from misinterpreting Fichte’s terminology and incorrect translations of his texts. Additionally, it refutes the claim regarding the theological context of Fichte’s philosophy, which consistently developed Kant’s program of transcendental philosophy. This program aimed at reforming Christian epistemology and ethics by considering knowledge as the source of faith. The article also deals with Kant’s thesis on the setting aside (aufheben) of knowledge in order to make room for faith (KrV, B XXX) in the context of Luther’s translation of the biblical verb καταργεῖν (Rom. 3:31) as Kant’s claim for a reformation of Christianity. The path of Christianity (and the Christian philosopher) is the justification of knowledge (law, norms) through faith. Kant, however, radically rethinks this stance by justifying faith through knowledge. At bottom, Kant revises Christianity by rejecting transcendence, the supposed source of epistemic and practical world relations, leading to his critique of Christian ethics and its golden rule of morality whithin his doctrine of categorical imperatives. From this perspective, Fichte merely continues Kant’s program of transcendental philosophy, offering a path from knowledge to faith. Attempts to put forward a theological interpretation of Fichte’s Wissenschaftslehre fundamentally contradict both the early and later versions of the Wissenschaftslehre, as they disregard the epistemological context in which Fichte consistently developed Kant’s revolutionary equating of objective validity with objective reality, even though he employed his own original theoretical vocabulary.