THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal state Autonomous educational institution higher education "NORTH-CAUCASUS FEDERAL UNIVERSITY"

METHODICAL RECOMMENDATIONS ABOUT PERFORMANCE OF PRACTICAL WORKS ON DISCIPLINE Philosophy

Major in: 21.03.01 Oil and gas Profile engineering "Constructionof pipeline andtransport repair systems" of objects "Operation and service of objects of oil production"; "Operation and servicing of objects of gas production, gas condensate and underground storages" Qualification graduate academic bachelor Form of training full-time Curriculum 2017 Studying in 3 semester

DEVELOPED

Associate Professor of social philosophy and Ethnology O. V. Lyashenko

Stavropol, 2017 2 THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal state Autonomous educational institution higher education "NORTH-CAUCASUS FEDERAL UNIVERSITY"

Philosophy Methodical recommendations about performance of practical works

Major in: 21.03.01 Oil and gas engineering Profile "Constructionof pipeline transport and repair systems" of objects "Operation and service of objects of oil production"; "Operation and servicing of objects of gas production, gas condensate and underground storages" Qualification graduate academic bachelor

Volume classes: total 108 h. 3 c.u.

Including class 54 h. Of them: Lectures 36 h. Laboratory work 0 h. Practical training 18 h.

Independent work 18 h.

Exam 3rd semester 36 h.

Stavropol, 2017 3 The CONTENT

Introduction 4 Theme 4. Ancient philosophy 5 Topic 5. The philosophy of the middle ages and the Renaissance 7 Topic 6. The philosophy of the New time XVII-XVIII century. 9 Topic 7. The heyday of German philosophy (XVIII-XIX centuries) 12 Topic 9. Modern Western philosophy 19 Theme 11. Traditions of Russian philosophy 21 Theme 12. Philosophical ontology 24 Theme 14. Philosophical theory of consciousness 26 Theme 16. Philosophy and methodology of science 31 4 INTRODUCTION

The discipline "Philosophy" refers to human, social and economic cycle B. 1. The basic part of the educational program of the direction -21.03.01 Oil and gas business. The study contributes to the formation of active civil position, ability to continue active apply obtained knowledge in practice. The aim of courses: to develop students ' competencies to implement the strategy to develop holistic, highly cultured modern person, able to apply knowledge, skills and personal qualities in their professional activities. The task of learning the discipline: - to teach students the basic philosophical categories and approaches to major problems of social development to ensure their theoretical Foundation for mastering the neighboring Humanities disciplines (sociology, political science, cultural studies, psychology, etc.); - the mastery of philosophical way of thinking, methods of debate, discussion, dialogue, building skills to analyze, organize modern philosophical problems, to think creatively, logically argue their ideological position; - formation of philosophical culture, based on humanistic values and ideals and the assimilation of the humanistic content of philosophy, philosophical world view, a holistic view of the world and man's place in it based on a holistic view of the development of philosophical knowledge: Discipline refers to the Block 1. Its development occurs in the 3 semester. The discipline is studied after mastering the discipline "History". It is the final in this series of disciplines. As a result of assimilation of themes and topics of the discipline "Philosophy", work in practical classes students should develop the following competences: - The ability to use the broad education necessary to understand the interaction of engineering solutions in a global and social context (SC-1); - Ability to self-organization and self-education (s-7).

As a result of mastering discipline student must: To know: - the basics of philosophy and methodology of science; - fundamentals and methods of philosophy; - major works of the leading representatives of the world of philosophical thought. Be able to: - to form research goal and choice of ways of its achievement; - to improve their skills; - use basic provisions and methods of philosophy in solving social and professional problems. To possess: - skills to improve their skills; - ability to self-organization; - skills to use basic provisions and methods of philosophy in solving social and professional problems. Guidelines are an information source and practical and can be used for full-time, part-time and distance learning. 5 Topics of practical classes

Practical class 4. The topic of the lesson. Ancient philosophy Purpose: formation of ideas about the main directions of ancient philosophy. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the main areas of ancient philosophy; the ability to identify the features of ancient philosophy; the possession of skill to use the basics of philosophical knowledge for the formation of ideological positions. The relevance of the topic (practical training) is that the student must have a holistic and comprehensive view of the philosophy of Ancient Greece. The plan: 1. The main directions and problems of ancient philosophy. 2. Ancient philosophy of the classical period. 3. Ellinisticheskie-Roman philosophy.

The theoretical part. In the preparation of the first issue you need to consider that in Ancient Greece there was a special civilizational preconditions, requiring a major change in the Outlook. The main ones: - transformation of archaic tribal structures in the political organization of society, the development of cities-policies with elements of democratic governance; - increased contact with other civilizations, borrowing and processing of another's experience of self "the Greek spirit"; - the rapid development of scientific knowledge, driven by production growth, development of trade, crafts; - the separation of mental from physical labour and its transformation into a special kind of activity. During further training should pay attention to the periodization of ancient philosophy. Ancient philosophy has evolved through four stages: the First stage is associated with the birth and formation of the philosophy. It covers the period from VII to V century BC. the Second stage covers the period from the V century BC to the end of the IV century BC It is called classic. The third stage covers the period from the end of IV to II century BC It is often referred to as Hellenistic. The fourth stage in the history of ancient philosophy covers the I century BC – V century ad He is associated with the increasing role of Rome in the ancient world. It is necessary to characterize Miletus, Ephesus school, school seatow: the problem of the ultimate beginning in the Milesian school (Thales, Anaximander, Pupil); the Formation of concepts "being" and nothingness" in the school of Elea (Xenophon, Parmenides, Zenon); Epistemological issues: the distinction between sensual and rational knowledge; the formation of the dialectical views on the doctrine of Heraclitus. The doctrine of the Logos as the expression of the idea of natural necessity. Atomistic interpretation of Genesis. School of atomists (Lavkip, Democritus); "Man is the measure of all things". The sophists. In preparation for the second issue you should understand the features and directions of development of the ancient Greek classical philosophy: Ethics and epistemology of Socrates; Teaching of Plato about ideas, about the soul, the "Ideal state" of Plato; the Doctrine of Aristotle about existence, about the four causes; the notion of matter in Plato and Aristotle; the Doctrine of the soul and the theory of knowledge of Aristotle. The doctrine of passive and active mind. The doctrine of Aristotle about the state: the emergence, forms and best state Questions and tasks 6 1. What is monism? Any philosophical doctrine can be attributed to the monism and why? 2.What is pantheism? Teaching what philosophers refer to pantheistic? 3. Why to understand the essence of the world Heraclitus uses the images of "fire" and "rivers"? What is the place of Heraclitus in the history of philosophy? 4. Does the statement of Protagoras "Man is the measure of being"? 5. What is the essence of "ethical rationalism" of Socrates? 6.Explain the concept of metaphysics according to Aristotle. 6. Why Plato and Aristotle are called "teachers of mankind"? 7. After reviewing the material, complete the circuit of philosophical schools of the ancient world and their features

Philosophy The main features Schools and Key concepts representatives Ancient India

Ancient China

Ancient Greece

The subject of the message 1. The doctrine of micro - and macrocosm in the ancient world.. 2. Ancient atomistic philosophy. 3. Objective idealism of Plato. The theory of ideas. 4. The philosophical teachings of Aristotle. 1. The dialogue and the birth of the philosophical tradition

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009) 2. Ancient philosophy : encyclopedic dictionary / ROS. Acad. Sciences, Institute of philosophy / resp. edited by M. A. Solopova. – M. : Progress-Tradition, 2008. – 896 p.: tabl., cards. – Nominal decree.: p. 872-886. – Decree. articles: p. 887-891. – ISBN 5-89826-309-0 3. Asmus V. F. the philosophy of antiquity / MSU M. V. Lomonosov. – Ed. 3-E. – M. : Higher school, 2005. – 408 S. – (Classical University textbook). – Bibliogr.: p. 398-399. – ISBN 5-06- 003049-0

Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2. http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova 7 I. D., Momjian K. Kh., Mironov V. V. Philosophy 3. http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4. http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy

Practical class 5. The topic of the lesson. The philosophy of the middle ages and Renaissance

Purpose: formation of ideas about the main directions of philosophy of the middle ages and the Renaissance. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the basic directions of philosophy of the middle ages and Renaissance; the ability to identify features of the philosophy of the middle ages and Renaissance; possession to use the basics of philosophical knowledge for the formation of ideological positions. The relevance of the topic (practical training) is that the student must have a holistic and comprehensive view of the philosophy of the middle ages and Renaissance The plan: 1. The early middle ages. Apologetics and Patristics. 2. Scholasticism in medieval European philosophy. The problem of the relation of faith and reason in late scholasticism. 3. General characteristics of the philosophy of the Renaissance. 4. A philosophical movement of the Renaissance: a) humanistic; b) natural philosophy; C) the reformation; d) political; e) utopian-socialist. The theoretical part. The student should know that the European medieval Christian philosophy takes a long period of time – V – XV century, starting its history since the fall of the Western Roman Empire (476). However, the philosophical doctrines of this era began to emerge in the I – IV centuries, and was based on ethical concepts of the Stoics, Epicureans, and the Neoplatonists (followers of the Christian philosophy of Plato). The philosophy of the middle ages is characterized by the following features: first, it was typical of biblical traditionalism and retrospectively, as the Bible was the starting source and measure of all theory of philosophy, understood as the set of laws of existence and commandments of God; secondly, particular importance is given to ekzegetika – the art of correct interpretation and clarification of the provisions of the Covenant; thirdly, the philosophy of the middle ages was characterized by a tendency to nazidatel and teaching. In the development of medieval Christian philosophy, there are two major periods: the patristic fathers and the scholastics. Patristics (from lat. – Patrick, father) has its roots in the I - II centuries and is a collection of teachings of "Church fathers" directed against paganism, Judaism and traditional philosophy. With the third and fourth centuries the Church fathers developing the foundations of Christian theology, using for these purposes, as Philo of Alexandria, the philosophy of the Stoics and the Neoplatonists. Their peaks it reaches in the works of Aurelius 8 Augustine – a late representative of Patristics. In preparation for the second question, note that from the VIII century begins the second period is the period of scholasticism, the distinctive feature of which is the systematization of Christian philosophy based on Aristotelian ideas. After passing the stages of formation (VIII century), formation of (IX - XII centuries), the scholastic philosophy reached its height in the works of albert the Great and Thomas Aquinas. Its late stage (the XIII - XV centuries) is associated with the names of the German philosopher theologian John Eckhart (1226-1274 years) and English religious thinker William of Occam (1300-1350 years). On the third and fourth question the student must know the following features of the worldview of the Renaissance: -focus on the man (anthropocentrism). If the focus of medieval philosophy were the relationship of God and man, filosofijoje of the Renaissance turned toward the man. Formally, in the center of the universe was God, but the greatest attention was paid to the man, his nature, independence, beauty, creativity, forms of self-assertion; -focus on art and creative postulation of human nature. In the process of creative activity a person creates a new world and the tallest thing in the world, of oneself according to the laws of beauty. It is no coincidence that in this period appears in philosophy the idea of prometheism – man as co-Creator God, so he does not imitate anyone, neither to God nor nature, it alone is active; -focus on learner-material understanding of the world. Everything that exists is understood in the projection on the person, taking maximum account of the physical origin (the body does not "fetter of the soul", as it was in the middle ages, bodily life itself is valuable in its own right). For aesthetics characteristic of Renaissance syncretism of spiritual and personal-tangible (paintings, sculptures primarily depict the human face and the human body in harmony with the spiritual) -focus on humanism (from the Latin humanus "human"), on the recognition of the human person, his right to creativity, freedom, happiness.

Questions and tasks 1.Explain why philosophy in the middle ages became the "handmaiden" of theology? 2. Why in certain periods arise degenerate form of philosophy: the dawning in her theology, theology, special scientific or moral doctrine? 3. What is the difference of positions of nominalists and realists? 4. Man as God's creature (the middle ages) and man as a Creator myself (Revival). What is the difference between these two approaches? The topics of the papers

1.The Theo-centrism as the basis of philosophy of the European middle ages. 2. Realism and nominalism about the nature of General concepts. 3. Thomas Aquinas: a digester medieval scholasticism. 4. Renaissance art: painting, sculpture, poetry, literature and drama.

