Relevant bibliographies by topics / Philosophy in literature

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Philosophy in literature'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Philosophy in literature"

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Silva, Evaldo Sampaio da. "Filosofia é Literatura? Literatura é Filosofia? / Is Philosophy Literature? Is Literature Philosophy?" O Eixo e a Roda: Revista de Literatura Brasileira 28, no. 3 (September 3, 2019): 183. http://dx.doi.org/10.17851/2358-9787.28.3.183-197.

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Resumo: Trata-se aqui de pensar a relação entre Filosofia e Literatura. A partir das aparentes semelhanças e divergências entre ambas, indaga-se se há ou não entre elas uma distinção essencial. Para tanto, retomam-se os argumentos apresentados por Antonio Cicero em Poesia & Filosofia. Assim como as ideias filosóficas, como defende Antonio Cicero, são secundárias para a composição literária, a qual adquire seu valor estético pela maneira como as enuncia, para a Filosofia a escrita não é mais que um instrumento para o pensamento filosófico. Dada tal concepção instrumental do discurso, retoma-se a proposta de Pierre Hadot segundo a qual a Filosofia é primordialmente uma maneira de viver, a qual permite mostrar que a distinção entre a Filosofia e a Literatura precisa ser repensada num nível mais fundamental do que o discursivo. Por esta representação primordial da Filosofia como uma maneira de viver obtém-se que a distinção entre Filosofia e Literatura não se dá pela forma peculiar como cada uma articula os planos de expressão e de conteúdo, mas pela função mesma que o discurso ocupa na constituição de ambas. Disso se seguem também algumas considerações extemporâneas sobre a própria natureza do filósofo e a do escritor ou poeta.Palavras-chave: filosofia; literatura; modo de vida filosófico.Abstract: This article aims to discuss the relation between Philosophy and Literature. Based on supposed similarities and discrepancies, it is investigated if there is an essential distinction concerning them. For such, some arguments elaborated by Antonio Cicero, on his essay Poesia & Filosofia, are analyzed. Antonio Cicero sustains that philosophical ideas are secondary to the literary composition, whose aesthetic value is acquired by the way those ideas are expressed and not by the ideas themselves. Moreover, in Philosophy, the act of writing is no more than an instrument to convey the philosophical thought. This instrumental role of discourse in philosophical works allows us to shed new light into Pierre Hadot’s conception of Philosophy as essentially a way of life. Thus, it will be proposed that the distinction between Philosophy and Literature should be rethought at a level that is deeper than the discursive one, as suggested by Antonio Cicero. The representation of Philosophy as a way of life indicates that the distinction between Philosophy and Literature is not a case of how each one articulates their levels of content and expression. Actually, it concerns the peculiar role of discourse in both of them. Some ultimate considerations on the very nature of the philosopher and of the writer or poet as well follow that existential distinction.Keywords: philosophy; literature; philosophy as a way of life.
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Melaver, Martin, and Donald G. Marshall. "Literature as Philosophy, Philosophy as Literature." Poetics Today 9, no. 3 (1988): 676. http://dx.doi.org/10.2307/1772748.

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Bernet, Rudolf. "Philosophy and Literature – Literature and Philosophy." Chiasmi International 19 (2017): 255–72. http://dx.doi.org/10.5840/chiasmi20171924.

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Raval, Suresh, and A. Phillips Griffiths. "Philosophy and Literature." Modern Language Review 82, no. 1 (January 1987): 152. http://dx.doi.org/10.2307/3729919.

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Macherey, Pierre, and Robin M. Muller. "Science, Philosophy, Literature." Graduate Faculty Philosophy Journal 31, no. 1 (2010): 181–89. http://dx.doi.org/10.5840/gfpj201031113.

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Mason, Jeff. "Philosophy after Literature." Cogito 7, no. 3 (1993): 226–30. http://dx.doi.org/10.5840/cogito1993739.

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Norris, John. "Philosophy and Literature." Cogito 11, no. 1 (1997): 16–21. http://dx.doi.org/10.5840/cogito199711118.

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Wolterstorff, Nicholas. "Philosophy and Literature." International Studies in Philosophy 20, no. 1 (1988): 91–92. http://dx.doi.org/10.5840/intstudphil198820132.

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Feyel, Juliette. "Literature Versus Philosophy." Études Lawrenciennes, no. 42 (June 15, 2011): 97–111. http://dx.doi.org/10.4000/lawrence.118.

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Cloudsely, Tim. "Literature, Philosophy, Politics." European Legacy 12, no. 6 (October 2007): 737–40. http://dx.doi.org/10.1080/10848770701565122.

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Dissertations / Theses on the topic "Philosophy in literature"

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Vice, Samantha Wynne. "Personal autonomy : philosophy and literature." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002853.

