«Философия правды» архимандрита Гавриила (В. Н. Воскресенского): опыт создания национальной философии права

Russian philosophy underwent many phases: Westernism, Slavophilism, nihilism, pre-revolutionary religious philosophy, and dialectical materialism or Soviet philosophy. At first sight, each one of these phases seems antithetical to the preceding one. Yet, they all appear to have in common a certain negative attitude towards the subjectivism of Kantianism and German Idealism. In contrast to the latter, Russian philosophy typically displays a tendency towards ontologism, which is generally defined as the view that there is such a thing as being in itself, i.e., being independent of cognition, and that this being is to some extent knowable. We discern, in these otherwise diametrically opposed movements, an underlying ontologism that constitutes a common thread running in a straight line through the history of Russian philosophy. In this article, I provide an overview of Russian ontologism.

In 2023, we celebrated 195 years since the birth of the Russian philosopher, lite­rary critic, publicist, and translator Nikolay Nikolayevich Strakhov (1828–1896). As part of the international scientific conference “XII Readings in Memory of N.N. Strakhov. The Legacy of N.N. Strakhov in Interdisciplinary Contexts: Philosophy, Anthropology, Science” (Herzen State Pedagogical University of Rus­sia, National Research University “BelSU”, October 26 – November 1, 2023), initiated by the participants of the project supported by the Russian Science Foundation grant No. 23-28-01844 “Archive of the N.N. Strakhov Era: Exi­stential Contexts and Interdisciplinary Intersections”, a round table discussion on “Current Problems of Contemporary Strakhov Studies” was held. This event was dedicated to the memory of the writer, translator, and researcher of N.N. Strakhov’s works and his milieu, Doctor of Physical and Mathematical Sci­ences N.P. Ilyin (1947–2023), and the renowned philologist, specialist in the study and publication of the works of V.V. Rozanov and his era, Doctor of Philological Sciences A.N. Nikolyukin (1928–2023). The participants in the discussion, lead­ing specialists in the history of Russian philosophy, reflected on the signifi­cance of the philosophical and scientific-humanitarian research and publications of N.P. Ilyin and A.N. Nikolyukin, and outlined future directions for studying N.N. Strakhov’s works in the context of contemporary problems of epistemology and the methodology of science, the history of philosophy and cultural philoso­phy, philosophical anthropology, and pedagogy

The article deals with the concept of quality and compliance in the context of the short-cycle professional higher education (SCHE) program in the field of real estate management. The article highlights the role of graduates and employers in assessing the quality and compliance and surveys of students as well. The surveys of students, graduates and employers and the analysis of legislation allow assessing the quality and compliance of SCHE study program in real estate management. Currently, in Latvia, the qualification of a house manager can be obtained at three accredited higher education institutions, studying in a short-cycle professional higher education program, which, in accordance with European Qualifications Framework (EQF), is the first-level professional higher education program. The article will mainly focus on the quality and compliance of the house managers’ professional qualification acquisition in short-cycle higher education programs in Latvia. Data analysis, synthesis and logical construction methods have been used in this article.

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

Aim/Purpose: This paper encourages the reader to think about the role history, or foundations, plays in graduate programs in the field of higher education. In so doing it looks at the types of conversations scholars in other fields and disciplines have had concerning the value of teaching students to think historically in settings where history is not the primary mode of scholarship, before thinking critically about the conversation we have had as it concerns higher education graduate programs. Background: In many ways higher education programs have a complicated relationship with history. In some ways it can be seen as a central pursuit and in other ways it can be seen as a marginal scholarly activity. These two conflicting paradigms of central and marginal reflect a lack of scholarly discussion on what the field wants and expects from history. Methodology: This paper considers the scholarly discussion that has happened in three fields apart from higher education administration in an attempt to suggest ways that scholars in higher education programs might conceptualize the value and role that history should play in our graduate programs. Contribution: This paper invites scholars to think about what they want and expect students to gain from coursework on the history of higher education in comparison to what other fields have seen as the major reasons for including similar coursework. Findings: Despite a generalized commitment to teaching the foundations of higher education, the field has not been clear about what it expects students to gain from this type of coursework. Although it is easy to suggest that teaching foundations is important, there has been limited scholarly work that meaningfully grapples with questions about the value of foundations in higher education programs. Recommendations for Practitioners: As practitioners and researchers, we need to better articulate what we think foundations brings to graduate students in higher education programs and we need to do so in a manner that creates a single coherent paradigm for students. Recommendation for Researchers: (Included in Recommendations for Practitioners)

Deepening leadership identity development.