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 9 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009)

Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy

Practical class 6. The topic of the lesson. The philosophy of the New time XVII-XVIII century. Purpose: formation of ideas about the main directions of philosophy of New time XVII-XVIII century. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the basic directions of philosophy of New time XVII-XVIII century; the ability to identify the features of philosophy of New time XVII-XVIII century; possession to use the basics of philosophical knowledge for the formation of ideological positions. The relevance of the topic (practical training) is that the student must have a holistic and comprehensive view of the philosophy of New time XVII-XVIII century. The plan: 1. The philosophy of the New age: the problem of a universal method and source of scientific knowledge. 2. The empiricism of F. bacon and R. Descartes's rationalism. 3. The problem of substance (R. Descartes, B. Spinoza, G. Leibniz). French enlighteners.

The theoretical part of the present – the XVII - XIX centuries – a powerful civilizational leap in history: the European bourgeois revolution and the gradual coming to power of the bourgeoisie, the development of the capitalist mode of production and the emergence of industries based on the use of machines, mechanisms and optimal, rational organization of labor. New realities gave impetus to the development of scientific knowledge and technical improvements. A new situation for philosophy: Matures the need for understanding the nature of scientific and theoretical knowledge and methods of its production, science as social values. In the center of philosophical reflection are the human mind, knowledge, truth. Put forward epistemology – philosophical doctrine about the cognitive abilities of the person, the ways and means of 10 mastering the world. Of Sciences on the role of leading more claims mechanics, philosophy developed in close connection with it. Formed a special – mechanical-materialist type of philosophizing, which considers the world and man including, as a complex mechanical device. In this regard, updated and other issues, such as the delimitation of spheres of scientific knowledge and religious belief, the relationship between science, philosophy and religion. The prevailing concept of "two truths", according to which both science and Scripture have their truth, protected the developing science from ecclesiastical influence and ensure the autonomy and independence of scientific creativity. The solution method of knowledge in philosophy is associated with two trends – empiricism, at the origins of a major British philosopher, the Lord Chancellor Francis bacon and the rationalism, the bright representative of which was the French philosopher and mathematician Rene Descartes. "Knowledge is power", says bacon. The meaning of this aphorism that genuine knowledge, according to the philosopher, must provide the individual the power over nature and to serve the community. The essence of the empirical method of bacon, where the source of knowledge are observation, experience, during which they accumulate knowledge. But bacon is not satisfied with a simple "gathering of facts" in the unconscious experience. He was convinced that the senses can deceive us, from them can escape. On the observation of scientific knowledge can not be built. Therefore, bacon introduces a cognition experiment – properly organized and specially adapted for each research experience "I think, therefore I exist" (cogito ergo sum), says Descartes. Thus, the thinking or the mind is the origin and Foundation of the scientific method of cognition. Descartes worked out for all of European philosophy the position of rationalism, the main provisions of which largely determine the philosophical quest, and in our time. There are three main provisions. a) True knowledge can be obtained only from the mind; b) the Mind is a spiritual entity that acts independently from the body (dualism of Descartes); C) the mind provides knowledge only due to the fact that first is aware of itself (consciousness). Spinoza adhered to the rationalist tradition of Descartes. However, he, in turn, distinguishes three types of knowledge. First, knowledge based on imagination. They are a sensory level of cognition, therefore always vague and unclear. Secondly, the knowledge based on the mind and intended for the understanding of the world. Their example speaks mathematics. This is the rational knowledge which operates in General terms, deprived of its subjectivity, and therefore true. Thirdly, the intuition, which also is opposed to the sense knowledge. Moreover, the intuition of Spinoza is a kind of intelligent, rational activities, it enables the mind to directly "grasp" of the General concept, the content of which expresses the true nature of things, their essence. His method, or the method of constructing knowledge based on absolute basic mathematical knowledge, Spinoza called "geometric".

Leibniz made a doctrine of the plurality of substances (diversity of substances), which he called monads (from gr. – "single", "unit"). A monad is a kind of the atom of Democritus, but we understand in a spiritual sense. It is indivisible, has no length, active, intangible, perceived by the mind. But the body, which is formed of monads, available to sensual perception. In the monads, because of their activity there is a constant change of internal States, which leads to their development. Based on the open philosophy of R. Descartes, B. Spinoza, D. Locke, Leibniz created Germany's first independent philosophical system different from the Cartesian and spinozistic, - the system of objective idealism. In the works of Spinoza and Leibniz had reached the apogee of European rationalism. In the XVIII century philosophy developed under the influence of the Enlightenment. In the centre of the ideology of the Enlightenment belief in unlimited possibilities of reason and common sense, in the broadest meaning: in the world of nature, individual and social human life. According to the educators, "light of mind" available in all aspects of life. Should take into consideration that educators have cultivated not just a mind, and the mind scientific. It is the 11 development of science, in their opinion, promotes the solution of political, economic and social problems. Hence the desire for promotion and dissemination of philosophical and scientific achievements. Knowledge, previously owned by a narrow circle of philosophers, scientists, writers and naturalists spread among the educated population, enters the secular salons, in the pages of mass print media. The most radical and significant was the enlightenment in France. In the French Education there are two main groups: "senior" educators (sh.-L. Montesquieu, Voltaire F., E. B. Condillac) and Junior (J. O. of La mettrie, D. Diderot, C.-A. Helvétius, P. Holbach). It is possible to allocate two wings of the enlightenment: high and low. The first type includes Voltaire, Montesquieu, Condillac, the second of La mettrie, Rousseau, Diderot, helvétius, Holbach. First their philosophical views are still inconsistent materialists and Deists, the second – the convinced materialists and atheists.

Questions and tasks 1.Describe the main principles of the rationalism of R. Descartes. 2. The truth of the dictum of Spinoza "Freedom is cognized necessity" in the light of modern philosophy? 3. Why anti-clerical and anti-religious orientation representative of the "third estate" of Voltaire F. not results in the denial of religion as such? 4. What is the conflict of private ownership and common justice in the age of Enlightenment and in our time? 5. Why was the Enlightenment called? Who, whom and for what purpose "enlightens"? 6. What conclusions did the French materialists of his teaching about man? The topics of the papers

1.Experimental method and inductive logic of Bacon. 2.Substance , attributes and modes Spinoza. 3. Criticism of the thesis B. Spinoza "Freedom is cognized necessity".

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009)

Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 12 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy

Practical class 7. The topic of the lesson. The heyday of German philosophy (XVIII-XIX centuries) Objective: to identify socio-cultural and theoretical background of the formation of German classical philosophy; to identify the peculiarities and main problems of classical philosophy; to give knowledge about the main philosophical teachings of the prominent representatives of the classical stage of philosophy; to reveal the reasons of the crisis of traditional forms of philosophical knowledge and the formation of new types of philosophizing Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the main areas of German philosophy (XVIII-XIX centuries) the ability to reveal the peculiarities of German philosophy (XVIII-XIX centuries) possession to use the basics of philosophical knowledge for the formation of ideological positions. The relevance of the topic (practical training) is that the student must have a holistic and comprehensive view of German philosophy (XVIII-XIX centuries) The plan: 1. "Critical philosophy" of Kant. The basic ideas of philosophy, I. Fichte, F. Schelling. 2. Dialectics Of G. Hegel. 3. Anthropological materialism of L. Feuerbach. 4. The Marxist philosophy. Dialectical and historical materialism of Marx and Engels. The materialist dialectics of Marx as a tool for the transformation of society on a humanistic basis. Materialistic understanding of history in Marxist philosophy. The theoretical part. The basis of German classical philosophy was the work of five of the most outstanding German philosophers of the time: Immanuel Kant ( 1724 – 1804 ), Johann Fichte ( 1762 – 1814), Friedrich Schelling ( 1775 – 1854 ), Georg Hegel ( 1770 – 1831 ), Ludwig Feuerbach ( 1804 – 1872 ). In German classical philosophy were presented to three leading trends in philosophy: objective idealism (Schelling, Hegel ); -subjective idealism (Fichte); -materialism (Feuerbach ). Kant's philosophy begins the development of German classical philosophy. One of the main problems of modern philosophy was the problem of knowledge: what is the true source of knowledge – the senses or the mind and how they relate to each other. According to Kant, there are two worlds – the noumenal world (things – in-themselves or things – themselves-ourselves) – it's a world that's not known through the senses, a world that exists TRANS - cendence, that is, outside of reality, which man can comprehend, and phenomenal world – the world of phenomena which is given to us in sensations. These two worlds are connected – nomeny act on our senses, causing the submission, which are us in the form of phenomena. But these representations do not provide knowledge about the cause of feeling things noumena. Thus, we can know only phenomena, but not the subject itself, as such. Kant tries to answer the question: how are concepts. Sensory representations are a prints things, the concept is the generation of 13 intelligence, which, however, correspond to the order of things. The answer to the question, how is it possible, dedicated to the work of Kant "Critique of pure reason". The main ideas of this book: all knowledge begins with experience, but is not limited thereto. Part of our knowledge is generated by the cognitive ability, i.e., is a priori (regulations) in nature. The key point of Fichte's philosophy was the emphasis of the so-called "self – concept" according to which "I" has a complex relationship with the outside world, which Fichte describes the schema "thesis – antithesis – synthesis". Important anthropological views of Schelling. The main problem of humanity is the problem of freedom. The desire for freedom is inherent in the very nature of man. The final result of the idea of freedom is to create a legal system. In the future, mankind has to come to the world legal order and world Federation of legal States. Another important problem is the problem of alienation is opposite to the initial goals the result of human activity upon contact of the idea of freedom from reality. The original concept of the philosophy of Hegel is the absolute idea, Hegel's why his philosophy is called "absolute idealism". The first and primary definition of the absolute idea – the mind, rational thinking. The idea of substance, which is the essence and first principle of all things, it is universal, over-arching thing, the absolute. All phenomena of the universe, in human actions, in the events of world history, in everyday human activity – the absolute idea "is a motivating reason." Feuerbach exposed to a denial of the old ways of the view of philosophy, its methods, and place in culture. Religion is dying, says Feuerbach, it must be a new synthetic form of consciousness – anthropology, which connects advantages as the previous philosophy, and Christianity. Exemption from religious delusions will once again lead to the understanding of man as a part, and the perfect, eternal nature. Outside the nature and man nothing, so man is higher in value against the creature. The spiritual in man cannot be separated from the corporeal, the spirit and the body in its entirety constitute the essence of man. The essence of a new humanism – not in the faith, and in practical philosophy, not in prayer and in work, exploring the world, love; in the fullness of human life. The tradition of classical philosophy developed Marxism. Following them, believing in science and social progress, Marxism, however, not made an absolute role of science as a powerful tool. In the process of development of philosophy of Marxism can be divided into several stages: 1) 1837-1842, an initial search of a worldview, the formation of the revolutionary democracy; 2) 1842-1843 – the beginning of the transition from idealism and revolutionary democracy to communism and materialism; 3) 1843-1848. – formation start positions of a holistic scientific- philosophical and the Communist ideology; 4) completion of development of philosophy of Marxism in 1845-1848, One of the main aspects of Marx's theory (in his estimation) – the materialist understanding of history - developed in collaboration with F. Engels in "German ideology" (1846) and "the Communist Manifesto" (1848). In the spotlight of Karl Marx was the fundamental problem of essence and existence of man, of alienation and overcoming alienation, freedom and sense of history. The essence of man, according to Marx, is the totality of social relations. Any person is the result of his social interactions, and he is actively involved in the formation of traditions, stereotypes of behaviour and thinking of an era. Sociality becomes the philosopher's fundamental, ontological sense. The formation of value orientations, morals, economic relationships, etc. – Marx explains the sociality of man.

Questions and tasks 1. What levels in the structure of the cognizing subject allocated Kant? 2. Why the second period in the work of Kant called critical? 3. What does the concept of "pure reason", "practical mind"? 4. What is the relationship between the world of "things in themselves" and the world of phenomena according to Kant? 5. As interpreted by Kant the "categorical imperative"? 14 6. What is the antinomy in Kant's philosophy? List them. 7. What is the purpose of Kant introduces antinomies in his theory of knowledge? 8. What is the Absolute idea in Hegel's philosophy? 9. What are the stages in the development of the Absolute idea Hegel has allocated? 10. What is the contradiction between a philosophical system and dialectical method of Hegel? 11. Why Engels argued that Feuerbach, while criticizing Hegel, "along with the water splashed and child"? 12. What is the essence of the anthropological materialism of Feuerbach? 13.What is the historical place and importance of German classical philosophy?

