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The article concerns the perspective formed by anthropological approach to the modern educational changes, for only this approach considers person as an integrity and should ensure subjectivity and autonomy of an individual in the educational practice as well as interrelations of an individual with the environment.

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The article is devoted to the analysis of a game phenomenon in German classical philosophy, and in particular, in the philosophical concept of I. Kant. The game phenomenon is considered as the only one possible bases of existence of transcendental aesthetics and as a necessary condition of perception by the subject of perfect and majestic in the nature. Game, according to the definition of I. Kant, can be perceived as display of freedom of the person.

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Anthropologic approach to contents and methods of education presupposes reorientation of the old system, called traditional to the new one, that in most researches and pedagogic practice associated with humanistic paradigm. In the contents, methods, principles of learning and training of this new system the self-dependent intellectual character of activity of all participants of the process is stressed, the top aim of this process is a man as biological and social integrity. Differentiation of teaching will help to concentrate attention on the characteristics of a man as integrity.

7-8 (45-46), 2002 13

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Dependence between different objects, which get to the sphere of valuable youth orientation, lets to note some general tendencies of the process of their formation and establish the influence of factors which define their behavior. Considering the correlation of personal priorities with valuable orientations, their connection with activity can be traced, because just it has an essential meaning in the sphere of diagnostics of active life priority formation. , ' , - ,

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Traditions of the Ukrainian educational process founded in Kyiv Russ and continued during centuries, the basic purpose of which was education of moral and responsible, widely educated person should be in the field of vision of each teacher of modern high school. It is precisely that moral and ethical factors of this process are urgent today in the national educational process in Ukraine. ,

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The role of anthropological factors in the development of persons moral qualities is revealed in the article. School practice proves the necessity of integration of the main aspects of anthropology: psychology, pedagogy, ethics, biology, sociology, law and the use of historical materials to improve moral education of pupils.

7-8 (45-46), 2002 23

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The article deals with a retrospective analysis of the development of the ideas of humanism, views on a man as a subject of activity in the works of philosophers, teachers and thinkers since the ancient time. Some positions of modern investigations dedicated to personality oriented teaching as one of the ways of realization of the principles of humanism in education are considered here in more concrete ways. ( .)

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It is natural, since the process of cognition is infinite one, so both rights of the man, and freedom as something constant cannot be defined. It is possible to consider only aspiration of the man to freedom and necessity of a philosophical reflexion constant.

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The article represents the analysis of particular features of state control in the civil society. Approaches to the definition of control are viewed. Specific characteristics of social and state control, its peculiarities under the civil society are singled out. It is defined that modernization of modern Ukrainian society leads to the formation of new paradigm of state and social control.

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Investigating the ways and logic of knowledge of nature, the process of genesis, the development and transformation of the fundamental facts, theories and methods of science, their place and role in knowledge of the objective validity, the history of science enriches culture of thinking of the researcher, promotes the statement of theoretical bases of modern sciences, statement of new problems both in the field of concrete sciences and the philosophy of the science.

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7-8 (45-46), 2002 39

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The authors of the article study basic characteristics of a man as a personality, with such integral features, as self-consciousness and vital orientations. The ratio individual / social in the man is shown, and the integrity of individual and social in the man is emphasized.

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7-8 (45-46), 2002 43

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, , , , , , .

, , , , , ..

, , . , , . , Homo sapiens , - .

. , . , - .. , , , . , , , .

, , , . , , , , . , .

, , , , , .

44

, , , . , , . , [3,22].

. , [2,323].

. , , , , ..

, , . , , , .

, , , , , .

, , . , ( , , , ), ( , , ), ( , , ) ( , ..)

, () , (, , , , ) .

, , . . . , . . .. , , , .

. , , , , . , , , .. .

, , , . , . , , .

, , , , , , . , , .

7-8 (45-46), 2002 45

. . , , . . : , - , , , [6,207-208].

, , , , . . : , [5,53].

. , , .

, , . , , , . , . . , , ( ) .

? -, -: , , , , , . -, : , , , , , , , , ..

. , , , , . , . , . , , , .

, .

, , , , , , ..

