EKATERINA THE GREAT AND THE DIALECTICS OF THE ENLIGHTED MONARCHY

С. И. Дудник, И. Д. Осипов

Abstract


The article discusses the problems of evolution and the formation of the ideology of an enlightened monarchy in Russia. In this regard, the philosophical and political ideas of Catherine the Great, as well as their theoretical and ideological premises, are analyzed. It is noted that the philosophy of education in Russia was closely connected with the concepts of Voltaire, Didro, Montesquieu, Beccaria, Bentham, their views on natural law and human freedom, humanism and the rule of law. These concepts in the philosophy of Catherine received a specific interpretation, due to the sociocultural conditions of Russia. This was manifested in the famous work of Catherine the Great “The Nakaz”, which recognized Montesquieu's argument in favor of the autocracy, but at the same time, his point of view on the separation of powers was rejected. The specificity of the doctrine of enlightened monarchy lies in the combination of liberal and conservative values, which form eclectic forms. This was the dialectic of the supreme power, the difference between the enlightened monarchy and the ideology of absolutism. The article also notes that education in Russia is associated with fundamental socio-political reforms, processes of secularization of culture. At this time, the natural and human sciences are developing. The changes positively influenced the development of medicine, beautification of towns and public education. Also considered are the views on the autocracy of the opposition nobility intelligentsia: A. N. Radishchev and noted that his criticism of the autocracy was determined by an alternative cultural policy, proceeding from the protection of the interests of the people. The doctrine of enlightened monarchy is characterized by internal worldview inconsistency and political inconsistency, which did not allow solving the pressing social problems of the establishment of legal state, democratization of society and the abolition of serfdom.

Keywords


law; state; freedom; power; culture; education; science



DOI: http://dx.doi.org/10.31312/2310-6085-2020-15-1-39-51

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