The purpose of this article is to identify the features of the implementation of a pilot project to improve the system of higher legal education on the example of the Immanuel Kant Baltic Federal University. Methodology: to prepare the article, general scientific and private scientific research methods were used, including analysis, synthesis, system method, formal legal method, modeling method. Conclusions. The article presents the results of the first stage of the pilot project to improve the system of higher legal education, including the development of independently established educational standards and educational programs of basic and specialized higher education. A distinctive feature of the new educational standard is that it establishes requirements for the implementation of educational programs not for one level of education, but for an enlarged group of specialties and areas of training for basic and specialized levels of higher education. The requirements for the terms of education have been changed. The developed educational program of basic higher education assumes a period of study of 5 years. The programs of specialized higher education — Master›s degree are differentiated into applied and research with an appropriate training period of 1 or 2 years. Scientific and practical significance. The paper presents a new approach to the creation and implementation of educational programs of higher education in the field of jurisprudence. The presented conclusions and suggestions can be used by educational organizations of higher education during the development of new educational programs of basic and specialized levels of higher education.

Current estimates of the contribution of education to economic growth have been questioned because they ignore the interaction of education with ability. Whether the neglect of ability differences in the analyses of the income-education relationship results in estimates that are too high was considered in an earlier paper by one of the authors (Griliches 1970), and a negative answer was conjectured. In this paper, we pursue this question a bit further, using a new and larger body of data. Unfortunately, a definitive answer to this question is hampered both by the vagueness and elasticity of "education" and "ability" as analytical concepts and by the lack of data on early (preschooling) intelligence. The data examined in this paper are based on a 1964 sample of U.S. military veterans. The variables measured include scores on a mental ability test, indicators of parental status, region of residence while growing up, school years completed before service, and school years completed during or after service. These have allowed us to inquire into the separate effects of parental background, intelligence, and schooling. The basic problem and analytical framework can be set out very simply. Let income be a linear function of education and ability, or, Y a + P1E + P(2G + u, where Y is income, E is education, G is ability,

This study investigates the management and effectiveness of Tahfizh Al-Qur'an programs in higher education, focusing on the Institute of Qur'anic Sciences (IIQ) in Jakarta, through the application of the CIPP model. It explores the alignment between program objectives and institutional missions (context), the sufficiency and strategic utilization of resources (input), the methods and effectiveness of program implementation (process), and the outcomes achieved in terms of student development and program impact (product). Adopting a qualitative approach, the study employs surveys, interviews, and document analysis to provide an in-depth understanding of the governance frameworks at these institutions. The findings highlight notable achievements in advancing Quranic and moral education while identifying challenges in resource allocation, process efficiency, and stakeholder engagement. This paper offers valuable insights into ways to enhance and expand educational programs by improving governance structures and addressing contemporary challenges without compromising the integrity of Quranic traditions. The study emphasizes the importance of integrating modern practices with traditional values in Tahfizh programs within higher education.