, . , , , , , . , ., ., ., . , ( ) .

(, , , ) , , . (social reproduction) , .

, , , . . , , . , . , , , . , .

46

, , , . .

. , , . .

1. .. .- . , 2001. 2. .- ., 1998. 3. : .- ., 1990 4. . . .// . .. , .. .- ., 1997. 5. . .- , 1993. 6. .. . .- .:, 1987. 7. .. .- ., 1997.

..

. .

In the article the problems of biosocial determinations are considered. The system of correlation between social and biological self-organizing is shown.

-

. , . , , , , , , , . , .

, , , , (. . ). , .

, , , , , , .

, , , , : 1) ; ( , , , , , , , ..) 2) ; , , (, , .). (. : .., .., ... . ., 2002).

, , , . . , . - , - . , .

7-8 (45-46), 2002 47

. , . , , .

. . , , .

. , , .

. . , , , . , , , , ..

, , , , . .

, .., .., .., ..

, , , . , , .

The article concerns such problems of biological and social evolution of a human being as possibility and availability of co-adaptation of man and biosphere. Global ecological crisis anthropological pollution of the environment and demographic outburst stresses the necessity of new ecological thinking among people as well as new approaches to ecological education.

. , -,

: . , , Homo sapiens c , [2, 4, 6, 7, 8, 11]. [1, 9, 12, 13]. , ; . [1, 3, 5, 12] , [6, 11, 13].

Homo sapiens , 40 000 . 1 . Homo erectus [1, 3, 12]. , [1, 5, 12], , 100 000 ( 1350 3 1450 3). [9, 12, 13]; - (: , , , .). , , , .

48

. , , , , , .

, , , , . ; 1% [12]. , [3, 5].

Homo sapiens , , , , . , , .. . , , . : .

, , , . . , [9, 12]. , ; , , [4, 13], - , . .

, . , , .. .

. , . 100 , , , [9, 12].

, 5 34 [1, 9, 12]. , . : , , , . 25 , : [1]. , . . - [9, 12]. ; , , . , . , , [1, 2, 9]. . , . . . : 50% , , . . . , ,

7-8 (45-46), 2002 49

[2] ( ), .

( . . - 1968 .) [4, 7, 11, 12]. . [1, 3, 9, 12]. , , , - . , . -, [8, 9, 12].

[6, 7, 10], , [6, 10, 11]. , [6, 7], , , . ( ). [6, 7, 8]. [6,10,13], .. , , , [8]. : , , , , , , . , , , , . [7, 8, 11].

, , [6]. , , . , : -. : , , , , , , , . - , , [ 6, 12, 13 ], , 5 .. , . ( ) , .

, , . , , . [ 1, 2 ]. , , Homo sapiens [3,5,12,13]. , [2]. , ( : , ),

50

(: ), , [ 6,7,11]. , ? . , , .. , , , , , , , , , , , , , , , . . , , , , . , , , [2, 7, 8, 11] .

(, , , , .) , . , , . . , , ., . (). , , , .. , , , .. . . , , , . , .

1. .. . .: - . -, 1984 464 . 2. .. . .: , 1990 530 . 3. . . ., . 5. .: - , 1953 640 . 4. .., .. . .: , 1976. 236 . 5. . , . .: , 1991 264 . 6. .. . .: , 1990 352 . 7. .. , , . .: , 2001 200 . 8. .. : , , , . .: , 1994. 368 . 9. .. \. .\. . .: - , 1989-240 . 10. .. . : , 1991-272 . 11. ., ., ., . : . .: - , 1994. 128 . 12. . : . .: , 1990. 368 . 13. . . .: , 1965-276 .

7-8 (45-46), 2002 51

:

..

. .

In the article the place and the role of anthropological components in the social and cultural paradigm are considered. The question of genetic conditionality of the ethnic and cultural processes is considered.

. . -, , . -, - .

, , , , , . , XXI , - , , , .

, , . , , , .

, , , , , , 1.

, , , 2000 , , , , , . () , ( , , , , - , ..).

, , , .

. , , . , ., 20 - , , , , , . , , , . , , , , ( ) . .