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009)

Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy

Practical class 9. The topic of the lesson. Modern Western philosophy Aim: to form representation about the basic traditions of European philosophy, come in the stead to classical German philosophy, appreciably, as its alternatives. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the basic areas of modern Western philosophy the ability to identify the features of modern Western philosophy 15 possession to use the basics of philosophical knowledge for the formation of ideological positions. The relevance of the topic (practical training) is that the student must have a holistic and comprehensive view of contemporary Western philosophy.

The plan: 1. The evolution of positivism, analytic philosophy. 2. Structuralism, post-structuralism The theoretical part. Positivist philosophy is based can be considered as an ideological form of self-affirmation of science in the culture of the society. The key idea of positivism — philosophy must take as a model for the samples of scientific knowledge, should be constructed in the image and likeness of science. They believed that the classical philosophy (metaphysics) aspired to achieve absolute knowledge. However, such knowledge is impossible, and not necessary for practice. Philosophy should reject such claims and to become a positive science. The founder of positivist philosophy was Auguste Comte (1798-1857). His work gave rise to the first the "classic" form of positivism, the best-known representatives of which were also John Stuart mill (1806-1873) and Herbert Spencer (1820-1903). This version of positivistic philosophy has exhausted itself by the end of the nineteenth century, to be replaced by "second" positivism, or empiriocriticism (Ernst Mach, Richard Avenarius, who, etc.); finally, in the 20-ies of XX century there is a third version of positivism — neopositivism, or analytic philosophy. The ideological core was the philosophy of the Vienna circle, who proposed a program of development of scientific philosophy. It included M. Schlick, R. Carnap, H. Feigel, O. Neurath, E. Nagel, A. Iyer, F. Frank, L. Wittgenstein. In 20-ies of XX century there appeared a new scientific direction in humanitarian EIT research institutes, which later had various ideological and philosophical interpretation. Structuralism is the common name of certain areas in the socio-cultural knowledge of the twentieth century, identifying patterns, i.e. set of relations between elements of the whole, determined by the interaction of all elements. The main representatives of structuralism: C. Levi – Strauss, M. Foucault, J. Derrida, J. Lacan, C. Bart. Structuralism as a specific research method refers to the processes of mediated communication of participants with the help of symbolic systems, especially natural language, and primitive social and cultural structures. Poststructuralism, which is interconnected with post-modernism, developing the ideas of structuralist binary oppositions in various fields of human life ("dominance / submission", "signifier /signified", "language / speech", "nature / culture"), replaces them with the concepts of plurality, not based on some unity of. Figuratively this is expressed in the term G. Deleuze and F. Guattari's "rhizome" — rhizome — system metaphor, metaphorical thinking. Rhizome — this is a fundamentally different way of distribution multiplicity as "motions of desire" without direction and predictability. This and the metaphor of modern culture, with its negation of orderliness and synchronism. The world as rhizome destroys universalism and the sense of binary oppositions. Questions and tasks The creation of creative projects on the theme: "Conceptual foundations and methodology of modern Western philosophy" involves in-depth study of conceptual foundations and methodology of the philosophy of the late XIX – XXI centuries is Very important to critically evaluate the novelty and heuristic methodological programs of modern philosophy. Another challenge is the consideration of philosophical "Manifesto" within a particular context – social, cultural, and personal - biographical. Such a holistic development of the methodological programs of phenomenology, existentialism, structuralism, postmodernism will be a good basis for applying these programs in their own research study. 16

Project No. 1: Postpositivism and critical rationalism Verification of scientific theories in the history of science. Criticism of the verification principle by K. Popper. The principle of falsification. Theory of assumptions and refutations Popper. "The structure of scientific revolutions" by T. Kuhn. The meaning of the word "paradigm" in Kuhn's book. Normal science and anomalies. The nature of scientific revolutions. I. Lakatos. What is a "research program"? Examples of research programmes in social and human Sciences. The problem of truth and science in the teachings of Kuhn and Lakatos. "Epistemological anarchism" by P. Feyerabend. The principle of "politerati" of scientific theories. The relationship between science and myth, magic, religion in the philosophy of Feyerabend.

Project No. 2 the Methodology of structuralism Linguistics and semiotics as methodological basis of structuralism. What discoveries in the field of structural linguistics led to the emergence of the methodology of structuralism? The methodology of structuralism: synchronic consideration of texts, selection of unit of analysis, establishing communication rules and transformation of objects. K. Levi-Strauss: "mental patterns" of mythological consciousness. How do you understand the statement of K. Levi-Strauss – structuralism is not concerned with "how people think in myths, but how myths think in men without their knowledge"? J. Lacan: the unconscious language patterns. The Paradox Of Lacan. The notions of epistemes and discursive formations of M. Foucault. As Foucault defines the notion of epistemes in the "archaeology of the human Sciences"? What epistemes he identifies? How do they differ from each other? Define the concept of discourse. What is the unit of discursive analysis? How discourse determines the subject of knowledge?

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009) Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 17 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy

Practical class 11. The topic of the lesson. Philosophical ontology Objective: to provide insight into the Genesis, types, and modes; to analyze the levels of existence, their interaction with each other; to reveal specificity of being a living being, society and man; to characterize the movement as a way of being, space and time as forms of existence of being. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of contemporary philosophical picture of the world; the main problems of contemporary ontology the ability to critically analyze and explain the philosophical basic information knowledge of the main categories of philosophy The relevance of the topic (practical training) is that the student acquires a fundamental knowledge in the field of ontological philosophical perspective. The plan: 1. Philosophical picture of the world 2. Genesis as an integral concept, types and forms of being 3. Movement, space and time The theoretical part. The backbone principle of philosophical understanding of the world is the category of being. In this category the fixed conviction of the person of the existence of the surrounding world and man himself with his mind. Individual things, processes, phenomena appear and disappear, and the world in General, exists and persists. The concept of being distracted from all the specific differences of things, objects and processes, except one of their features is their existence that defines the world source integrity guarantees peace and sustainability. The recognition of being as one, unchanging and uniform makes the world a serious and responsible, predictable. Abstaining from the topic of being, or in its stead, philosophy engenders a nihilistic worldview. Indeed, if there is no existential support, we all lose hope, all is "vanity of vanities". Loss of faith in eternal and unchanging absolute leads to the fact that a person begins to be arbitrary. Thus, the category of existence refers to the really existing world, underlying all things and phenomena and to guarantee their existence. And one of the first questions that arise in the philosophical understanding of the world, is the question of the diversity of ways and forms of being. The main forms of existence: The Genesis of things (bodies), processes, which, in turn, is divided into natural existence in all its diversity, and material being, created by man; The material existence of man, which may be divided into bodily existence of man as part of nature and the existence of man as a rational and at the same time socio - historical beings; Spiritual existence, which includes individualized spirituality and universal spirituality; Genesis society or another social being. Natural being is the being of things that are independent of man and his consciousness. A characteristic feature of this mode of existence is its objectivity and its primacy in relation to other forms of existence. Material being produced by a human, or "second nature" is not that 18 other, as the subject-real world created by and around us in everyday life. This being, having arisen by man's own will one day, then lives an independent life from him. To the elements of the "second nature" and is part of the Genesis of technics, including military. The feature of being of equipment in that it acts as a collection of things made by people. Considered as chemical, physical, biological, they do not differ from natural phenomena, but as artifacts they are the result of realization of human activity. Therefore, technology does exist as a natural and social object. People and technology are in a contradictory unity. Using the same techniques as the person changes physically and spiritually, the power of his intelligence is through technology, through the purposeful use of technology. However, there are negative effects, they weaken the man. Of course, people will never abandon their technical conquests, so the need for optimal combination of human existence is the necessary condition of its survival. In the relationship between 1 and 2 by the nature of the determining role belongs to the first, as the basis for the creation of the second. However, the second nature has the ability of destruction "first" being that does (under certain circumstances) physical existence of man is impossible. In the framework of natural existence, it is necessary to allocate human existence. In it, intersect: 1).The human being in the world of things as thinking things; 2).The Genesis of man as the individual, individuals belonging to the genus HOMO SAPIENS; 3).The existence of man as a social being within the existence of the society. Man, the integrity, the oneness of the physical, natural and spiritual. The dialectical combination of these characteristics determine its existence. Spiritual world is characterized by a twofold existence. It can be divided into subjective and objective spirit, exercised through the individual spiritual existence and the existence of social consciousness. Individual spiritual existence is realized through the consciousness of the individual (ideas, beliefs, values, attitudes, motives, thoughts, impressions, feelings, emotions), the unconscious (desires, dreams, motives, pathology) and unconscious (intuition, intuition, revelation). The Genesis society is understood as real life, Central to which is practice. Various philosophical views are different forms of being and their relations. Materialism considers as the basis of natural being, subjective idealism, subjective being, objective idealism takes the basis of objective spirit. The variety of forms of existence involves the formulation of the question: what unites these forms, can we talk about the unity of the entire infinitely diverse world? The idea of such unity leads to the idea of a common basis of all existence, denoted by the category of substance. This category captures the inner unity of all things, phenomena, processes, origins, nor of what is not dependable, the cause of all things, the unity of essence and existence Questions and tasks 1. What picture of the world? Give the classification of paintings in the world. What is the role of philosophy in everyday thinking and play concepts of the world and the picture of the world? 2. What is called substance and how it relates to Genesis? What is the differences of pluralists, monists and dualists in ontological disputes? 3. What is the difference in the world, the existence of life and human existence? What are the main distinctive features of social life. 4. What are the criteria for distinguishing between scientific and philosophical knowledge about the movement? What is their role in the development of scientific knowledge? 5. List the forms of movement of matter and describe them. 6. What appears contradictory nature of the movement? What is the relationship between movement and rest? 7. What is called space and time in philosophy and science? What are the different types of space and time? 8. How to define space and time in the substantial and relational philosophical concepts? Space and time are real. They have structure, have their own specifics. Can they be regarded as an 19 independent reality? 9. Compare and comment on the following interpretation of space and time. Which view, in your opinion, is the most substantiated? "Absolute space by its very nature without regard to anything external remains always similar and immovable" (Newton); "Space is not an empirical concept derived from our experience. In fact, the representation of space must already be given in order that certain sensations were attributable to something outside of me. (I. Kant) The topics of the presentations 1.Categories "being and nothingness" in the history of philosophy. 2. Ideas about the universe in physics and cosmology. 3. The modern scientific picture of the world. 4. Picture of the world: from cosmism to anthropology. 5. Historical development of materialism. A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1.Gaidenko P. P. the Existence and intelligence//Questions of philosophy.-1997.-№7.–P. 114 – 136. 2. Molchanov Yu. b. Four concepts of time and space in the philosophy of science. – M., 1997. 3. Nosov N. And. Virtual reality // Questions of philosophy. – 1999. No. 10. 4. D. silk's Big Bang. – M., 1982. 5.Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009) Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library

Practical class 12. The topic of the lesson. Dialectic as a theory of development

Objective: to form an idea about the evolution of the idea of development in philosophy, to identify the peculiarities of dialectics as a system of principles, laws and categories; to analyse the notion of determinism and to consider its shape; to identify the peculiarities of synergetics as a study of the development and self-organization of complex open systems. 20 Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the core content of the philosophy of development, the content of the dialectical concept of development, the conceptual specificity of metaphysics and synergetics; the ability to isolate and characterize the philosophical and scientific issues; knowledge of the main philosophical terms and categories The relevance of the topic (practical training) is reflected in the fact that the student will master the conceptual apparatus of the philosophy of development with the aim of solving problems of theoretical development and practical transformation of the world The plan: 1.The essence of dialectics as a doctrine of universal connection and development 2.Principles, laws and categories of dialectics 3.Dialectics and synergetics: self-organization development

The theoretical part. Philosophical characteristic development involves consideration of the notions of dialectics, historical dialectics types; alternatives to dialectics; the relationship of dialectics and metaphysics in the history of philosophy and science. The disclosure of the main principles of dialectics, particular attention should be paid to the principle of determinism as a fundamental in modern science. Describing the laws and categories of dialectics, it is worth dwelling on the heuristic potential, i.e., relevance to a theoretical understanding of various development processes. In the framework of synergetic development of system has been studied on the basis of their self- organization, so that in this theory are implemented principles of movement and consistency of matter, have received a solid grounding in dialectics. A synergistic approach to the explanation of development is based on General philosophical principles and scientific findings. Discoveries of the exact Sciences were used in the synergy is not so much to concretize the dialectic of the categories, how to create your own system of concepts for describing self-organization. Questions and tasks