The foundation of culture and civilisation, philosophy and the great philosophical systems have been meditations on the nature, essence and purpose of human existence. Knowledge of the fundamental theories, concepts and ideas contained in the whole of legal philosophy, in the work of our philosophers and jurists, is not possible without a broad framework of philosophical and legal debate at world, or at least European, level. The present study falls into the category of restitutions due, in terms of knowledge and appreciation of the remarkable contributions of some Romanian specialists in the philosophy of law, many of which have long been forgotten, distorted, truncated or simply eliminated from the national scientific heritage. At the same time, the work aims to highlight the social need for philosophy of law, to highlight the value of Romanian contributions at a time when, in global society, there is a tendency to ignore and fade away specific valuable contributions, capable of entering the universal heritage of legal thought. In Romania, the beginnings of the philosophy of law coincide with the awakening of a unitary national sentiment, based on the idea of the Romanian origin of the nation. We can consider as important landmarks in the birth, evolution and development of the philosophy of law in Romania, the works of the chroniclers of the 17th and 18th centuries (some of whom were true philosophers of public law) or the first codification of private law, through the work of various jurists. The interwar period brought an increasing affirmation of the concerns devoted to the philosophy of law in Romania. We note the major contributions to the development and affirmation of the philosophy of law in Romania by authors such as Alexandru Văllimărescu, Traian Ionașcu, Petre Pandrea, Radu Goruneanu, Dumitru Drăghicescu. Eugeniu Speranția, author of an impressive work in the field of philosophy of law, was a first-rate thinker and true encyclopedic spirit. Mircea Djuvara was above all the Romanian authors who devoted their lives and work to legal-philosophical writings, a representative personality of Romanian culture, founder of an original system of thought of great theoretical and methodological value. What is the encyclopaedia of law; subjective and objective in law; thinking, judgement and the value of judgement; objective and subjective theory of value; the finality of law in relation to the judgement of legal value; the concept and idea of justice; legal methodology; the "problem" of subjective law. The relationship between the individual and the social environment (or the relationship between freedom and determinism); the relationship between law - morality - religion; the role and importance of the philosophy of law; the definition of law; norm and normativity; objective law - subjective law; the state - the outgrowth of the need for justice; spirit and law; the opposition between social and biological determinism, the modern doctrine of punishment, are just a few themes of reflection brought to Romanian philosophical thought and which are meant to highlight the real contribution of Romanian philosophers of law to the development and affirmation of the philosophy of law in the world as a whole, in an attempt to explain and evaluate the principles on which one of the major dimensions of human existence is based, the normative (ethical and legal) dimension.

This paper discusses the state of digital citizenship in higher education, with a focus on literature review and educational approaches, pedagogical strategies, and challenges for improvement. It includes a survey of 60 respondents, which explores students’ perceptions and experiences related to digital citizenship at the undergraduate level of studies. This research examines the key aspects of digital citizenship education, pedagogical methods, various strategies and their effectiveness, demographic factors, limitations of current research, the role of technology and the challenges that educators face, curriculum changes, and development. By promoting digital citizenship education activities, institutions, and educators are expected to contribute through collaboration with the private sector, and student engagement and activism. The study found that rapid technological advancements were perceived as limitations in digital citizenship education. The findings show that respondents strongly favor comprehensive ways to teach digital citizenship, often endorsing multifaceted tactics covering a range of subject areas. Hence, there is broad recognition of the impact of demographic factors such as gender, age, and socioeconomic status on students’ perception of digital citizenship education. The results highlight the potential of digital skills enhancement and learning and the evolving of digital platforms in higher education study programs, the need for diverse teaching methods, integrated curriculum, and improvement of collaboration between educational institutions and the private sector. This research adds to the general knowledge of digital citizenship education, by providing insights for higher education institutions, students, educators, and policymakers, for developing inclusive digital citizenship programs in higher education.

