笛卡儿论开放知识与人的完善

IF 0.5 0 PHILOSOPHY
T. O. Kolesnykova, A. Malivskyi
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引用次数: 0

摘要

目的。其目的是证明将笛卡尔的教导解释为对改善人性的形式和手段的探索的有效性,这意味着他对知识和教育开放性的理解方式的关注。这个问题是从大学社区的代表(教师和图书馆员)的角度来考虑的,历史上包括在机构的沟通结构和系统中,包括通过知识的创造、管理、使用、保存和传播。理论基础。笛卡尔学说的原则之一是他想要改善人类。为了我们的考虑,笛卡尔不仅在狭义上使用“知识”——作为自然科学知识,而且在更广泛的意义上使用“知识”,这一点非常重要。在研究主题的背景下,最重要的情况是当思想家回忆每个人经历的知识时,而不参考哲学。对笛卡尔来说,正是这种知识是解决他的伦理学核心问题的关键——人性如何才能完善?在考虑笛卡尔的要点时,我们应该关注笛卡尔哲学中利他主义现象的表现,以及他内心开放的代表性事实——他愿意进行对话。他欣赏并鼓励他的对话者转向书籍,因为书籍是作者生动个性的一种表现形式。创意。在研究文献中,第一次证实了笛卡尔作为开放知识系统的先驱之一的观点。论证了笛卡儿对他所处时代的要求的解释的正确性,即探求人类进步的有效形式。结论。将笛卡儿的哲学遗产作为开放知识的预言者进行辩护的想法,是在关注他所做的人类学转向并找到包括开放教育在内的开放的实质性类似物的条件下成为可能的。笛卡尔以基督教为利他主义的基础,对前人在个人自我发展道路上取得的成就表现出一种关心的态度。他的注意力被正确地吸引到教育和书籍上,作为充满活力的个性的表现。只有在对公共利益采取关怀态度的条件下,他们才有可能真正和富有成效地同化,这涉及到教师和图书馆员的智力志愿服务。它是关于通过无私的自我完善来实现自我,即智力慈善,这在今天乌克兰的戒严令期间尤为明显,是自愿的,有意识的和自由的为他人造福的工作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Descartes on Open Knowledge and Human Perfection
Purpose. The purpose is to justify the validity of interpreting Descartes’ teachings as an enquiry into the search for forms and means of improving human nature, which implies a focus on the way he understands the openness of knowledge and education. The problem is considered from the perspective of representatives of university communities (teachers and librarians), historically included in the communication structure and system of the institution, including through the creation, management, use, preservation and dissemination of knowledge. Theoretical basis. One of the tenets of Descartes’ teachings is his desire to improve the human being. For our consideration, it is fundamentally important that Descartes uses "knowledge" not only in a narrow sense – as natural scientific knowledge, but also in a broader sense. In the context of the theme of the study, the most important case is when the thinker recalls the knowledge that every person experiences without referring to philosophy. It is this knowledge that, for Descartes, is key in resolving the central problem of his ethics – how can human nature be perfected? For our consideration of Descartes’ key points, it is fair to focus on the manifestation of the phenomenon of altruism in Descartes’ philosophy and on the representative fact of his inner openness – his willingness to engage in dialogue. He appreciates and encourages his interlocutors to turn to books, which are a form of representation of the vivid personalities of their authors. Originality. For the first time in the research literature, the thesis of René Descartes as one of the forerunners of the open knowledge system is substantiated. The arguments are given for the validity of Descartes’ interpretation of the demand of his own epoch for the search of effective forms of human improvement. Conclusions. The idea of justification of Descartes’ philosophical legacy as a predictor of open knowledge became possible under the condition of paying attention to the anthropological turn he made and finding substantive analogues of openness, including open education. Drawing on Christianity as the basis for altruism, Descartes demonstrates a caring attitude towards the achievements of previous generations on the path of personal self-development. His attention is rightly drawn to education and books as representations of vibrant personalities. Their authentic and productive assimilation is possible only under the condition of a caring attitude towards the public good, which involves the intellectual volunteering of teachers and librarians. It is about self-realization through altruistic self-improvement, i.e. intellectual charity, which is especially evident today during martial law in Ukraine and is voluntary, conscious and free work for the benefit of others.
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