1. What concepts were the main content of the philosophy of development at the time of its occurrence? 2. What concluded is a fundamental difference of dialectics from metaphysics? 3. Synergetics develops the dialectic or denies it? 4. What principles form the ideological basis of dialectics? 5. What is the contradiction? 6. What contradictions are often facing a modern young man? What are the main? Which are secondary? 7. Everything in the world has a measure or immeasurable phenomena exist? 8. What actions to undertake for the implementation of dialectical negation? 9. "Brick for no apparent reason, to anyone and never on the head will not fall down". Do you agree with this statement? Why? 10. What does it mean to establish the cause? What are the difficulties in determining the causes? A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, 21 etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1.Adorno, T. Negative dialectics. TRANS. with it. – M.: Scientific world, 2003. – 374с. 2.Haken, Synergetics. The hierarchy of instabilities in self-organizing systems and devices. – M.: Mir, 1985. – 424 p. 3. Readings in philosophy: textbook / comp. P. V. Alekseev. – 3rd ed., revised and enlarged. – M.: Prospekt, 2010. – 574 p. 4.Philosophy: a reader / sost.: B. V. Rozhkovsky, D. L. Ustimenko. - Rostov n/D : Phoenix, 2009. - 349 p. - (Higher education). - ISBN 879-5-222-15579-0 : 240-00.(2009) Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy"

Practical class 14. The topic of the lesson. Theory of knowledge Objective: consideration of levels and forms of cognition, a clarification of the nature of empiricism and rationalism, the formation of concepts of rationality as value of culture. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the General laws of the cognitive process, the nature of the cognitive attitude to the world as a whole, its forms, levels and the basic assumptions of the characteristics of philosophy of science, its basic concepts and structure of scientific disciplines; the ability to isolate and characterize the philosophical and scientific issues; knowledge of basic epistemological categories of philosophy The relevance of the topic (practical training) consists in understanding the philosophical understanding of knowledge, the essence of which consists in an adequate reproduction, the reflection of reality, without which there is no orientation in the world and the successful conversion of a man of peace. The plan: 1. The problem of knowledge in the history of philosophy. 2. Cognition, creativity, practice. 3. Believing and knowing. Understanding and explanation. Rational and irrational in cognitive activity.

The theoretical part. According to the most widely represented view, cognition is seen as a 22 socio – historical process of human activity, the content of which is the reflection of objective reality in his mind. The result of cognitive activity is to acquire new knowledge. A special branch of philosophy –epistemology (theory of knowledge) addresses issues about the nature of knowledge, about cognoscibility of the world and criteria of truth, etc. depending on the answer to the question whether the world is knowable in epistemology formed the main perspective: Gnosticism, which supporters are optimistic about the future and the present knowledge, believe that the world is knowable, and the person has potentially infinite possibilities of knowledge; agnosticism, which denies the possibility in principle of cognition of the objective world; scepticism, which supporters do not deny the knowability of the world, but doubt the possibility of its cognition, in the reliability of truth. Preparation for the practical lesson involves philosophical analysis of knowledge as an important form of relationship of man to the world. For this purpose it is necessary to describe the subject and the main problems of epistemology; to analyze the philosophical concepts of cognoscibility of the world (agnosticism, skepticism and epistemological optimism); to reveal the essence and the relationship of such epistemological categories as object and subject of cognition. The most important in the theory of knowledge has always been the question: how will our thinking to know the real world? Are there any borders of human knowledge? Differences in dealing with these issues have found expression in various epistemological concepts: epistemological optimism, agnosticism, skepticism, epistemological pessimism. The essence of the first consists in the belief in the unlimited possibilities of the developing of understanding the world. The essence of two of the following in full or partial denial of this possibility. When the answer should highlight the following aspects: - perceptual knowledge, its characteristics and form (feeling, perception, representation); - rational cognition and its forms (concept, judgment, reasoning); - philosophical positions on the relationship and role of the sensual and rational knowledge (sensationalism, rationalism); - irrationalist approach to cognitive activity.

Questions and tasks

1. What is the place of epistemology in the structure of philosophy? What is the main question of epistemology? 2. What are the ways of formulating and resolving epistemological opposition you are aware of? Can we say that agnosticism and scepticism have a positive value? If so, then what is it? 3. What are the main forms of sensual and rational levels of cognition? What is the role of non- rational factors in the process of cognition. 4. Describe different concepts of truth. They are represented in contemporary educational situation? How does the problem of truth in the evolution of the cognitive attitude to the world? 5. What is the interdependency of absolute and relative truths? What is the social danger of a distortion of the truth? 6. What is the relationship between knowledge and practice? 7. Comment on thought of Russian philosopher I. V. Kireyevsky: "the Truth is not given morally reprehensible person." 8. What is the truth? What are the criteria of truth? 9. Do you agree with the statement that knowledge increases the sphere of ignorance? Does this apply only to individuals or to mankind in General? A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 23 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Ilyin V. V. the Theory of knowledge. Introduction. Common problems. – Moscow: Librokom, 2010. 2. Lecturer B. A. Philosophy, cognition, culture. M.: Kanon+, 2012, 384 p. 3. Mironov V. V., Ivanov A.V. Ontology and epistemology. Tutorial. – M.: Gardariki, 2006. Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy"

Practical class 16. The topic of the lesson. Philosophy and methodology of science

Objective: acquisition of knowledge of ideas and theories that define the image of modern philosophy of science and the understanding of the role of science in society, its impact on the dominant society's style of thinking and preserving moral values and norms. Knowledge and skills acquired by students as a result of development of the topic (practical training), which is formed competences or parts thereof. As a result of mastering the topics, students acquire: knowledge of the structure of scientific cognition, its methods and forms; the ability to use methods and forms of scientific cognition; skills of scientific cognition The relevance of the topic (practical training) is connected with the necessity of mastering the ability to use universal and General scientific methods of research.

The plan: 1. The structure of scientific cognition, its methods and forms. 2. The growth of scientific knowledge. Scientific revolution and the change of types of rationality. 3. Science and technology.

The theoretical part. Science is a form of spiritual activity of people and social institution, within which collective 24 activity on manufacture, storage and transmission of new knowledge. The essence of science is research. Immediate goal – the realization of truth and the discovery of the objective laws on the basis of generalization of actual facts in their relationship. Science seeks to bring this newly acquired knowledge in a coherent system on the basis of certain principles. Since its inception, the science is trying as clearly as possible to Express your concepts and definitions. The principal difference of scientific knowledge from other forms of cognitive activity consists also in the fact that it goes beyond sensory perceptions and everyday experience, and plays the object at the entity level. The main features of scientific knowledge, therefore, include the following: -focus mainly on shared, essential properties of the object, its essential characteristics and their expression in the system of abstractions; -objectivity, eliminating, where possible, subjective moments; -verifiability; strict conclusiveness and validity of obtained results, validity of conclusions; distinct expression (fixation) concepts and definitions on the special language of science; -the use of special material tools: devices, instruments, so-called "scientific equipment" The scientific method is a system of specific methods and rules of actions the researcher used for the purpose of knowledge and transformation of the studied object. The method is determined by the subject (object) of research. But "carrier" is a specific person. The characteristics of the scientific method: -objectivity. -reproducibility. -heuristics. -the need. -specificity. Modern philosophy of science an independent field of research, separated from the theory of knowledge in the mid-twentieth century. Its main difference from classical epistemology and the science of science is that it explores science as a real phenomenon, living their particular life, generating their own problems, influenced by other phenomena of human culture. In the sphere of philosophical science research includes the consideration of issues such as specificity and forms of existence of science, its relationship with other cultural phenomena, understanding patterns of scientific knowledge and its methodology, identifying mechanisms of scientific dynamics, etc. Not only content issues, but also the way their performances are new, what makes the philosophy of science one of the most significant intellectual phenomena of our time. Comprehension of the philosophical problems of scientific knowledge has special significance. Thus familiarizing yourself with the key problems of modern science, despite its obviousness, is just one of them, because the expansion of horizons and erudition – it is not so much a goal as a means to deal with the more urgent tasks of the educational process. One of the main objectives of the study the topic is to improve the culture and critical thinking skills. During its development, the conditions for the development of analytical skills, learn to put theoretical questions and independently seek answers, compare diverse points of view, to evaluate the correctness of reasoning. The study of philosophy of science creates the opportunity to define their attitude to this or that scientific issue become a party controversy in the literature, to take it a conscious and reasoned position. Technique – a set of tools, machines, mechanisms and other artificial material structures that contribute to production and economic activity of society (the classic definition). Appliances (new, post-classical definition) is the material embodiment of the public in artificially created structures of skills, talent and other production related activity. First of all has to do with the production of tools for the production tools, i.e. machines. Questions and tasks 25 1. List the criteria for scientific knowledge. Contrary to each other everyday and scientific knowledge, the scientific and philosophical knowledge? 2. Describe the role of science in modern society. List the main social function of science? 3. What is the differences of the positions of scientism and anti-scientism? 4. What is the problem of social responsibility of scientists? 5. What are the criteria for distinguishing empirical and theoretical level of scientific cognition? What is their role in the development of scientific knowledge? 6. What is the shape of scientific knowledge? List the forms of scientific knowledge at theoretical and empirical levels. 7. What is the method of scientific cognition? Give the classification of methods of scientific cognition. 8. What role is played by scientific knowledge foundations of the science?

A list of literature recommended for use on this topic Main literature: 1. Alekseev, P. V. History of philosophy : textbook / V. P. Alekseev ; Mosk. state Univ. M. V. Lomonosov Moscow State University, Philosopher. FAK. – M. : Prospekt, 2014. – 240 p. – ISBN 978-5-392-12259-2 2. History of philosophy : [a textbook for high schools] / edited by A. S. Kolesnikova. – SPb. : Peter, 2010. – 651 p. – (the Textbook for high schools). – ISBN 978-5-49807-412-2 3. Markov, B. V. Philosophy : for bachelors and specialists. - M. - St. Petersburg. - N. Novgorod, etc. Peter, 2012. - 427 p. - (the Textbook for high schools). - On region. and Titus. HP: the Standard of the third generation. –ISBN 978-5-4237-0139-0 : 221-00.(2012) Vulture 4. Philosophy. Tutorial. Edited by: Lavrinenko V. N. Ratnikov V. P. is Recommended by the Ministry of education of the Russian Federation as a textbook for students of higher educational institutions. M.: Unity-Dana, 2012. - 623 p. ISBN: 5-238-00763-9 Further reading: 1. Ilyin V. V. the Theory of knowledge. Introduction. Common problems. – Moscow: Librokom, 2010. 2. Lecturer B. A. Philosophy, cognition, culture. M.: Kanon+, 2012, 384 p. 3. Mironov V. V., Ivanov A.V. Ontology and epistemology. Tutorial. – M.: Gardariki, 2006. Internet resources: 1. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 2.http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 3.http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. 4.http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 5. http://biblioclub.ru/- University library online 6. philosophy.ru/library – the Electronic library of Institute of philosophy RAS 7. rsl.ru – the Russian state library 8. http://www.philosophy.nsc.ru/journals/philscience sod.htm - the journal "Philosophy of science" 9. http//sysres.isa.ru/vf/index/htm - Electronic catalogue of the magazine "Questions of philosophy"

26

THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal state Autonomous educational institution higher professional education "NORTH-CAUCASUS FEDERAL UNIVERSITY"

Methodical recommendations on organization of independent work of students in the discipline Philosophy

The direction of training 21.03.01 Oil and gas business Profile "Construction and repair of objects of pipeline transport systems" "Operation and service of objects of oil production"; "Operation and servicing of objects of gas production, gas condensate and underground storages" Qualification graduate academic bachelor Form of training full-time Curriculum 2017 Studying in 3 semester

DEVELOPED

Associate Professor of social philosophy and Ethnology O. V. Lyashenko

Stavropol, 201 THE MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION 27 Federal state Autonomous educational institution higher professional education "NORTH-CAUCASUS FEDERAL UNIVERSITY"

Philosophy Methodical recommendations on organization of independent work of students

The direction of training 21.03.01 Oil and gas business Profile "Construction and repair of objects of pipeline transport systems" "Operation and service of objects of oil production"; "Operation and servicing of objects of gas production, gas condensate and underground storages" Qualification graduate academic bachelor

Volume classes: total 108 h. 3 c.u.