Qatar has gone through an educational reform in year 2000; its educational and particularly schooling system went through a major overhaul from K-12 reaching higher education providers. The major reasons for the educational reform were to increase the level of student academic achievement. Concomitantly, the rapid growth of Qatar's economy over recent decades has created a situation in which the demand for skilled labor far exceeded the supply of qualified Qatari nationals. The Qatar National Development Plan identified acute needs for highly educated and skilled Qatari nationals in the areas of health and biomedical sciences, engineering, energy and environment, and computer and information technology (Qatar National Development Strategy, 2011). Two significant higher education providers' serve post-secondary students, being Qatar University (QU) and American Branch Universities at the Qatar Foundation have grown tremendously over the years. Understanding the factors that affect Qatari students' post-secondary persistence and achievement is crucial for achieving the country's human capital growth. Tinto (1975) deposited his theory about student integration into the academic and social system of the higher education providers, Tinto suggested a multidimensional component which underlined the higher education community engaging students in all aspects of higher education including academic and non-academic. Tinto's theory basically hypothesizes that persistence is determined by the match between an individual's motivation and academic ability and the institution's academic and social characteristics. A second and major model is Bean's (1986) student's intention to stay or leave into the attrition model, derived from psychological theories and based on attitudinal research of Ajzen and Fishbein (1972) which later developed by Bentler and Speckart (1981). Key ideas from the model suggest that a strong association was related to intentions and behaviors and that an undergraduate student decision to persist or dropout was strongly related to affect. One conclusion about student engagement was students need to be satisfied and academically prepared especially those in the first years to achieve success and maintain continuous enrollment in higher education (Astin, 1985; Tinto, 2005; Kuh, 2001, 2007). Tinto's integration theory has received considerable validation of non-academic factors and impacting student continuation (Pascarella & Terenzini, 1977; Terenzini & Pascarella, 1977; Chapman & Pscarella, 1983; Pascarella & Chapman, 1983). The latter model has received empirical validation and support based on a large number of studies that looked at background information as the socioeconomic levels of students' families and its effect on postsecondary continuation in higher education (Astin & Oseguera, 2004; Sewell & Shah, 1968). With the large number of studies coming from the United States (US) and other western countries (Kenny & Stryker, 1994; Dekker & Fischer, 2008) have underlined the differences on how students develop and internalize beliefs, needs, and wants that in turn impact academic motivation to persist and succeed in higher education. While few studies have emerged from the Middle East, the recent establishment of the Middle East and North Africa Association of Institutional Research has prompted many researchers in this area to seek the understanding and experiences of students in higher education. In Qatar for instance, the first year experience study and National Association of Colleges and Employers Survey have just recently been implemented at Qatar's national public university. Faced with the danger of students dropping out from the university, and a large number of students who are likely to remain in the first years for longer years reflects the dangers of higher education being a bottleneck to economic development and human resource development (Qatar University Fact Book, 2011). One clear indication and dangers of Higher education completion rates as anywhere in the world is disparaging. It has been reported that in the US for instance 55% of undergraduates who begin study at a 4-year institution complete a degree at that same institution within 6 years of their initial enrollment and another 7% completed baccalaureate degrees within six years after attending two or more institutions (Lotkowski, Robbins & Noeth, 2004; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). Pascarella (1985) and Adelman (2006) came to the conclusion that continuous enrollment is the most powerful variable in explaining degree completion and time to degree. There are several factors academic and non-academic likely to affect students as they make the transition to post-secondary institutions. Many students may experience stress, anxiety, withdrawal, and even depression (Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004; DeStefano, Mellott & Peterson, 2001; Feldt, Graham, & Dew, 2011; Wie, l & Zakalik, 2005). There are also a variety of non-academic challenges that have bearing on the likelihood on academic persistence and success of students. A fairly large body of research undertaken in a number of countries have examined the experiences of international students, and compared their experiences to those students of native to the host country. Academic factors (i.e., secondary preparation) appear to influence postsecondary success (see Robbins, Lauver, Le, Davis, Langley & Carlstrom, 2004). But also a range of non-academic factors, influenced by culture and values, thus may contribute to challenges faced by students in higher education in their local context. This study attempts to address Qatari student challenges in their lives in the higher education in Qatar. The study draws on student, perceptions, beliefs, outlook and context; we approach the study through grounded means by leading interview questions through exploration and probing. The approach is grounded in ways that no specific theory drives the questions rather the responses from the interview often call upon theory to justify the findings. The sample will be made of 35 students who were interviewed through probing and questioning techniques. The questions will probe and guide students with converging responses leading to themes. The long-term goal of this line of research is to provide the Qatari society with mush needed scientific information regarding the challenges that its students face in completing their university education at the competence needed to build Qatar's human capital to support its rapidly expanding economy. Finally, we believe that is a broader regional need for specific and focued information on this topic as the study findings are directly applicable to students from several other countries in the region. Reference Adelman, C. (2006). The Toolbox Revisited: Path to Degree Completion From High School Through College: U.S. Department of Education. Ajzen, L., & Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of Personality and Social Psychology, 21(2), 1–9. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297–308. Astin, A., & Oseguera, L. (2004). The declining” equity” of American higher education. The Review of Higher Education, 27, 321–341. Bentler, P., M. & Speckart, G. (1981). Attitudes “cause” behaviors: A structural equation analysis. Journal of Personality and Social Psychology, 40(2), 226–238. Chapman, D., W., & Pscarella, E., T. (1983). Predictors of academic and social integration of college students. Research in Higher Education, 19, 295–322. Dekker, S. & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta-analysis across 13 societies. Journal of Educational Research, 102(2), 99–110. DeStefano, T.J., Mellott, R.N., & Peterson, J.D., (2004). A preliminary assessment of the impact of counseling on student adjustment to college. Journal of College Counseling, 4, 113–121. Kenny, M. E. & Stryker, S. (1994). Social Network Characteristics of White, African-American, Asian and Latino/a College Students and College Adjustment: A Longitudinal Study. Kuh, G. (2001). Assessing what really matters to student learning: Inside the national survey of student engagement. Change, 33(3), 10–17. Kuh, G. (2007). What student engagement data tell us about college readiness. Association of American College and Universities (AAC&U).Peer Review, 9(1), 4–8. Retrieved June 26, 2015, from http://www.aacu.org/publications-research/periodicals/what-student-engagement-data-tell-us-about-college-readiness . Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Volume 32, Number 5. ASHE Higher Education Report, 32(5), 1–182. Lotkowski, V.A., Robbins, S. B. & Noeth, R. J. (2004). The role of academic and non-academic factors in improving college retention. ACT Policy Report. Qatar National Development Strategy (2011). Qatar General Secretariat for Development Planning: Doha. Pascarella, E. T. (1985). Racial Differences in Factors Associated with Bachelor's Degree Completion: A Nine-Year Follow-up. Research In Higher Education, 23(4), 351–373. Pascarella, E. & Chapman, D. (1983). A m