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Gerald Dworkin's influential account of Personal Autonomy offers the following two conditions for autonomy: (i) Authenticity - the condition that one identify with one's beliefs, desires and values after a process of critical reflection, and (ii) Procedural Independence - the identification in (i) must not be "influenced in ways which make the process of identification in some way alien to the individual" (Dworkin 1989:61). I argue in this thesis that there are cases which fulfil both of Dworkin's conditions, yet are clearly not cases of autonomy. Specifically, I argue that we can best assess the adequacy of Dworkin's account of autonomy through literature, because it provides a unique medium for testing his account on the very terms he sets up for himself - ie. that autonomy apply to, and make sense of, persons leading lives of a certain quality. The examination of two novels - Kazuo Ishiguro's The Remains of the Day and Henry James's The Portrait of a Lady - shows that Dworkin's explanation of identification and critical reflection is inadequate for capturing their role in autonomy and that he does not pay enough attention to the role of external factors in preventing or supporting autonomy. As an alternative, I offer the following two conditions for autonomy: (i) critical reflection of a certain kind - radical reflection, and (ii) the ability to translate the results of (i) into action - competence. The novels demonstrate that both conditions are dependent upon considerations of the content of one's beliefs, desires, values etc. Certain of these will prevent or hinder the achievement of autonomy because of their content, so autonomy must be understood in relation to substantial considerations, rather than in purely formal terms, as Dworkin argues.
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Biermann, Brett Christopher. "Travelling philosophy from literature to film /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/51450.

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Kerr, Joanna. "Learning from the novel : feminism, philosophy, literature." Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/26656.

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Analytic philosophy since Plato has been notoriously hostile to literature, and yet in recent years, increasing numbers of philosophers within the tradition have sought to take seriously the question of how it is that literature can be philosophical. Analytic philosophy has also been noted for its hostility to women and resistance to feminism. In this thesis I seek to make connections between firstly the prejudice against, and then the potential for, the contribution of the perspectives of literature and feminism in philosophy, attempting to answer simultaneously the two questions; How can literature be philosophical? How can feminists write philosophy? In the sense that I attempt to take these questions seriously, and answer them precisely, this thesis fits into the analytic philosophical tradition. However, my response to these questions, and thus the majority of this thesis, takes the form of a non-traditional demonstration of the philosophical potential of literature presented through three feminist literary genres; autographical fiction, utopian fiction, and detective fiction. Using generic divisions seems to be an appropriate strategy for reclaiming literature as philosophical, since it suggests an identification with the Aristotelian defence of literary arts against Plato's assault. However, I will argue that these literary genres have traditionally been defined in terms which prohibit a philosophical reading. I will expose and then recover this anti-philosophical bias, particularly when it coincides with feminist genre revisions. This recovery will take the form of a philosophical reconceptualizing of each genre, and a specific comparative analysis of two texts adopted as representative of each genre as I conceive it. In this way I hope to show that it is not only possible, but highly advantageous, to learn from the novel.
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au, 19310449@student murdoch edu, and Joseph Marrable. "Transpersonal literature." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051222.155152.

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What do you get if you apply Ken Wilber’s theories of transpersonal psychological development within human consciousness to William Golding’s Lord of the Flies or Conrad’s Heart of Darkness, or Shakespeare’s Hamlet? Can they provide a clear interpretative tool in order to uncover the intentional or unintentional aspects of consciousness development contained within them? Do these literary texts reveal a coherent quest for knowledge of human consciousness, the nature of good and evil, and the ineffable question of spirit? Is there a case for presenting a transpersonal perspective of literature in order to expound the theories of this psychological discipline? Can literary texts provide materials that are unique to that art form and can be explicated by knowledge of transpersonal psychology? Is there an evolutionary motion, which is not necessarily historically chronological but nonetheless displays a developmental map of human consciousness across literary works? In other words, can we see a hierarchical framework along the lines of consciousness development as proposed by Ken Wilber, that suggests a movement up the evolutionary ladder of consciousness from Lord of the Flies to Hamlet and beyond? Can we counter oppose Lord of the Flies and Hamlet, suggesting that the first is a fable of regression to transpersonal evil within a cultural community and the second sees Hamlet attempt to avoid this path in order to move toward the transcendence of ego and self, within the individual? If this is so then we should be able to plot both paths relative to the models of development traced in Wilber’s theories and interpret the texts according to this framework. What is the relationship between transpersonal aspects of consciousness and literature? And what are the effects upon the cultural consciousness of human evolution that literature has had so much to inform? How do the literary works of individuals inform the cultural consciousness and transcend the age in which they are written? Equally we should be able to test the theories with the aid of some texts of literature – especially those works which are of, and about consciousness. What does this mean to the literary interpretation of these texts? How does it differ from other interpretations? What are the pitfalls and what disclaimers need to be put in place? Is the difference between the notion of a transpersonal evil and a transpersonal good simply a matter of individual moral choice?
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Johansson, Viktor. "Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92106.