Including class 54 h. Of them: Lectures 36 h. Laboratory work 0 h. Practical training 18 h.

Independent work 18 h.

Exam 3rd semester 36 h.

Stavropol, 201

28 CONTENT

Explanatory note...... 4 The schedule of performing independent work of students in the discip…………………………………………………...... 7 Methodical recommendations for independent work of students…………….. . 8 Section I. HISTORY of PHILOSOPHY...... Lesson theme 3: Philosophy of Ancient China...... 8 Lesson 4: Ancient philosophy...... 10 Lesson 5: Philosophy of the middle ages and Renaissance...... 12 Lesson 6: Philosophy of New time XVII-XVIII centuries...... 15 Lesson 7. The heyday of German philosophy (XVIII – XIX centuries.)...... 17 Lesson 8: Irrationalist philosophy of the XIX century...... 21 Lesson 9: Modern Western philosophy...... 23 Lesson 10: the Tradition of Russian philosophy ...... 24 III. THE METHODOLOGY OF SCIENTIFIC RESEARCH Lesson 16: Philosophy and methodology of science...... 26 APPROXIMATE THEMES OF ABSTRACTS, ESSAYS, PRESENTATIONS FOR THE COURSE "PHILOSOPHY"...... 33 Requirements for the presentation of the results of the CDS...... 35 Recommended reading...... 43

EXPLANATORY NOTE

These methodical recommendations for independent work of students is developed on the basis of the working program of the course "Philosophy" for students in the direction 21.03.01 Oil and gas business. 29 The purpose of the IWS for the course "Philosophy" is to develop students ' competencies to implement the strategy to develop holistic, highly cultured modern person, able to apply knowledge, skills and personal qualities in professional activity: - to study the main stages and trends in the history of philosophy, introducing students to the historical experience of the world of philosophical thought; the mastery of the principles of rational philosophical approach to the processes and tendencies of modern society; improving skills of independent analytical thinking in the Humanities, the formation of students ' system of values conducive to their realization in modern conditions of scientific-technical, economic, and spiritual progress; - the formation of scientific world Outlook and theoretical mastery of the elements of a General methodology of scientific cognition as the modern world is a complex, dynamically integrated system, correct and comprehensive understanding of which is impossible without certain ideological views. They help understand the validity of the interaction of all its spheres, and relations of the parties, in the development, in the unity of all its laws and contradictions, the place of man in the modern world, the meaning of his life and a number of other complex problems; - formation of philosophical culture as an important part of General human culture. In the profound changes occurring in modern society, it is imperative to abandon the outdated stereotypes, ossified dogmas and speculative schemes not only in thinking but also in practice. You should be able to constructively think: critically, creatively, constructively. To master this art, you need a lot of work on the comprehensive development of all the wealth of world philosophy and its most important methods. The achievement of this goal involves the solution of a number of theoretical, practical and educational tasks. Theoretical problems: – to teach students the basic philosophical categories and approaches to major problems of social development to ensure their theoretical Foundation for mastering the neighboring Humanities disciplines (sociology, political science, cultural studies, psychology, etc.); – exploring the core content of all sections of the program, including directions and schools of world philosophy, classical and modern Russian philosophy; – systematized study of the philosophical issues with regard to the historical and philosophical context and current state of philosophy; gaining knowledge about the basic problems of existence, its content, and fundamental properties of basic forms; – identification of the main philosophical positions on the question of the cognoscibility of the world, the place and role of epistemology in the structure of philosophical knowledge; study of the structure of scientific knowledge, its levels and forms, mastering the methodology of scientific cognition. Practical tasks: – the mastery of philosophic method of thinking; – mastering the techniques of debate, discussion, dialogue; – building skills to analyze, organize modern philosophical problems, to think creatively, logically argue their ideological position. Educational objectives: – formation of philosophical culture, based on humanistic values and ideals and the assimilation of the humanistic content of philosophy; – to develop students ' philosophical worldview, a holistic view of the world and man's place in it based on a holistic view of the development of philosophical knowledge; – creation of conditions for the formation of a free person, responsible for the preservation of life, nature and culture, the General course of the historical process; – education of the moral personality, able to solve actual problems and perspectives of development of modern culture and civilization. 30 As a result of mastering discipline student must: Know: the basic philosophical categories and approaches to issues of social development; the main content sections of the program, including directions and schools of world philosophy, classical and modern Russian philosophy; basic problems of existence, its content, and fundamental properties of basic forms; basic philosophical concepts of consciousness, philosophical positions on the question of the cognoscibility of the world, the place and role of epistemology in the structure of philosophical knowledge; scientific knowledge structure, its levels and forms, the methodology of scientific cognition. To be able: to think philosophically; to correctly use the techniques of debate, discussion and dialogue; to analyze, systematize modern philosophical problems, to think creatively, logically argue their ideological position, to acquire new knowledge, using modern information technology. To possess: skills of collective research and design activities; harmonious communication in a student and future professional environment taking into account the formation of a holistic worldview, knowledge of the main philosophical ideas and concepts. Acquired knowledge in the field of philosophy will allow students not only to form an active civil position, but continue to apply the received knowledge in practice. In the proposed manual on controlled independent work of students submitted assignments for the control of possession of the competencies in all topics of the course "Philosophy". The variety of tasks allows to take into account the individual characteristics of students in independent work. Current control is carried out during individual and group consultations, interviews, analysis and self-analysis and independent work. Educational products (creative projects, dictionary of scientific concepts, basic abstracts, essays, presentations, spreadsheets, annotated lists of articles on the course topics, etc.) appear in perfected form for final certification. During the period of study of discipline students must submit one work, made in the form of an abstract or presentation, or essay.

SCHEDULE OF INDEPENDENT WORK STUDENTS ON DISCIPLINE

The timing of Theme name Control consultations № point, the deadline

1. Philosophy, its object and place in culture 1 Saturday 9.55-11.25 h.

Section 1. Philosophy of history

1.1. The Philosophy Of Ancient India 2 Saturday 9.55-11.25 h.

1.2. The Philosophy Of Ancient China 3 Saturday 9.55-11.25 h.

1.3. Ancient philosophy 4 Saturday 9.55-11.25 h.

1.4. The philosophy of the middle ages and 5 Renaissance Saturday 9.55-11.25 h.

1.5. The philosophy of the New time XVII-XVIII 6 Saturday 9.55-11.25 h. 31 centuries. 1.6. The flowering of German classical philosophy 7 (XVIII – XIX centuries) Saturday 9.55-11.25 h.

1.7 Irrationalist philosophy of the XIX century 8 Saturday 9.55-11.25 h.

1.8 Modern Western philosophy 9 Saturday 9.55-11.25 h.

1.9 The philosophy of postmodernism 10 Saturday 9.55-11.25 h.

1.10 The tradition of Russian philosophy 11 Saturday 9.55-11.25 h.

Section 2. The problems of ontology and epistemology

2.1 Philosophical ontology 12 Saturday 9.55-11.25 h.

2.2 The category of matter. Movement, space, time 13 Saturday 9.55-11.25 h.

2.3 Dialectic as a theory of development 14 Saturday 9.55-11.25 h.

2.4 Philosophical theory of consciousness 15 Saturday 9.55-11.25 h.

2.5 Theory of knowledge 16 Saturday 9.55-11.25 h.

Section 3. The methodology of scientific research

3.1 Philosophy and methodology of science 17 Saturday 9.55-11.25 h.

32 METHODICAL RECOMMENDATIONS FOR INDEPENDENT WORK OF STUDENTS

Lesson theme 3: PHILOSOPHY of ANCIENT CHINA The aim of the study: to trace the cultural-historical background of ancient Chinese philosophy. Considering the philosophical schools (Taoism, Confucianism, moism, legalism) and their influence on the further development of philosophical thought.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the IWS.

Tasks for IWS:

1. Expand the features of Chinese ethics. 2. Give characteristics of the major schools of ancient Chinese philosophy: - Taoism______- Confucianism______- moizm ______- legalism ______- school of legalists ______- school name ______

Method of preparation

1. Analyze key concepts. Consider the characteristic features of ancient Chinese philosophy, where there is an undoubted priority of the social over the individual, neglecting the interests of the individual in the name of social welfare. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. The task for CPC (1, 2) targets the development of critical thinking skills, comparing different points of view, working on their own.

Literature Basic

1. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 2. Kanke V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 3. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9

Additional

1. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 2. Markov B. V. People, state and God in the philosophy of Nietzsche. – SPb.: Russian Island, 2009. 33 3. Social thought of the Russian Diaspora: encyclopedia. – M.: ROSSPEN, 2009. 4. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 5. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Internet resources

1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet books.atheism.ru/philosophy – Philosophy and atheism digital library 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 7. http://www.iks.ru/~maximov/ Indian culture and philosophy. 8. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 9. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 10. http://ihtik.lib.ru/ - electronic full-text library of Atika. 11. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 12. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities

Lesson 4: ANCIENT PHILOSOPHY

Session objective: to identify features of ancient philosophical thought. To consider concepts such as microcosm, macrocosm, natural philosophy, anthropomorphism, pantheism, atom, natural dialectics, the number, Genesis, the aporia, the sophists, the idea, the Eidos, objective idealism, metaphysics, ethics, matter, form, entelechy, peripatetics, Epicureans, cynics, Stoics, skeptics, and the Neoplatonists.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the CDS. Tasks for IWS: 1. Expand the periodization of ancient philosophy. 2. Identify features of ancient Greek philosophy (cosmocentrism, syncretism, contemplation). 3. Describe early Greek philosophical schools: - the Milesian school ______- Elea school ______- Ephesus school ______- Pythagorean Union ______school of atomists ______4. To explain the fundamental difference between the statement of Protagoras "Man is the measure of all things..." and the motto of Socrates "Know thyself". 5. What are the causes of rejection of the sophists Socrates? 6. Identify the cause of the disagreement between Aristotle and Plato. 7. Describe the main problems and currents of ellino-Roman period of ancient philosophy: - stoicism ______- epicurism ______- skepticism ______- cynicism ______34 - Neoplatonism ______Method of preparation 1. Analyze key concepts. Consider the characteristic features of ancient Chinese philosophy, where there is an undoubted priority of the social over the individual, neglecting the interests of the individual in the name of social welfare. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. Task for IWS (1, 2, 3, 4, 5, 6, 7) aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic

1. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 2. Kanke V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 3. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9

Additional

1. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 2. Markov B. V. People, state and God in the philosophy of Nietzsche. – SPb.: Russian Island, 2009. 3. Social thought of the Russian Diaspora: encyclopedia. – M.: ROSSPEN, 2009. 4. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 5. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Internet resources

1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet books.atheism.ru/philosophy – Philosophy and atheism digital library 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 7. http://www.iks.ru/~maximov/ Indian culture and philosophy. 8. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 9. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 10. http://ihtik.lib.ru/ - electronic full-text library of Atika. 11. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 12. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities 35

Lesson 5: PHILOSOPHY of the MIDDLE AGES AND RENAISSANCE

Session objective: to identify features of medieval philosophical thought, to trace the influence of religion on the philosophy of this period, to consider the main stages of development of medieval philosophy and its characteristics; describe the features of formation and development of the philosophy of the Renaissance; to address the problem of human individuality in the context of humanist ideals, to characterize the formation of a new scientific picture of the world, trace the path of religious philosophy in the period of reforms.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the CDS. Tasks for IWS: 1. Make a Glossary of the main concepts of the topic: Theo-centrism, creationism, providentialism, dogmatism, apologetics, Patristics, scholasticism, universals, realism, nominalism, conceptualism, exegesis, hermeneutics and Thomism, theodicy, mysticism, Sufism, Arabic peripatetism, fatalism, humanism, anthropocentrism, heliocentrism, natural philosophy, pantheism, antischolastic, macrocosm, microcosm, skepticism and eschatology. 2. What is the role of philosophy in the middle ages? 3. How do You understand the saying of Tertullian: "I Believe because it is absurd". 4. What changes have been made to the concept of time (cyclical process to a linear time and the associated notion of progress) and explain why. 5. Explain what the similarities and differences between exegesis and hermeneutics. 6. Explain what was the dispute between nominalists and realists, what is the point of view taken by conceptualists? 7. What philosophical movement arose during the Renaissance?