, : , , , . , , . , , , . , -

52

. 2. , , , , .

, . , . , . , () , , , . , , . , , . () .

, . , .

1. .., .., ... . (., 2002), . 2. .: (ii. Ii. ii). , 1996. 1(4). . 9192.

:

.. . .

In the article the attempt to show and to structure typologically various directions of modern anthropological knowledge is carried out. The special accent is made on problems of social anthropology.

.

XXI . , , , . , , :

;

( ) , , ; , , ;

, , . ; ;

, , , . ; (, ..), , ;

; . , , , ,

7-8 (45-46), 2002 53

.

, , . , , , .

, , , , , , , , . (, ), , .

, . , , , . , , .

, , () , , . - . - , , . - , , .

- , . , XVIII XX : , , , . . .1

- - :

1) ;

2) , ;

3) , .

- , ( ) . , , - . , , , , .

54

, - . , , , . , ( , .), , (, ) .

, . , , , . , , , , () , .

: , , , , -, .

. , , , . , .

1. .. // . .III, 2000. 2(10). .180-186.

.. , . . .

The optics of the anthropological approach in education and circle of knowledge those are encoded as 'the latest science' are determined. The contents of key concepts in this context is specified. 'Complex of anthropological inferiority' and capability of its overcoming in modern society are delineated.

: ? , , .

, . , , 1766 . , , , , , , , , , , , , , , , , . ,

7-8 (45-46), 2002 55

1.

, , , . , , .

, . . . . , , , , , . . , , , , , , 2.

: , . .., .., .. . , .. (1867). , . , , .. (1860), .. (1863), .. (1856) .

- , . , , . , , , , .. , .

, , , - . , ( ), . , , . , . .

: ?

, ? , , , - , . , .

.., , , , , , , .

, (, ), (..3).

56

, , 4.

, , (1972), , , . , , , , , , , 5. . , .

, , ., .. , , , . , , , , . . , , , .

.

395 (388-412 ) : . , , , . . ; (. 74).

, - , IX . - . , , , . ?

, . , . . , , : , , , , , , . , . , , , , , , . , .. . , . ?6.

, ( ) , , . .

, 7. , ,

7-8 (45-46), 2002 57

, .

XVIII ., , . , . , , . , . , , , .

. (1987) , , -, - , (., ., ..), (), (), 8. -, , , , , ( ) . ( ) , , , 9.

, .

. - - - : : . . . . . . . : / ; / . . . : . . . . . . . . . . . . : . . . . . . . . . .

, . , : ?. , , , , : , , . , . . . , , , ? , , , , 10.

, .

.. , , , . - : (.), (.), (.), (..), (., ), (.), (..), (.), -

58

(.)11. . - , -- - , - , - 12.

, , , : : ( ); ( ), , ; 13.

? . , . . - , (, , , ). : , , , , .

XX ( )? , , . .

, , .

, , , , . , , , , . : , . .

, , . , , , . . (). , ( , ), , , . , , . , , , -, .

14 , XXI .

(, , , , ..) . ? ? ?

7-8 (45-46), 2002 59

, . , , . , : politicus animal , Homo faber, Homo bestia , Homo ludens , . , . . 1939 . (Homo ekonomicus), 1941- . (), (. ), (. ). Ubermensch, . . , ( ) . omo connectus.

, . .. 1994 ., :

1. homo educandus educabilis, .. (., ., ).

2. ooe (. ). , (. , . , . ).

3. homo distincfus. , , , , , (... .).

4. - . (., ., ., .).

5. imago hominus. ().

6. , , , (., ., .).

7. - homo absconditus, oapyac (., ., X.)15.

; . (), , . , Homo regens (, ). , (Homo villicus). , , . Homo faber . , . Homo faber , , , , , , .. , , , , , , , , , , , , , , . 16. , : Homo sapiens demens (- ) 17.

, , , . , . homo educandus , , .

60

, , , , , .