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Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different. The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting. The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction. The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy.
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Kollias, Hector. "Exposing romanticism : philosophy, literature, and the incomplete absolute." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/57579/.

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The aim of this thesis is to present the fundamental philosophical positions of Early German Romanticism, focusing on the three following writers: J. C. F. Holderlin, Novalis, and F. Schlegel. Chapter 1 begins with an examination of the first-philosophical, or ontological foundations of Romanticism and discusses its appropriation and critique of the work of Fichte, arriving at an elucidation of Romantic ontology as an ontology of differencing and production. The second chapter looks at how epistemology is transformed, in the hands of the Romantics, and due to the attention they paid to language, semiotic theory, and the operations of irony in discourse, into poetology - a theory of knowledge, into a theory of poetic production. In the third chapter a confrontation between the philosophical positions of Romanticism and those of the main currents of German Idealism (Schelling, Hegel) is undertaken; through this confrontation, the essential trait of Romantic thought is arrived at, namely the thought of an incomplete Absolute, as opposed to the absolute as totality in Idealism. The final chapter considers the avenue left open by the notion of the incomplete Absolute, and the Romantics' chief legacy, namely the theory of literature; literature is thus seen as coextensive with philosophy, and analysed under three conceptual categories (the theory of genre, the fragment, criticism) which all betray their provenance from the thought lying at the core of Romanticism: the incomplete Absolute. Finally, in the conclusion a summation of this exposition of romanticism is presented, alongside a brief consideration of the relevance of the Romantic project in contemporary critical/philosophical debates.
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Cho, Ju Gwan. "Time philosophy in Derzhavin's poetics /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389392671.

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Antonova, Antonia Ivo. "Finding Truth in Literature." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/992.

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This thesis uses Amy Kind’s defense of epistemic relevance in imagination to examine how and when true beliefs imparted in literary imaginings are justified as knowledge. I will show that readers’ literary imaginings must pass a test of epistemic relevance, as well as be paired with a strong affirming emotional response in order to justify the truth behind the beliefs they impart. I believe the justificatory affective response is a kind of non-propositional emotional imagining, distinct from the type of literary imaginings that initially imparted the beliefs. Due to this thesis’ focus on the justificatory power of literary imaginings related to emotion, my work shows how literature can provide new knowledge to the philosophical realms of ethics and emotion. Literary implications in other types of philosophical inquiry still remain unexplored.
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Walmsley, Peter Samuel. "The rhetoric of Berkeley's philosophy." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254447.

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Davis, C. "Michael Tournier : Philosophy and fiction." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375871.

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Books on the topic "Philosophy in literature"

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1943-, Marshall Donald G., and International Association for Philosophy and Literature. Meeting, eds. Literature as philosophy/philosophy as literature. Iowa City: University of Iowa Press, 1987.

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Schroeder, Severin, ed. Philosophy of Literature. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444324327.

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Weller, Shane. Literature, Philosophy, Nihilism. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583528.

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Rudrum, David, ed. Literature and Philosophy. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230598621.

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Schroeder, Severin. Philosophy of literature. Malden, MA: Wiley-Blackwell, 2010.

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Iris, Murdoch. Philosophy and literature. Princeton, N.J: Films for the Humanities & Sciences, 1997.

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Douglass, Bolling, ed. Philosophy and literature. New York, N.Y: Haven Publications, 1987.

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Rickman, H. P. Philosophy in literature. Madison: Fairleigh Dickinson University Press, 1996.

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Severin, Schroeder, ed. Philosophy of literature. Malden, MA: Wiley-Blackwell, 2010.

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Schroeder, Severin. Philosophy of literature. Chichester, West Sussex: Wiley-Blackwell, 2010.

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Book chapters on the topic "Philosophy in literature"

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Armstrong, Hilary. "Philosophy." In Greek and Latin Literature, 1–23. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003482901-1.

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Moran, Brendan. "Philosophy, Literature, Politics." In Politics of Benjamin’s Kafka: Philosophy as Renegade, 305–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72011-1_12.

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Lovibond, Sabina. "Philosophy, Literature, Politics." In The Ethics, Epistemology, and Politics of Richard Rorty, 83–100. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429324734-6.

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Silver, Sean. "Literature and Philosophy." In The Routledge Companion to Eighteenth-Century Literatures in English, 431–43. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003271208-44.