The article focuses on the modern aspects of higher professional education program acquisition in Russia. Besides, the existing peculiarities and requirements related to the teaching tools of future specialists as well as the results of the study of the learning process at the university during the period of distance learning are presented. Pedagogical design acts as the main tool for creating modern teaching aids for university students, which makes it possible to apply uniform principles and approaches to structuring. In the context of distance learning of higher education programs, the form of presentation of the studied information has lost its significance, the peculiarities of the perception of this information, depending on the education goals, basic education, and development conditions have come to the fore. The teaching aids that are most effectively used to achieve various goals in various conditions by heterogeneous groups of students are designated as universal. Significant characteristics of universal teaching aids were identified, such as color design of pages, font size, selection of relatively independent blocks of information. The results of the survey indicated an increase in the quality of assimilation of those materials that combined information on the topic, reference information and the maximum possible visualization in the form of pictures, drawings, diagrams, and sample tables. In modern conditions of optimization of the system of vocational education and general informatization, the content and structure ensuring adequate perception of information through the variability, the most accurate visualization of information.

One of the main problems of Finnish higher education researcher training is the lack of any systematic training. It seems, however, that it is not only one of the main problems but also a result of a development related to the structure of funding sources and the status of higher education research as an academic field. In this article I will begin by describing how this situation has developed and what are the current problems. Secondly, I will reflect on the future avenues of higher education research and researcher training, which seem to be approaching a (higher) dead end. The article is based on personal experiences gained as a researcher in several higher education research projects and on relevant research literature and is supported by discussions with my colleagues at the Institute for Educational Research. Following the academic rules of the game I should, however, like to begin with the definition of higher education research that will be applied in this article. Higher education studies examine practical problems in higher education with the help of various theories and methods with a view to solving these problems. This definition has two elements. First, it admits that higher education research is not an independent discipline but an object-focused field of research which is primarily defined by the object of its analysis, as Teichler (1996) observed. This assumption is supported by theoretical discussions which emphasize that higher education differs from other social systems because it produces new knowledge (Becher & Kogan 1992; Clark 1983). The definition also maintains that higher education research is an applied field of research because it should be able to reveal – or even find so-

For an American philosopher participating in a cultural exchangeprogram with the Soviet Union in 1964–65, a year spent in thePhilosophy Faculty of Moscow State University, studying and doingresearch in the history of Russian philosophy, provided manyinteresting insights – some of them surprising – into the theoryand practice of Marxism-Leninism and the nature of philosophicaleducation in Russia in the 1960s.