On May 19, 1999, the Academy of Philosophy had a round table УThe Philosophy of Creative Intellect in the Concept of Authorized DidacticsФ in the Minor Lecture Hall of the Polytechnic Museum. It was the concluding one in the cycle of MEUH round tables this academic year.

At 11 a.m. the Minor Lecture Hall was full. The academicians, professors, students of our University, visitors from other higher schools and organizations and all those willing to hear interesting reports and debate gathered there.

The round table was opened by the rector of the Academy of Philosophy Ludmila Valentinovna Podorozhnaya. She said a few words on the subject of the round table and presented the first participant, Doctor of Philosophy, Professor Vya-cheslav Constantinovich Abramov. He gave a talk УThe Issue of Freedom of Ideology in Teaching PhilosophyФ.

Philosophy is a rather complicated science that causes a sensation of great difficulty in students. Mastering philosophy demands great effort and tension and a certain courage, freedom of thought, too, at present. The very essence of the authorized educational method implies this freedom since creative thinking is only possible under this condition.

Students often understand philosophy as a subject which should be known well. But philosophy is more than mere knowledge, it is a teaching on the world and man's place in it. Meanwhile each person has his world, his sense of this world.

Education must be such as the society is. Now our society entered the period of democracy, freedom and thought. Therefore in philosophy both the teacher and the student must be free in their choice of ideological attitude. Free philosophical thought is only possible on the basis of mastering the total of philosophical systems.

The student must not please the teacher with his answer, try to conform to his outlook. The teacher, too, must state his ideology in his talk with the student underlining that it is his attitude.

Our present attitude is quite the reverse of what we propagated yesterday. Then, how are we to treat Marxist philosophy now? УIn my opinion, we should treat it in a civilized mannerФ, said Vyacheslav Constantinovich. УThat means that this philosophy like any other can be criticized, can be rejected, but it must be known since it is a significant stage in the evolution of philosophical thought having imbibed many achievements of the pastФ.

It was also noted that nowadays philosophy must be studied in the context of the world philosophical thought.

Concluding his speech Vyacheslav Constantinovich said: УThe complicated process of mastering philosophy will determine the freedom of thought of the student studying philosophy. This will help him create his own understanding of the world and realize his place in this worldФ.

Professor Andrei Gennadievich Bukhteev was the next speaker. He gave a talk УThe Authorized Personality's Spiritual WorldФ.

In modern philosophy the spiritual world is a unique situation typical only of man but not of every man, only the one capable of constant negation of his natural social essence and nonetheless of keeping on in his existence. It is such a world, such an existance that young Hegel called spiritual, dialectical, creative.

Andrei Gennadievich went on to explain it at large.

The dialectical, spiritual existence, creative formation is becoming what you are not. Becoming different implies the regime of radical self-negation of one's own essence, both in natural and socio-cultural terms. To negate an essence without turning it into a pure nothing means to create, to change the world and one's own self.

Freedom that is realized and manifests itself as a dialectical and negating action is creativity.

Proceeding from this view it is important to understand the way the formation of an authorized personality's spiritual world occurs.

Creativity always implies the attitude of Another, both one's own other and an alien other. The self-negative acknowledgement of Another saves from a widely spread emotional ability of subjective inventing which easily turns out to be a bent for limitation of something alien. That's why genuine creativity is always ascetic and dialogi-cal. Here is a subject's degree of autho-rizedness, his ability of autocorrection and autoediting, the ability of not merely inventing something but of correlating his innovation with the essence of the already existing cultural context.

An authorized personality's spiritual world in no way coincides with the activity of the reason. Spirit in the form of creative intellect excels the reason as it sees things as non-identical to themselves.

Freedom is asserted by the power of the reason. It is not the notorious freedom of choice but the freedom of a responsible, conscious, risky action. Kant's ethics asserts such freedom in the form of categorical imperative:

УAct so as if on the maxim of your action through your will the fate of the whole universe dependedФ.

The next was the report of Candidate of Philosophy, Professor Eninianuil Abramovich Levin УAn Important Source of Study of the Nature of the Authorized EducationФ.

