Vol 49 Iss. 3

One of the important problems in the theory of cognition is the question of the relationship between everyday and theoretical (philosophical and scientific) consciousness. There is not a single philosophical system that does not address the question of everyday human notions and concepts, of trust or, on the contrary, of distrust in everyday common human reason, which is based on these notions and concepts.

The dialectical understanding of subject‑object relations in cognition presupposes the recognition of the high epistemological activity of the subject. The understanding of the object is based on the fact that reality and sensuousness are taken not in the form of contemplation, but “as human sensuous activity, practice”.

Lenin's book "Left-Wing Communism: An Infantile Disorder" is an outstanding theoretical work that summarizes the vast historical experience of the Bolshevik Party and the experience of the world communist movement. In his book, Lenin further developed the fundamental problems of Marxism — the doctrine of the dictatorship of the proletariat, the leading role of the Communist Party in the revolutionary struggle and in the building of a new society, the position on the relationship between the international and the national in the working-class movement — and developed the strategy and tactics of the international communist movement in a new historical epoch.

Lenin's analysis of imperialism as the last stage of capitalism is of great importance not only for the working-class movement, but also for the national-liberation struggle. Lenin, for the first time in the history of Marxism, developed the basic propositions on the national and colonial questions, which are of programmatic significance for the entire world communist movement. In the modern period, Lenin's theory of the national-liberation revolution finds its further development in the documents of the Meetings of Representatives of Communist and Workers' Parties, held in Moscow on November 14–16, 1957 and in November 1960, as well as in the Program of the CPSU, adopted by the 22nd Congress.

The history of the Komsomol is inextricably linked with the heroic history of the Communist Party of the Soviet Union, and with the struggle of workers and peasants under the leadership of Lenin's party for the victory of socialism and communism. The Communist Party is the organizer and leader of the Komsomol. The resolution of the CPSU Central Committee “On the 50th Anniversary of the Komsomol and the Tasks of Communist Education of Young People” states: “From the first days of its existence, the Komsomol acted as an active revolutionary and creative force of Soviet society, as a school for training convinced fighters for the cause of communism, and occupied an important place in the political, economic and cultural life of the country”.

The history of the Leningrad Mining Institute is inextricably linked with the progressive and revolutionary movements of Russia in the 19th and early 20th centuries. Mining students are represented in all three generations of Russian revolutionaries. The most remarkable aspect of the revolutionary traditions of our institute is that the best representatives of mining student youth joined the Marxist movement during the years of Lenin's St. Petersburg “Union of Struggle for the Liberation of the Working Class” — “the embryo of a revolutionary party that is based on the working-class movement, that leads the class struggle of the proletariat, the struggle against capital and the autocratic government”.

The Great Patriotic War of the Soviet people against the Nazi invaders “was the largest military clash of socialism with the strike forces of imperialism”.

The essence of the socialist mode of economic management was formulated by Lenin in the work “The Immediate Tasks of the Soviet Government” and in a number of other works (“On the Food Tax”, “On the Significance of Gold Now and After the Complete Victory of Socialism”), in reports at the 10th and 11th Congresses of the Party, in a speech at the 7th Moscow Gubernia Party Conference, etc.).

The practice of socialist and communist construction poses many new and complex tasks for economic science. The more deeply the laws of development of the communist mode of production are studied, the more successfully these tasks will be solved.

The question of first-type monopoly in the mining industry and differential mining rent is debatable in Soviet economic science, and the prices for different types of minerals are based on different economic principles.

At the end of March 1918, the Academy of Sciences approached the Soviet government with a proposal to engage scientists in the study of the natural resources of the country. At a meeting of the Council of People's Commissars on April 12, 1918, a corresponding resolution was adopted.

The study of production relations and the economic base of developing countries should be based on an in-depth study of the nature, role and prospects for the development of the state sector.

Of all the variety of specific tasks that are solved in the course of implementing the economic reform, one common main problem can be singled out — raising the efficiency of socialist production.

More than 100 years ago, K. Marx and F. Engels, for the first time in the history of social thought, revealed the lawful connection between the education and upbringing of the young generation on the one hand and the mode of production and the way of life of the people of a given social system in which this generation grows up on the other. Studying the capitalist mode of production, they showed the class-based, bourgeois essence of upbringing under the capitalist system and established that truly human upbringing, all-round development and education of the younger generation are possible only after the proletariat has won political power. They regarded the education, training and upbringing of the proletariat as a constituent part of the struggle for socialism. “The most advanced workers,” wrote K. Marx, “are fully aware that the future of their class, and consequently of humanity, depends entirely on the upbringing of the rising working generation.”