1 . // . 1995. 5-6. . 185 186. 2 .. // .. 4- . . 1. 1859-1862. .: , 1955. 3 .. . .: , 2001 4 .. , .. , .. . .: 2002. 5 .. : // . 2002. 1. 6 . . .: , 1991. .102-103. 7 . // 1999. . .: , 2000. .150. 8 Laplantine F. LAnthropologie. .: Seghers, 1987. 223 . 9 .. . // . . . 1988. 5. .18-24. 10 , . : (, , , , ..) . 11 .. . 12 . - // . 2001. 3. .29-50. 13 .. . .: , 1996. 14 OECD - Knowledge Management in the Learning Society, Paris, 2000. 15 Theorien und Konzepte der padagogische Anthropologie / Hrsg. J. Petersen und G.B. Reinert. Donauworth, 1994. S.19-20. (. [5]). 16 . . . .: , 1995. . 46-47. 17 . : // . 1995. 5-6. . 90-109; . . . . , 2000.

..

, - .

On the basis of philosophical reflections, comprehension of experience and supervision the author examines some aspects of moral and moral - ethical problems of the anthropology. XXI ,

, , , * , . , , , , , , , .

I.

: . , , , - ( ). , , .. , , -, , , . , .

, . , (), , . , , , .

* , , .

7-8 (45-46), 2002 61

, , : , , . , , , , , , , , . , , .

, , , , , (), , , . , , . .

, - . , . , , , , - , , . , (, , ), , .

, ( ) , . , , - , .

, . , , : , , . , , . , .

- . , , , , , , . , , . , , ? , .

. , - . , , , .. , , . , , , , . - ? , ,

62

. () . , , , ( ). , , , . , , . - . ? , ( ). , , . : , . , , .

- 80- . , , , , , ( , ), . , , , . , , , . , , , - (, ), .

, . , , , . , . . . , , : , , . , , . , . , , . . . , . , , , . . , : , , , . , , , . , . . , , , .

, , . . ? . , . , : , ! , . ? , , . ? .

. , , , , , , .

7-8 (45-46), 2002 63

, (, , ) , , , . , , - , ( ) , , . , , , , , , . * , . , . , , , , , , , .

() , , , . , . , , , , , . , , , , , - , - ? . , , , , , : , . , , , , , , , , . . , , . , 30- , , 1936-1938 . , , , , , , , , , , - . : , . , , , , , , , , , , , , . , , , .

, , . , , ( , , , , ..) , , () , . , , , , . : , , , , , , , . , , ? , ,

* , ..

64

, . , .

II.

- , .

, , , , . . : , -? , . , , . , , , . , , . , , , , , , - , , , , , . , , , . , , - , , , . , , : , . , , - . , , , - , , . , , . , , , .., . - , - , , , . , , - . , , - , . , . , , ( ) , .

, , . . - . , , , , . . , , , . , , , , , . , , , , , , , . ( ), , . : ? : , ? : , ! , , , . , , , , . , , , . , . , , , ,

7-8 (45-46), 2002 65

, - . , .

, , , . , . , . , , , , .

, , , , , , : . , , .

! , . , , , , .

, , , , ?

, , , , .. , , ? , ( ), , ? , , : , ?

, , . , , . , - . , - ( ?) 11 2001 , , , . , : . : . . : .

, , , . , , .

, , . , , , , . , . , , , .

, , , , , , , , , , , , , , . , , , , . . , , , . , .

66

, , , , .

, , ... : , , , . -, , , , , . , , , . , , , .

, , . , , - . , , : , , .

? ? , . , , , . , , , , ? . . , , , , . .

, . , , . , , . , , . , ( , ) , ( , , ), , . , . , , , . , . , , , , , , : , , . ( , , , ).

, . , , : , , ; .. (, ? : .) , , ( ). , , . .

, , , , . , , , , ? -, ( : ? , ) . , . . , ?

. . ,

7-8 (45-46), 2002 67

, , : ? . , , , , . , , , , , . , . , . , .

: , , . , . . : . . , ,

. ( ), , - , . ? ? ( , ) , , , .. . . , , .

, - , - . , ? , , . ? .

, , ,

- , , . : ; . , . - . , , . . : .

( ?), , , , . , , . - - - . , , , , , , . , .