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Plunkett, John, Ana Parejo Vadillo, Regenia Gagnier, Angelique Richardson, Rick Rylance, and Paul Young. "Philosophy and Ideas." In Victorian Literature, 123–49. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35701-3_6.

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Ghosh, Ranjan K. "Literature and Life." In SpringerBriefs in Philosophy, 35–47. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2460-4_4.

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Rabaté, Jean-Michel. "Philosophy." In A Companion to Modernist Literature and Culture, 9–18. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch2.

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Matthews, Gareth B. "Philosophy and children's literature." In Gareth B. Matthews, The Child's Philosopher, 60–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429439599-2.

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Long, Yangyang. "Translation, literature and philosophy." In The Works of Lin Yutang, 52–76. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003045441-3.

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de la Peña, Augustin. "Western Literature and Philosophy." In Boredom Experience and Associated Behaviors, 37–77. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32685-1_2.

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Conference papers on the topic "Philosophy in literature"

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Zrnić, Dijana. "Yugoslav literature under (il) legal censorship: 1945-1990." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws81_01.

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Degaspare Monte Mascaro, Laura. "The role of Literature in promoting and effecting Human Rights." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws75_03.

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Angel Ciuro Caldani, Miguel. "Featured expressions of the relationship between Law and Literature in Argentina." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws75_01.

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Borges da Costa, Fernanda. "Law & Literature: justice and vengeance on Shakespeare and Aeschylus tragedies." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg153_02.

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Said, Shahirah. "Philosophy Of Islamic Science: A Literature Study." In INCoH 2017 - The Second International Conference on Humanities. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.34.

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Russo Fróes Rodrigues, Victor. "Law and Literature: the experience of jus literary discussion introduced in the Universidade Federal do Pará - Brasil." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_sws81_04.

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Dong, Lili. "Research on Traditional Aesthetic Philosophy in the Japanese Literature." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.283.

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U-Dominic, Chukwuebuka M., Modestus O. Okwu, Lagouge K. Tartibu, and Dolor Roy Enarevba. "Systematic Literature Review of Six Sigma Philosophy in Manufacturing Operations." In 2nd South American Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/sa02.20210524.

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Vasiljeva, Elina. "HOLOCAUST IN LATVIAN LITERATURE: THE ANTHROPOLOGICAL AND SOCIAL ASPECTS." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.011.

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Abisheva, Ulbolsyn, and Lyudmila Safronova. "EMBRACEMENT OF PHILOSOPHY OF LIFE AND INTUITIONISM IDEAS BY RUSSIAN LITERATURE." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.90.97.

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Reports on the topic "Philosophy in literature"

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina, and Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.
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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.
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Lyzanchuk, Vasyl. STUDENTS EVALUATE THE TEACHING OF THE ACADEMIC SUBJECT. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12159.

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The article reveals and characterizes the methodological features of teaching the discipline «Intellectual and Psychological Foundations of Mass Media Functioning» on the third year of the Faculty of Journalism at Ivan Franko National University of Lviv. The focus is on the principles, functions, and standards of journalistic creativity during the full-scale war of the Russian Federation against Ukraine. As the Russian genocidal, terrorist, and ecocidal war has posed acute challenges to the education and upbringing of student youth. A young person is called not only to acquire knowledge but to receive them simultaneously with comprehensive national, civic, and moral-spiritual upbringing. Teaching and educating students, the future journalists, on Ukrainian-centric, nation-building principles ensure a sense of unity between current socio-political processes and historical past, and open an intellectual window to Ukraine’s future. The teaching of the course ‘Intellectual-Psychological Foundations of Mass Media Functioning’ (lectures and practical classes, creative written assignments) is grounded in the philosophy of national education and upbringing, aimed at shaping a citizen-patriot and a knight, as only such a citizen is capable of selfless service to their own people, heroic struggle for freedom, and the united Ukrainian national state. The article presents student creative works, the aim of which is to develop historical national memory in students, promote the ideals of spiritual unity and integrity of Ukrainian identity, nurture the life-sustaining values of the Ukrainian language and culture, perpetuate the symbols of statehood, and strengthen the moral dignity and greatness of Ukrainian heroism. A methodology for assessing students’ pedagogical-professional competence and the fairness of teachers who deliver lectures and conduct practical classes has been summarized. The survey questions allow students to express their attitudes towards the content, methods, and forms of the educational process, which involves the application of experience from European and American countries, but the main emphasis is on the application of Ukrainian ethnopedagogy. Its defining ideas are democracy, populism, and patriotism, enriched with a distinct nation-building potential, which instills among students a unique culture of genuine Ukrainian history, the Ukrainian language and literature, national culture, and high journalistic professionalism. Key words: educator, student, journalism, education, patriotism, competence, national consciousness, Russian-Ukrainian war, professionalism.
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