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In his natural philosophical period, the pre-Critical Kant borrows from the founders of rational and empirical psychology a concept of a peculiar receptive faculty, which is expressed by the term Fähigkeit and defines the dispositional possibility of the rational soul to reach the limits of its thinking nature through exercise. In this context, in this paper I attempt to extend the discussion of the distinctions between faculty and capacity (Vermögen/Fähigkeit) and between sensibility and understanding (Sinnlichkeit/Verstand) so that to stop at the margins of the most critical distinction for the Critical project – that between understanding and reason (Verstand/Vernunft). To this end, I juxtapose two readings of Kant's pivotal distinctions from his Inaugural Dissertation of 1770, recently offered by leading Kant scholars (E. Watkins and C.W. Dyck) who highlight the crucial influence of Christian August Crusius on the development of Kant's Critical metaphysics. As a result of my critical analysis, I find in both Crusius and Kant a concept of double (physical and moral) receptivity expressed by the term Fähigkeit, as well as a concept of Vermögen, bilaterally defined in relation to the traditional terms of potentia and facultas. [ABSTRACT FROM AUTHOR]

The conference “The Dependent Man. Factors of Dependency” (15-17 April 2019) focused on the essential societal problematic, stated in its title, by paying attention to different ways dependency can resonate in people’s lives. The interdisciplinary character of this academic venue reflected in the various aspects of dependency and the attempts to overcome that have been analyzed in the presented papers. One group of papers was from the domain of literature. Other groups of papers dealt with different domains and perspectives, such as folklore, history, philosophy, psychology, theater, etc. In all presentations, the complex nature of the dependency in all of its forms was emphasized. [ABSTRACT FROM AUTHOR]

The search for scientific investigation of reflection as a scientific concept logically places it in the triangulation of philosophy - psychology - pedagogy. Thus outlined the profile of reflection brings serious theoretical validity, psycho-pedagogical charge to be a determinant of the sustainable professional development of the teacher, thus proving its flexible potential to be modeled and internalized. Reflection finds different, but not contradictory, explanations and interpretations in terms of value and content in this trifold review, which can be used as an interscientific concept. From philosophical point of view reflection is investigated as a resource for influencing a person's ability to assess the impact of his or her own position on the image of perceived objects, the ability to direct his own intellectual instrument to himself, to critically analyze his cognitive acts. Quality reflective thinking requires difficulty, embarrassment, doubt - it begins when a person is at a crossroad, facing a dual situation, presenting a dilemma offering alternatives. According to Dewey concept, reflection sets the direction and parameters of thinking for its own refinement and effective application in life. Reflection has the psychological resource to value self-observation, self-esteem, self-improvement skills as indicators of its change in the quality of its content components. From a pedagogical point of view, reflection is a skill that contributes to closing the gap between theoretical competence and the practical work of different professionals, according to D. Schon. He introduces the term "reflection in action", and its meaning is to assist highly qualified professionals to objectify and realize their "tacit knowledge" born of experience. Reflection in action proceeds without interruption of the living process of action, where reflected knowledge is not verbalized, but materialized in actions, reactions, actions. The skills and models for professional reflective analysis should be purposefully and actively developed in future student teachers and in their first professional steps. The paper presents the research of N. Hutton and D. Smith, who examine the manifestations of reflective thinking in young teachers' practice, lack of experience makes their professional behavior linear, inflexible, irrational and passive. Reflection is a specific intellectual mechanism that gives the learning process a new quality (intellectual reflection) and the specific mechanism of self-knowledge of the subject on which the self-cultivation of the personality (personal reflection) is based. This interpretation presents reflection as a higher order pedagogical activity, consciously aimed at pedagogical self-observation, self-assessment and sef-upgrading. [ABSTRACT FROM AUTHOR]

This paper looks into the history of teaching of the academic subjects in the field of the Science of Psychology, in the specialisms and professional areas available at Burgas Free University since its establishment. [ABSTRACT FROM AUTHOR]

Motivation is the most important factor and the foundation of all athletic accomplishment. Without motivation all the other physical and mental efforts, intensity, focus and emotions are meaningless. The aim of this paper is to research the characteristics of motivation of young fencers ages 17-23. The main thesis is that the levels and sources of motivation are different for every athlete and that maximizing motivation leads to better performance. The research method is the comparison of motivation between successful and less successful fencers. The static population consists of members of the Fencing club in Sofia University. [ABSTRACT FROM AUTHOR]