Method of preparation 1. Analyze key concepts. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. When studying the writings of medieval thinkers, it is recommended to pay attention to the gradual transition from philosophizing in the faith (apologists of Christianity, particularly Augustine of Hippo) to attempt harmonization of faith and reason (Thomas Aquinas, Pierre Abelard, Robert grosseteste are published, etc.), when the most characteristic feature of philosophy is the concern with human destiny. In the study of works of philosophers of the Renaissance, it is recommended to pay attention to the writings of Nicholas of Cusa, standing at the origins of the Renaissance philosophy and Giordano Bruno, marking the outcome. 3. Task for IWS (1, 2, 3, 4, 5, 6, 7) aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic 1. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 2. Kanke V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 3. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 36 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9

Additional 1. Ancient wisdom / comp. V. Lavskaya. – Rostov n/D:Phoenix: March, 2010. 2. Asmus V. F. the philosophy of antiquity / by V. F. Asmus.- 4 – e Izd. – M.: Higher.Sch., 2009. 3. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 4. Markov B. V. People, state and God in the philosophy of Nietzsche. – SPb.: Russian Island, 2009. 5. Social thought of the Russian Diaspora: encyclopedia. – M.: ROSSPEN, 2009. 6. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 7. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Internet resources 1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet books.atheism.ru/philosophy – Philosophy and atheism digital library 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 7. http://www.iks.ru/~maximov/ Indian culture and philosophy. 8. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 9. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 10. http://ihtik.lib.ru/ - electronic full-text library of Atika. 11. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 12. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities"

Lesson 6: PHILOSOPHY of NEW TIME XVII-XVIII Century.

The aim of the study: to determine the influence of the scientific revolution on consideration of fundamental philosophical problems; to determine the priority of epistemology and methodology in philosophy; to consider basic principles of empiricism and rationalism; to identify the key ideas of philosophy of Education; to analyze the model of a new historical subject; to consider the formation of the concept of "civil society", to trace the development of views about the dominance of man over nature.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the CDS. Tasks for IWS: 1. What is the difference of philosophy of New time from the previous stages of the development of philosophical thought? 2. Make a Glossary of key concepts themes: substance, induction, deduction, empiricism, rationalism, sensationalism, monad, modus, hylozoism, agnosticism, mechanistic materialism, contemplation. 3. Why F. bacon preferred inductive method? 4. Why is Descartes considered the priority of the deductive method, the beginning of which is intellectual intuition (direct, immediate, rational comprehension of the fact)? 5. What is dualism in the philosophy of R. Descartes? 37 6. What is the novelty of the legal ideas of Thomas Hobbes, John Locke? 7. Describe the main directions in the philosophy of the French Enlightenment: dieticheskoe (Voltaire, Montesquieu, Rousseau, Condillac); the atheistic-materialistic (of La mettrie, Diderot, Helvetius, Holbach); utopian socialist (babe, Owen, Saint-Simon). 8. Why was the Enlightenment called?

Method of preparation 1. Analyze key concepts. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. When you study the works of thinkers in modernity, it is recommended to pay attention to the main provisions of the subjective-idealistic ontological doctrine D. Berkeley and cognitive skepticism of D. Hume, which are mostly not typical of the rationalistic thinking of the New time. In the study of modern philosophy are recommended to pay attention to the formation of new legal ideas. In this connection it should be acquainted with the concepts of natural law, social contract and legal equality (Thomas Hobbes, John Locke; their successors, the philosophers of the French Enlightenment – J.J. Rousseau, Montesquieu, etc.). 3. Task for IWS (1, 2, 3, 4, 5, 6, 7,8) aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic 1. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 2. Kanke V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 3. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9 Additional 1. Berkeley J. A treatise on the principles of human knowledge. - M., 1978. 2. Bacon F. The New Organon. Works in 2 volumes. - T. 2. - M., 1977. 3. K. Helvetius On man. Works in 4 volumes. - T. 2. - M., 1974. 4. Hobbes T. Leviathan, or the matter, form and power of the state, Royal and civil. Selected works. In 2 volumes. - T. 2. - M., 1991. 5. Descartes R. Discourse on method. Selected works. In 2 volumes. - Vol. 1. -M., 1989. 6. Of La mettrie, J. Man-machine. Works. - M., 1983. 7. Leibniz G., The Monadology. Works in 4 volumes. - Vol. 1. - M., 1982. 8. Locke J. An essay concerning human understanding. Works in 3 volumes. - Vol. 1, 2. - M., 1985.

Internet resources 1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet ido.tdu.ru/philosophy – Institute of distance learning 3. filosof.historic.ru/ E - library in philosophy 4. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 5. http://www.iks.ru/~maximov/ Indian culture and philosophy. 38 6. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 7. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 8. http://ihtik.lib.ru/ - electronic full-text library of Atika. 9. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities"

Lesson 7. The HEYDAY of GERMAN PHILOSOPHY (XVIII – XIX centuries)

The aim of the study: to determine socio-cultural and theoretical background of the formation of German classical philosophy; to identify the peculiarities and main problems of classical philosophy; to give knowledge about the main philosophical teachings of the prominent representatives of the classical stage of philosophy; opredeliti the causes of the crisis of traditional forms of philosophical knowledge and the formation of new types of philosophizing.

Form of control – creation of a Glossary of terms, crossword puzzle test, personal interview for the jobs for the CDS. Tasks for IWS:

1. Make a Glossary of the main concepts of the topic: "pure reason", "practical mind", "thing in itself", the noumenon, phenomenon, transcendental, transcendent, or "categorical imperative", a priori knowledge, posteriori knowledge, agnosticism, antinomies, absolute idea, absolute spirit, the objective spirit and subjective spirit, panlogizm, dialectic method, anthropological materialism. 2. Why the philosophical system of I. Kant called "transcendental" or "critical" idealism? 3. Consider the idealist philosophical system of Hegel, describe the concept of "Absolute Idea" and the stage of its development. 4. From German classics who considers man as the highest manifestation and the crown of nature? 5. Solve the crossword:

1 2 3 4 5 6

7 8 9 10 11 12

13 14 15

16 17 18 19

20 21 22 23 24 25 26 27 28 29 30 31 32

39

33

Horizontal: 3. The form of the state in which it is possible to realise freedom and equality, by Rousseau. 5. Development theory of Hegel, which is based on the unity and struggle of opposites. 7. A follower of Marxist philosophy. 9. . The criterion of truth in Marxist philosophy. 12. "The world is developing contradictory whole" - says the principle of... 13. An adherent of agnosticism. 14. A characteristic feature of the philosophical works of K. Marx. 16. The successor of the ideas of any epoch is the German classical philosophy. 17. Natural philosophy, speculative interpretation of the nature considered in its integrity. 20. A notion which scientific knowledge is impossible in principle, according to Kant. 22. The period of activity of Kant characterized the work "universal natural history and theory of heaven". 23. One of the three parts of the idealist philosophical system of Hegel. 26. Class of society, able to reorganize the society, according to Marx. 27. The reality, which was the Foundation of the world, according to Hegel. 28. Define a philosophical position, which is encapsulated in the following statement of Kant: "All our contemplation there is only the phenomenon of... What are objects in themselves and apart from ...the receptivity of our sensibility, is absolutely unknown to us. We don't know anything but characteristic ways to perceive them." 29. The main section of German classical philosophy. 30. The representative of philosophical idealism. 31. The period of activity of Kant characterized the "Critique of pure reason". 32. Who of the representatives of German classical philosophy had the greatest influence on the formation of Marx's dialectics. 33. Human activity as the basis of understanding reality in Marxist philosophy. Vertical: 1. That Marx is the Foundation of society. 2. Form of cognitive activity, intrinsic human mechanism of cognition, according to Kant. 3. What, according to Marx, the path to the transformation of the social reality. 4. Who owns the idea of "Categorical imperative". 6. Most outstanding achievement of L. Feuerbach – theory ... 8. The importance of a phenomenon F. Schelling emphasizes, in matters of comprehension of life. 10. Philosophy most characteristic of German classical philosophy. 11. The term used by Kant, translated from the Greek meaning "judgments that exclude each other". 15. According to Hegel, philosophy has the same subject as that of... 17. The Foundation of all Sciences, the doctrine of science, Fichte. 18. Phenomenon given in experience, sensory cognition, according to Kant. 19. Thinker of the nineteenth century, characterized the religion in relation to human nature as the process of alienation. 20. What character, according to Kant, is part of the knowledge contained in the mind a priori in form. 21. The main work of Marx. 24. Intelligible, the opposite phenomenon, the "thing in itself" by Kant. 25. The process carried out in a particular order: the thesis (affirmation), antithesis (negation), synthesis (negation of negation), according to Hegel. 27. The subjective principle of morality, according to Kant.

Method of preparation 1. Analyze key concepts. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. When considering Kant's epistemology students need to understand the logic of splitting the knowledge into a priori and a posteriori, the approach of the philosopher to scientific idealizations, the categorical system of Kant. You should understand the concepts of the transcendental and the transcendent, the relation of the thinker to space and time; characterize the Kantian "thing in itself" and make a conclusion about the possibility of objective knowledge from the point of view of Kant. 3. When considering the idealistic philosophy of Hegel should be understood in the Hegelian triad of "thesis – antithesis – synthesis". You should also pay attention to the content of Hegel's dialectics, which they understood as the logic of ideas, as the ascent from the abstract ideas to 40 more specific. 4. Be aware that from the teachings of the German classics were also representatives of the materialistic direction. Ludwig Feuerbach did not agree with Hegel that ideal objectively. The teaching of Feuerbach included in the history of philosophy as a kind of anthropological materialism. 5. Task for IWS (1, 2, 3, 4, 5) aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic 1. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 2. Kanke V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 3. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9

Additional 1. Bessonov B. N. Philosophy. The history and modern problems – M: Norma, 2009. 2. Kant: pro et contra. – SPb., 2005. 3. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 4. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 5. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 6. F. Schelling: pro et contra. – SPb., 2001.

Internet resources 1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet 3. filosof.historic.ru/ E - library in philosophy 4. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 5. http://www.iks.ru/~maximov/ Indian culture and philosophy. 6. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 7. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 8. http://ihtik.lib.ru/ - electronic full-text library of Atika. 9. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities"

Lesson 8: IRRATIONALIST PHILOSOPHY of the XIX CENTURY

The aim of the lesson: to analyze the main trends in the development of the irrational philosophy of the XIX century, to characterize the main representatives of this direction, to identify the reasons for the formation of new types of philosophizing.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the CDS. Tasks for IWS:

41 1. Make a Glossary of the main notions of the theme: scientism, anti-scientism, existentialism, neo-Kantianism, philosophy of life, personalism, philosophical anthropology, voluntarism. 2. What differences has non-classical philosophy from classical? 3. What is meant by "will to life" Arthur Schopenhauer? 4. What is the "creative breakthrough" in the teachings of Henri Bergson? 5. What does "will to power" from the point of view of Friedrich Nietzsche?

Method of preparation 1. Analyze key concepts. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. When studying this subject it is necessary to identify the reasons for the formation of new types of philosophizing, given that the representatives of necessity opposed to the rationalist thesis about the wisdom of the world the opposite thesis: the world is foolish, a man not governed by reason, and a will, instincts, fear and despair. 3. Task for IWS (1, 2, 3, 4, 5) aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic 1. Alekseev P. V. History of philosophy. – M., 2010. 2. Bessonov B. N. History of philosophy: textbook – Moscow: yurait, 2010. 3. Zotov A. F. Modern Western philosophy: textbook. – M., 2010.

Additional 1. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 2. Swassjan K. A. Phenomenological cognition, Moscow: Acad. project: Alma Mater, 2010. 3. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 4. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Sources 1. Analytic philosophy. The selected texts. — M., 1993. 2. Aron, R. Marxism Imaginary. — M., 1993. 3. Wittgenstein L. Philosophical works: In 2 CH. — M., 1994. 4. Gadamer G. G. Truth and method. — M., 1988. 5. Husserl E. the Crisis of European humanity and philosophy // Questions of philosophy № 3. 1986 (E. Husserl Philosophy as rigorous science. Novocherkassk, 1994. 101 -126). 6. Camus, A. the Revolting man. — M., 1990. 7. Kuhn T. the Structure of scientific revolutions. — M., 1977. 8. Levi-Strauss C. Structural anthropology. — M., 1985. 9. Maritain J. the Philosopher in the world. — M., 1994. 10. Ortega y Gasset X. What is philosophy? — M., 1991. 11. Popper K. Logic and the growth of scientific knowledge. — M., 1983. 12. Feyerabend P. K. Selected works on science methodology. — M., 1986. 13. Freud 3. Psychoanalysis. Religion. Culture.— M., 1992. 14. Fromm E. Escape from freedom. — M., 1990. 15. Fromm E. to have or to be? — M., 1990. 16. Heidegger M. Time and being.—M., 1993. 17. Sheler M. Selected works.—M., 1994. 18. Jung K. G. Archetype and the symbol.—M., 1991. 42 19. Jaspers K. Meaning and purpose of history. — M., 1991.

