Author of quotes: Petr G. Shchedrovitsky

After 72, you already owe only yourself and what you yourself consider important for your life. This is the stage of "debt repayment".

In the event of an oil crisis, natural gas will become extremely expensive (oil and gas prices as interconvertible hydrocarbons are related). Only nuclear power remains the brute-put method as the only technologically proven opportunity to meet the growing demand for electricity.
At least until a new generation of energy technologies are deployed on an industrial scale.

Cultural policy is designed to produce new meanings in communication and understanding, to create cultural gestalts, to construct new ideas and, due to this, to form spaces for possible and permissible actions and actions within this framework. The development of a new space requires a change in the person himself and the ways of organizing his activity.

Our main thesis is that the psychological professional community has an extremely significant mission in the new century. This mission is to promote the innovative development model as a whole and its individual components in a variety of industries and areas of activity. In our opinion, the place of Russia in the world, and the competitiveness of individual economic and socio-cultural projects and, (importantly!) The adaptive capabilities of an individual, depend on how such progress will take place. Thus, the acceptance of this mission will allow psychology to realize its value system and its humanitarian and technological potential.

The first Christians went to death for the sake of their faith in Christ so fearlessly that even the great empire resigned itself to their spiritual self-determination and was forced not only to recognize Christianity as one of the many confessions, but in fact to accept it as a state religion. The Church Fathers left us the most important texts testifying to the complexity of self-determination in faith, gradually preparing the formation of the institution of confession, within which the medieval man for centuries practiced the subtleties of separating I and Himself, Himself in oneself, another in his own I.

Organization is one of the main relations in activities and, accordingly, the concept of "organization" is on a par with such concepts as translation and implementation. This is the relationship between two systems of activity, when one system becomes an “object” of another system of activity; therefore, generic for the concept of organization is the concept of an office technical relationship; an organization is a kind of an office-technical relationship. At the same time, organization is a special type of organization of activity, generated by this attitude and remained in a quasi-natural form in the system of activity that was the object of organizational activity.

Most of the specialists (both representatives of management theory and historians) attribute the fact of the origin of organizational and managerial thought activity to the last quarter of the nineteenth century. It was during this period that two lines of thought development were united: the line associated with the social sciences (the theory of state and law, sociology and social psychology, history), and the line associated with the expansion of practical intelligence (in the field of politics, administrative law, the formation of large-scale industry).
In the process of this synthesis, it was possible to combine two types of reflection: research (object-ontological) and project (organizational), which existed before and the results of which were broadcast independently of each other. In this context, for the first time it became possible to raise questions about which objects can be applied to known methods of organization, and vice versa, what methods of organization and design create (produce) specific social objects and phenomena?

One of the radical conclusions of the philosophy of the early twentieth century was that the principle of development cannot be objectified at all on any particular object (or group of objects). This is a principle-framework, a requirement for thinking.

According to Kojève, initially only a desire, starting from the desire of another, is able to translate the direct self-perception and complete absorption in the object of contemplation into awareness of oneself: one's own boundaries (including the boundaries of one's own desire and capabilities), the incommensurability of different desires, the lack of available objects to satisfy lust. The difference between animal desire (need) and human desire (desire of desire) is "inscribed" in man himself, since he is also an animal, like others. Yet, as a human being, he transcends in himself a purely animal desire ultimately aimed at preserving life, and risks it to gain recognition from another. Without the search for recognition from another, there can be no movement on the path of fulfilling the desire of desire. It is this circumstance that lays the foundation for the so-called "dialectic of master and slave."

I'll tell you a funny story. When, in 1980 or 1981, Georgy Petrovich (Shchedrovitsky) made a report at the Research Institute of OPP on the ODI method, an American delegation accidentally came to him. Among them was the senior Bush's educational adviser. After listening to the first part of the lecture, he suddenly took a calculator out of his pocket and began to count something. Upon completion, he asked the GP: “Did I understand correctly that the game involves 100-120 specialists and it lasts 7/8 days? Tell me who finances you. " The GP replies to him: “Nobody. People take time off or vacation at their own expense. They travel across the country to take part in the game. The customer provides a boarding house or a hall for events. The team works for free. " “I understood everything,” said the American. You cannot speak. But I got it. There are only two organizations in the world that can afford these costs. The Pentagon and the USSR Ministry of Defense. Thanks!".

... the future not only comes, but is made by us in accordance with our political and sociocultural ideals.

A. Kojeve analyzes various arguments in favor of the philosopher's refusal to take political action and finds them unsatisfactory. No more satisfying, according to Tyranny and Wisdom (1950), are the philosophical arguments for the political involvement of the philosopher. Kojève asserts the impossibility of an unambiguous solution to this problem solely in the plane of discussion and, relying on Hegel, thematizes the method of "historical verification" as a possible (albeit always temporary) way to get out of this contradiction. Kojève interprets this historical verification as an “active dialogue”, which implies a distinction between victory in a purely “verbal dialogue” and a convincing criterion of truth.

In the article "Tyranny and Wisdom" (1950) A. Kozhev emphasizes the internal relations established between philosophy and pedagogy. It is in the space of "pedagogy" that the intentions and efforts of philosophers, on the one hand, and statesmen, on the other, intersect. This is where their conflict arises. According to Kojève, “philosophical pedagogy” is required by the thinker as a way to maintain a sufficient measure of openness of his thinking to that which is beyond the limits of individual thought as such. In other words, a philosopher needs a discussion if he wants to avoid being stuck in “safe” recognition by randomly selected “well-wishers”. Philosophical discussion, not being the production of directly applicable "recipes", draws the attention of its participants to those "non-philosophical" conditions, which mediate their peculiar "applicability" at a particular moment in time.

The scheme is very simple. The learning process is aimed at mastering various sign [semiotic] systems, which in turn not only act as a framework instrumental structure of productive "action", but also connect individual acts with collective thought activity (MD). The preparation process is aimed at the development of funds of activity. The process of education [in the narrow sense of the word] is aimed at mastering the ideas about the objects with which the "actor" deals; in the limit - ontological representations or, as they sometimes say, pictures of the world. The process of education is aimed at mastering the key values and goals of activity.