The essence of our education is the molding of creative personalities capable of creating the new as the result of educational work and later of scientific one. I thought over the sources of studying the nature of the authorized education. And I succeeded in finding a niche that had not been tilled in. That was the study of the educational significance of the creativity ot great authorized personalities.

What are the qualities primarily typical of great creative personalities? It is, above all, an aspiration for the freedom of self-expression.

A unique, original character of the activity of great creative personalities is what catches the eye first and foremost, and it is not something external, but rather internal, what characterizes them.

One should note such an important quality as will power. When studying the life stories of many great people, one becomes aware that they could not have achieved what they have whatever their abilities and talents, even genius, if they had no will power and the ability for the most intensive work.

What motives are first and foremost great authorized creative personalities guided by? I would put as the first a striving to manifest the creative beginnings which is available in the personality's inner world. There are many who believe creative beginnings, abilities, talents and genius are given by God.

Then I would mention the need in moral self-justification of creativity. It is very important that a creator should be confident of the relevancy and significance of his creative activity.

Another quality I would cite as a motive of activity is inquisitiveness. Persons who don't have the quality cannot be creators because a creator sees in the ordinary what others do not thanks to his keen observation, inquisitiveness and a wish to explore what he sees in life.

All the aforenamed is but the very first approach to the identification of the genuine motives of creative activity and the source of studying the nature of the authorized education.

The next speaker was Professor Sergei Sergeevich Sobolev, Candidate of Philosophy, head of the Faculty of Religious Teachings and Worships. He made a report УThe Problems of Religious Teachings in Ideological Training of MEUH StudentsФ.

The problems of religious teach-ings occupy a very important place in the general ideological training of MEUH students since the problems involved with religious teachings are really vital and concern everyone without exception irrespective of their being believers or disbelievers.

The system of education established in MEUH provided a real opportunity of legal, in terms of being included in the academic process, work with confessions. Besides, the authors and, respectively, the teachers of the subject are generally highly qualified specialists.

The sphere of our and certainly the students interest covers such important problems as the relationship of Christiandom and literature, cult architecture and religious art, etc.

The objects of study are also the so-called non-canonical religions and cults, the 20th century religions. In this respect the Academy of Philosophy and Theology has been a sort of a proving ground for their adepts and a professional test for our students. Such practice did promote the formation of the right ideological outlook corresponding to Russian mentality.

A student fulfilling the assignments of the authorized courscbooks on the disciplines of canonical character becomes a sort of co-author of a course or a program, completing an educational aid with an author's pen of his own. Doing this he gets a deep insight into the religious teaching studied and then gives it up as easily (in real life it is extremely difficult to do especially if the adepts of a religion make a certain effort to do so). A striking effect is achieved possible only in authorized pedagogy.

Besides, we sometimes practised conducting practical studies or having credits and exams directly on the material belief basis of different religions (in orthodox churches, Polish Roman-Catholic churches, mosques, synagogues, prayer houses, etc.).

The authorized method enables the student to work out his own life attitude independently, to compare it to the realias of the religions and later the social life.

Sergei Sergeevich concluded by declaring that the experience of MEUH Academy of Philosophy and Theology is a convincing evidence of high efficiency of authorized pedagogy in solving cardinal educational problems. This reveals it's remarkable characteristic - to be the universal method of creative education.

The round table discussion was closed by a student of the Academy of Philosophy Alexei Vladimirovich Yukhvid, master of engineering and technologies. He made a report УThe Philosophical Problems of Virtual Reality and of Artificial IntellectФ. The full text is published in this issue.

Summing up the round table work, Academician Tatiana Leonidovna Shavikina, Vice-President of the University, said: УI'd like to thank all the participants, the students, the teachers, the speakers and the Academy of Philosophy that organized and conducted this round table. This concludes this academic year's cycle of our round tables. We intend to continue the cycle next year. Some changes are likely to lake place. You have seen a try-out today - the speech of a student of the Academy of Philosophy. I think we will continue the practiceФ.

Yukhvid A.V. The Philosophy of Creative Intellect in the Concept of Authorized Didactics. The Round Table of the Academy of Philosophy and Theology // »нтеллигент. √азета ћосковского Ёкстерного гуманитарного университета. - 1999. - єє 5 - 7. - —. 11.