Internet resources 1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet books.atheism.ru/philosophy – Philosophy and atheism digital library 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 7. http://www.iks.ru/~maximov/ Indian culture and philosophy. 8. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 9. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 10. http://ihtik.lib.ru/ - electronic full-text library of Atika. 11. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 12. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities"

Lesson 9: MODERN WESTERN PHILOSOPHY

The aim of the lesson: to analyze the main trends in the development of Western philosophy of the XX century, to describe the main philosophical trends of this period, identify the reasons for the formation of new types of philosophizing.

Form of control – creation of a Glossary of terms, an individual interview for the jobs for the CDS. Tasks for IWS: 1. Expand the features of modern post-nonclassical philosophy. 2. Give characteristics of the main areas of this period: - phenomenology ______- hermeneutics______- analytic philosophy ______- positivism______- machism______- postpositives______- neopositivism ______- structuralism ______- post-structuralism ______3. Who introduced the concept of paradigm? Expand its contents.

Method of preparation 1. Analyze key concepts. Consider the characteristic features of modern Western philosophy. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. The task for CPC (1, 2, 3) has as its goal the development of critical thinking skills, comparing different points of view, working on their own.

Lesson 10: the TRADITION of Russian PHILOSOPHY

The aim of the study: to determine socio-cultural and historical preconditions of formation of 43 Russian philosophy; to identify the peculiarities and main problems discussed by Russian philosophers; to disclose the content of the main stages of its development.

The personal interview for the jobs for the CDS. Tasks for IWS:

1. What distinguish the main stages of development of Russian philosophical thought? 2. Identify the essence of the conflict of the TRANS-Volga elders and easyplan. 3. Compare the views of Westerners and Slavophiles with modern political views. 4. Review the main concepts of V. S. Solovyov in his philosophy of "positive unity" that disassemble the key concepts of the world soul (Sophia), the absolute (Existence), of God- manhood, of unity, of good (good) as implemented will, to the truth as realized musings and beauty as realized feelings ("Absolute performs good through truth in beauty").

Method of preparation 1. Analyze key concepts. Consider the characteristic features of Russian philosophy and its traditions. In the analysis, use the following references: Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. The analysis of this theme it is necessary to analyze the socio-cultural and historical preconditions of formation of Russian philosophy; to identify the peculiarities and main problems discussed by Russian philosophers; to disclose the content of the main stages of its development. 3. The task for CPC (1, 2, 3, 4) aims at the development of critical thinking skills, comparing different points of view, working on their own.

Literature Basic 1. Alekseev P. V. History of philosophy. – M., 2010. 2. Bessonov B. N. History of philosophy: textbook – Moscow: yurait, 2010. 3. Zotov A. F. Modern Western philosophy: textbook. – M., 2010. Additional 1. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 2. Swassjan K. A. Phenomenological cognition, Moscow: Acad. project: Alma Mater, 2010. 3. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. Internet resources

1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi guide to the philosophy of winternet (eng.) 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://filosofia.ru/ Library of philosophy and religion. This website is entirely devoted to philosophy and religion. This is a list of various articles, books, textbooks and methodological works on philosophy, religion and the unknown. 7. http://www.vehi.net/ - "Milestones" the Library of the Russian religious-philosophical and fiction. 8. http://www.philosophy.albertina.ru/ - the Site contains information about Russian philosophers XI-XX centuries. 9. http://mega.km.ru/ encyclopedia of Cyril and Methodius 10. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 44 11. http://ihtik.lib.ru/ - electronic full-text library of Atika. 12. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 13. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities"

III THE METHODOLOGY OF SCIENTIFIC RESEARCH

Lesson 16: PHILOSOPHY AND METHODOLOGY of SCIENCE

The aim of the study: the formation of information and methodological competencies associated with the development of the ideas and principles of philosophical analysis of scientific problems; ability to critically evaluate information, to present arguments and to defend their own vision of the problems; to get ideas about the science aspects of her life and the criteria of scientific knowledge; develop skills to review levels of scientific knowledge, their structure and interaction with each other; gaining knowledge about methods of scientific knowledge and the specifics of the economic scientific knowledge.

Form of control test. Tasks for IWS:

1. Prepare for testing:

1. Type (mm). Aspects of the scientific method: and. mythological; b. subject matter; V. operational; G. axiological; D. art;

2. Type (mm). Methods of scientific knowledge are divided into three groups: and. ineffective: b. General; V. universal (the universal); G. special; D. regulations.

3. Type (Ohms). Methods of scientific research that characterizes human thinking in General and applicable in all spheres of cognitive activity: and. universal (universal); b. special; V. General scientific;

4. Type (Ohms). The level of knowledge based on everyday human experience: and. empirical; b. a priori; V. commonplace; G. scientific; D. theoretical.

5. Type (Ohms). Method of knowledge, denoting a mental decomposition of the object into its constituent elements: 45 and. deduction; b. analogy; V. analysis; G. abstraction; D. induction.

6. Type (Ohms). Method of cognition, meaning the connection highlighted in the analysis of the elements of the studied object in a single unit: and. synthesis; b. abstraction; V. deduction; G. the analogy; D. induction.

7. Type (Ohms). Method of cognition, in which the General conclusion made on the basis of the consolidation of private parcels: and. analogy; b. induction; V. deduction; G. abstraction; D. synthesis.

8. Type (Ohms). Method of cognition, the process of logical transition from the General assumptions to conclusions about particular cases: and. deduction; b. abstraction; V. synthesis; G. induction; D. analogy.

9. Type (Ohms). Method of cognition, in which the presence of similarity of any signs of non- identical objects suggests their similarity in other characteristics: and. abstraction; b. synthesis; V. deduction; G. the analogy; D. induction.

10. Type (Ohms). Method of cognition, which means the selection of one tag in the subject with a distraction from his other signs: and. abstraction; b. analogy; V. analysis; G. induction; D. deduction.

11. Type (Ohms). The branch of philosophy that studies the General problem of cognition, a set of techniques of research: and. methodology; b. ethics; V. axiology; G. Outlook; 46 D. praxeology.

12. Type (Ohms). The result of the process of cognition, presented in the form of concepts: and. knowledge; b. true; V. image; G. proof; D. the judgment.

13. Type (Ohms). Method of cognition, in which there is a mental formation of abstract entities as a result of distraction from the fundamental impossibility to implement them practically: and. idealization; b. induction; V. synthesis; G. the analogy; D. deduction.

14. Type (Ohms). Method of learning engaged in the process of mental transition from individual to General, from less General to more General: and. generalization; b. experiment; V. observation; G. idealization; D. comparison. 15. Type (Ohms). Method of knowledge in which the subject is replaced by any natural or artificial analogue, through which we penetrate into the subject of knowledge: and. idealization; b. generalization; V. simulation; G. monitoring; D. deduction. 16. Type (mm). The levels of knowledge of scientific methods: and. empirical; b. theoretical; V. comparative; G. formalizations; 17. Type (mm). Types of forms of cognition: and. problem; b. hypothesis; synthesis; G. the idea; D. the theory; E. abstraction. 18. Type (Ohms). The form of knowledge expressed in the form of a question that should be researched and addressed: and. problem; b. the idea; V. hypothesis. 19. Type (Ohms). Form of thinking, which very generally sets the most significant: and. hypothesis; b. the idea; V. problem. 47 20. Type (mm). According to the degree of generality of a scientific theory are distinguished: and. private; b. General; V. qualitative; G. deductive;

21. Type (ohms). The form of knowledge that extends in the form of a guess about the cause of any phenomena, the authenticity of which cannot be tested and proven: and. hypothesis; b. the idea; V. problem. 22. Type (Ohms). The author of the book "Logic and growth of scientific knowledge": and. Popper; b. Kun; V. Lakatos; G. Toulmin. 23. Type (Ohms). The name of the thinker, formed the methodology in the concept of "paradigm": and. Lakatos; b. Popper; V. Kuhn; G. Husserl; D. Wittgenstein.

24. Type (Ohms). The thinker who created the concept of the growth of scientific knowledge: and. Popper; b. Spencer; V. Weber; G. Contes.

25. Type (Ohms). The scientific revolution marked a shift: and. eras; b. types of scientific rationality; V. leaders.

26. Type (ohms). Greek "techne" is translated into Russian language as a. "skill" b. "science" V. "culture"

27. Type (ohms). Man-made object is often called and. the fact b. event V. artifact

28. Type (ohms). Technique is the totality of and. artifacts b. facts V. methods

29. Type (ohms). A set of operations meaningful use of the technology called and. science 48 b. art V. technology

30. Type (PP). Arrange sequentially the stages of technological development and. stage of mechanisatie b. the stage of automation V. phase manual labor

Method of preparation 1. Analyze key concepts. Consider the characteristic features of postmodernism. In the analysis use the following sources: Philosophy: tutorial: Under. Ed. Kochanowski V. P. – Rostov n/D: Phoenix, 2011. – CH. 10.; Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009. 2. Job type (Ω) have one answer, type (mm) – multiple answer choices, like(PP) – set the sequence. 3. Task for IWS aims to develop skills of independent thinking, comparing different points of view, working on their own.

Literature Basic 1. Alekseev P. V. History of philosophy. – M., 2010. 2. Bessonov B. N. History of philosophy: textbook – Moscow: yurait, 2010. 3. Zotov A. F. Modern Western philosophy: textbook. – M., 2010. 4. Philosophy: tutorial: Under. Ed. Kochanowski V. P. – Rostov n/D: Phoenix, 2011. – CH. 10. Additional 1. New philosophic encyclopedia in 4 volumes. – M.: Thought, 2010. 2. Philosophy: the textbook / under the editorship of A. F. Zotov, V. V. Mironova, A. V. Razin. – M.: Prospekt, 2011. 3. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Sources 1. Kochanowski V. P., V. I. Przhilensky, Sergueeva E. A. Philosophy of science. Training manual. – M – Rostov n/D, 2006. 2. Spirkin A. G. Philosophy. Textbook for higher educational institutions. – M., 2006. 3. Philosophy: a reader. – M.: rags, 2006. 4. G. V. Andreichenko Electronic learning environment "teaching about the world and its cognition". – Stavropol, 2010.

Internet resources 1. http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov. 2. http://www.vipstudent.ru/index.php?q=lib&r=24&id=1186861155 – Philosophy: the textbook / under the editorship of G. V. Andreichenko, Grachev V. D. 3. http://www.humanities.edu.ru/db/msg/55486 - Nuts A. M. — Philosophy of Economics

APPROXIMATE THEMES OF ABSTRACTS, ESSAYS, PRESENTATIONS FOR THE COURSE "PHILOSOPHY"

1. Worldview, its structure and main types. 2. Mythology and philosophy: a comparative analysis. 49 3. Philosophy as a theoretical core of the worldview. 4. The problem of man in the philosophy of Confucianism. 5. The doctrine of karma and rebirth in Indian philosophical traditions. 6. Cosmocentrism as the basis of Ancient Greek philosophy. 7. The life and philosophy of Socrates. 8. The Plato's doctrine of the state and society. 9. Ethical views of Aristotle. 10. Thomas Aquinas: the doctrine of man. 11. Anthropocentrism and humanism philosophy of the Renaissance. 12. The rationalism and empiricism of modern philosophy. 13. Features of the philosophy of the French Enlightenment. 14. T. Hobbes about the society and the state. 15. The moral teachings of Kant. 16. The world-mind and the absolute dialectics of G. Hegel. 17. I. Fichte on the appointment of scientist and person. 18. The anthropological principle of philosophy of L. Feuerbach. 19. A. Schopenhauer and his philosophy of the world will. 20. The nihilism philosophy of Friedrich Nietzsche. 21. The Phenomenology Of Edmund Husserl. 22. Positivism and neopositivism: similarities and differences. 23. The problem of "understanding" and hermeneutics. 24. Karl Jaspers, one of the founders of existentialism. 25. Peculiarities of formation of Russian philosophy. 26. The controversy of Slavophiles and Westerners and its influence on Russian philosophical thought. 27. V. S. Solovyov: the philosophy of "positive unity". 28. N. And. Berdyaev - Russian religious philosopher and publicist. 29. The problem field of Russian philosophy of the XX century. 30. The concept of being, its main types and attributes. 31. The human being in the world. 32. Movement, space and time as basic forms of existence. 33. Basic problems and concepts of epistemology. 34. The problem of truth in the history of philosophical thought. 35. Sense and reason in cognition. 36. Scientific knowledge: specificity, structure, dynamics. 37. The problem of man in philosophy and science. 38. Various forms of human existence: the individual, individuality, personality. 39. The paradoxes of life and death. 40. The problem of man in Russian religious philosophy. 41. The subject and functions of philosophy of the society. 42. The dynamics of society as a self-developing system. 43. The nature and function of social contradictions and conflicts. 44. Formational and civilizational approaches to the analysis of the history of the company. 45. Society and nature: problems of interrelations. 46. The modern stage of civilization development: achievements and contradictions. 47. Major subsystems of society: economy, politics, law, culture (lawyers - law; the Humanities - culture; economists - Economics; other specialty policy). 48. The rule of law and its main features. 49. The global problems and their characteristics (2-3 problems on the choice of the author). 50. Russia in the dialogue of cultures. 51. The evolution of the universe and fundamental hypotheses of the origin of the Universe. 52. Activity as a way of being human. 50 53. Ethics of professional activities (taking into account peculiarities of specialization of the author). 54. The role of the philosophical doctrines of truth and practice in shaping the style of thinking of expert. 55. The main problems of the philosophy of technology. 56. The place of technology in the spiritual culture of society. 57. Computerization as the basis of new information technologies. 58. Role of science and technology in solving global problems. 59. The definition and division of notions - the most important logical operations. 60. General characteristic of the basic laws of logical thinking.

REQUIREMENTS FOR SUBMISSION AND REGISTRATION OF RESULTS OF INDEPENDENT WORK OF STUDENTS

ABSTRACT

Preparation and presentation of the essay is an important part of independent work of the student. Each student needs to make a abstract for the period of the course. The theme of the essay is distributed teacher, leading seminars, in the beginning of the semester according to faculty and student interests. The teacher and students can propose their own topics. The optimal duration of oral presentation is 7-8 minutes, the optimal amount of the text of the essay is 8-10 pages. In this case, not all of the text must be read, need to highlight the most important, key problems and concentrate on them. Since the topics of the abstracts are different, it is difficult to develop common recommendations on their writing. Note, however, focus on the following: • the concept of "abstract" is different from "report", "performance", "message". In the basis of preparation of the abstract is the annotation of literature, i.e. a special kind of work with educational, scientific, journalistic literature that suggests a summary of the contents of a book or article with elements of analysis. Therefore, abstracts should contain information about the scientific literature, about the theoretical concepts. It is desirable that the abstract was compared different points of view, offered their own interpretation of the discussed problem; • preparation of abstract must be conducted mainly on the basis of scientific rather than of books; in the selection of literature list of literature to the curriculum of the course "Conflictology spheres of social life", and directories of University and regional scientific libraries; • try to bring a search element to the preparation of the abstract; attract additional, not indicated in the educational materials of the Department of literature, formulate and argue one's own position, present new facts. Only the abstract search elements can receive the highest rating. Requirements to registration of abstract The abstract should be furnished with a computer and printer on one side of A4 paper in half interval. The font color should be black, the letters, numbers, and symbols not less than 1.8 (font Times New Roman, 14 PT.). The text should be typed, observing the following margins: top and bottom — 20 mm, left — 30 mm, right — 10 mm. the indentation should be the same throughout the text and to make of 1.27 cm text Alignment on width. Allowed to use computer capabilities to emphasize certain terms, formulas, applying bold, italic, underline. The hyphenation is unacceptable. The point at the end of the header is not set. If the title consists of two sentences separated by dot. The underline of the header is not allowed. The distance between the headings section, subsection and the subsequent text the same as the distance between the headers and the previous text should be equal 15mm (2 space). The title of each Chapter and paragraph in the text you can write in a larger font, bold font than the rest of the text. Each Chapter begins on a new page, the paragraphs (subsections) adjacent to each other. 51 In the text of the abstract is often recommended to use red line separating the complete thought into a separate paragraph. Enumeration used in the text of the abstract should be written in the form of a bulleted or numbered list. All pages must be numbered. Numbering of pages should be continuous. The sheet number is stamped in Arabic numerals. The numbering of the leaves begins with the third sheet (after the index) and ends with the last. On a third sheet, put the number "3". The page number on the title page is not marked. Page numbers appear in the bottom center of the sheets without points. A list of references and annexes are included in the numbering of the sheets. Figures and tables located on separate sheets, include in General the numbering of the sheets and put possible behind the sheets that reference these tables or illustrations. Tables and figures are numbered consecutively in Arabic figures through continuous numbering. Allowed to number figures and tables within a Chapter. In this case, the number of the table (figure) consists of the partition number and serial number of the table separated by a dot. Making literature Each source must contain the following mandatory information: - surname and initials of the author; - name; - publisher; - place of publication; - year of publication; - page. At the end of the host applications. In the text all applications must have references. Each application should start with a new page indicating at the top the middle of the page the words "App" and its number. The application must have a header record which is symmetrical relative to the text with a capital letter in the separate line. Evaluation criteria essay Evaluation criteria of the essay are determined by the host teacher with attention to the following: • simple rewrite and paraphrase material from other publications without elements of analysis are not seen as abstract and not evaluated; • oral presentation of the material should be clear, logical, coherent, to stimulate cognitive activity of students; • abstract submitted on the written review should answer at least the minimum design requirements of this kind of work: must include the topic, the author presented a plan, a statement must be waged on the issues of the plan, all quotes and background information in the work should have references to the source citation at the end of the work necessary to bring a list of references to sign the text and put the date of completion of work. The most meaningful essays and having pronounced the search element can be under the teacher's guidance refined to the level of students ' scientific work, which could be used as part of coursework or dissertations on different subjects. At the end of the semester, the teacher can organize the learning-theoretical conference to hear and discuss the most interesting abstracts and reports from different groups; individual abstracts and papers can be recommended for University student research conference or the annual conference of the teachers and staff of the University. Evaluation of the essay Grading of the essay is conducted according to four point system. "Excellent" is given if: - competently and convincingly set out the essence of the problem; - manifested personal interest disclosed in the topic expressed their own point of view;

RECOMMENDED READING

52 Basic 1. Alekseev P. V. History of philosophy. – M., 2010. 2. Bessonov B. N. History of philosophy: textbook – Moscow: yurait, 2010. 3. Grinenko G. V. History of philosophy: textbook: on discipline "Philosophy" for students of higher educational institutions / G. V. Grinenko. – 3rd ed., Rev. and extra – M.: yurait, 2010. – 689 p.: ill. – (Fundamentals of science). – Fingerboard: Rivers. ULV. – Bibliogr.: S. 670. – ISBN 978-5-9916-0635-6 4. Zotov A. F. Modern Western philosophy: textbook. – M., 2010. 5. Kanka, V. A. Modern philosophy: the textbook for masters / V. A. Kanke. – 3rd ed., erased. – Moscow: Omega-L, 2012. – 329 p.; 22 cm. – (Bachelor-master). – Bibliogr.: p. 322-329. – ISBN 978-5-370-02218 6. Spirkin A. G. Philosophy: the textbook / A. G. Spirkin. – 3rd ed., Rev. and extra – M.: yurait, 2011. – 828 p. – (Foundations of science). – Fingerboard: Rivers. MO. – ISBN 978-5-9916- 1046-9

Additional 1. Ancient wisdom / comp. V. Lavskaya. – Rostov n/D:Phoenix: March, 2010. 2. Asmus V. F. the philosophy of antiquity / by V. F. Asmus.- 4 – e Izd. – M.: Higher.Sch., 2009. 3. Berkeley J. A treatise on the principles of human knowledge. - M., 1978. 4. Bacon F. The New Organon. Works in 2 volumes. - T. 2. - M., 1977. 5. K. Helvetius On man. Works in 4 volumes. - T. 2. - M., 1974. 6. Hobbes T. Leviathan, or the matter, form and power of the state, Royal and civil. Selected works. In 2 volumes. - T. 2. - M., 1991. 7. Descartes R. Discourse on method. Selected works. In 2 volumes. - Vol. 1. -M., 1989. 8. Kasavin I. T. Social epistemology: basic and applied issues, M.: alpha-M, 2013. 9. Of La mettrie, J. Man-machine. Works. - M., 1983. 10. Leibniz G., The Monadology. Works in 4 volumes. - Vol. 1. - M., 1982. 11. Locke J. An essay concerning human understanding. Works in 3 volumes. - Vol. 1, 2. - M., 1985. 12. Markov B. V. People, state and God in the philosophy of Nietzsche. – SPb.: Russian Island, 2009. 13. Social thought of the Russian Diaspora: encyclopedia. – M.: ROSSPEN, 2009. 14. Semenov V. E. the Dominant paradigm of transcendentalism in Western philosophy / V. E. Semenov. – M.: ROSSPEN, 2012. 15. Philosophy: encyclopedic dictionary /under. edited by A. A. Ivin — M.: Gardariki, 2009.

Sources 1. Alekseev P. V., Panin A.V. anthology of philosophy. – M., 2007. 2. Mamardashvili M. K. As I understand philosophy. – M., 1990. 3. Ortega y Gasset J. What is philosophy? – M.,1991. 4. Rorty R. Philosophy and the future // Questions of philosophy. – 1994. – No. 6. 5. J. Habermas, the Philosopher – diagnostics of time // problems of philosophy. – 1989. – No. 9. 6. M. Heidegger What is philosophy? // Questions of philosophy. – 1993. – No. 8. Internet resources 1. philosophy.ru/library - the electronic library of Institute of philosophy RAS 2. http://www.earlham.edu/~peters/gpi - guide to philosophy on the Internet books.atheism.ru/philosophy – Philosophy and atheism digital library 3. ido.tdu.ru/philosophy – Institute of distance learning 4. filosof.historic.ru/ E - library in philosophy 5. rsl.ru – the Russian state library 6. http://philosophy.allru.net/ gold Philosophy Website the best works of famous sages. 7. http://www.iks.ru/~maximov/ Indian culture and philosophy. 53 8. http://clarino2.narod.ru/ - History, literature, arts, philosophy. 9. http://www.bashedu.ru/konkurs/bagautdinov/ - "Philosophical resources on the Internet" 10. http://ihtik.lib.ru/ - electronic full-text library of Atika. 11. http://www.sonoteka.spb.ru/ the audio archives of lectures of leading Russian scientists and teachers on a wide range of humanitarian disciplines 12. http://auditorium.ru/aud/about/ index.php. - information and educational portal "Humanities" 13. http://www.ec-dejavu.net/p/Philosophy.html - M. Heidegger What is philosophy? 14. http://www.philosophy.ru/library/mmk/kak_pon.html - Mamardashvili M. K. As I understand philosophy. 15. http://lib.ru/FILOSOF/ORTEGA/filosofia.txt - Ortega y Gasset J. What is philosophy? 16. http://www.gumer.info/bogoslov_Buks/Philos/kuzn/index.php - Kuznetsov V. G., Kuznetsova I. D., Momjian K. Kh., Mironov V. V. Philosophy 17. http://www.irbip.ru/irbase/philosophy/alekseev_p_v___panin_a_v__filosofija.html - Alekseev P. V., Panin A.V. Philosophy. Textbook for high schools. http://www.gumer.info/bogoslov_Buks/Philos/frol/index.php - Introduction to philosophy. Book for HEIs / edited by I. T. Frolov.

Methodical instructions for independent work of students is drawn up in accordance with the requirements of the GEF, taking into account the recommendations of the Regulations on the educational-methodical complex of discipline of NCFU and the PLO VPO on direction 21.03.01 Oil and gas business and approved at the Department meeting, Protocol № 1 from August 26, 201 year.