, , . - . , , , . ,

68

. , , , . , , . , . . . , , , , . : , .. ! . -. , , . , , , . . , . , . , , .

( ) :

: ! . : ! . P.S.

. - .

104

:

.. .

The article is devoted to the problem of theoretical classification of educational technologies.

, [1, .27]. , , (, , ). , , , , , . , , . (, ) .

.. , - , , : , , , , , , , , , , [2]. , , , . , , , , - .

, , ( , , ), ( ) - - ( ) ( ), ( ) ( - ). , , [2, .34]. , , . - , ( , - ). , , , , , , , - . , ( ) , , , (, 80- ), . . ( ) : , , .

( . cognitio , ) ( ) .

7-8 (45-46), 2002 105

, , , (, , , ). , ( ), . , () - (- , , .. .., ). (, , ), . (), . , , .

, . [3, .62], ( ).

, , , - (, , ). [1, .28]. , . , , ( , ). , , . () , ( ). , ( , , , , , ) [4, .152 154]. , , , . , .

( ) , , , : 1) () ; 2) . , , , . - . 20 5 , 2,5 . . , ( . V .), ( 50 , 40 ..). , , - (), .

, . , ' - . (1972 ) , .

106

() ,

. [5, .112], :

, . , , . 15-20 . . , , . ().

, , . , , , , . , , , , . -, , , - .

() ()

-

-

-

-

-

-

()

-

, -

, -

,

..-

-

-

,

1. (..) 2. .. 3. .. ..

7-8 (45-46), 2002 107

- 60- . - . , .. .. , . () , - ( , , , , ). , ... () (), , , . (..) ( ).

. . , , ( , ). . , . , , , - .

() , . , , , . , . , . , , , .

1. . . : , 1997. 2. .. . .: , 1998. 3. .. . . .: , 2002. 4. /. .; . ../ ... . .: , 1997. 5. . . .: , 1990.

: , , ,

.., .. - , . , . .

The anthropological factor is taken into account by development of the educational tools insufficiently. Therefore it is useful to suggest working conception of the anthropological textbook. Features of the anthropological textbook are illustrated on an example of the various editions, including author's development of the books on a problematic of tradition in education. Features of the construction of the

108

anthropological textbook on a methodology of teaching of natural history for the students of pedagogical colleges and universities are discussed.

. ,

, , , , . . . , , , . , , , . , , .

I.

, , , . , , . , , ( , ). , , , , , , , , , .

, , ( ). - .

- , . -, . , . , . , - .

, , - , .

: , , ( , ).

, , . , / .

, , , -. .. ( ), .., ( ). .., - (. ), , , , . .

.

7-8 (45-46), 2002 109

. .

-, , , 90- (, , , . .) - , .

-, , , ( - , , .1, ., 2001). , .

- , , (, , , , ; .. ( , - - ).

, , .., .. : -- (- , 2001). , , , . . : . , , , , , , . , , , , . , , .., , . , , , , , .

, , , ( , ), , , .

, - - , , , , , , , . , , . , . , , . . , , , , ,

110

, , ..

II.

.

, , (, , , , ..), , .

, :

. . . 1934-1937 . , . . .: , 1998. , .., ... .., .. ...

... . - . - .., .. , .. . .. , .. . .: , , 1999.

, , , , , . ( .. . , ( ), , , , 1933-1937 . , , , . , , , . , .

, , , , .

. ,

, , .. , , , .

. . , , , .

, ( , .. . Oleksenko, 2001), 353 . ...

- . , , : , : , 19 , , , , , , .. . 1936 , 1937 . , , .

7-8 (45-46), 2002 111

. . , ..: 1919. II.

. (

).

... . 1934.

. . 1934.

(), , , , , , , , . , .

. (, ..), , - , , , , ( ..).

112

, , , , . , .

- .

III.

, .. , . . , , 1-2- . , , , . , . , , . , , . . .

, , , . , , , , , , . , . . , , - (.., .., 1990), , , (.., 1998). -, , , , . . , , , .

, . , .. . , .

. , , , .

7-8 (45-46), 2002 113

- .

. . , , . . , . . : , . , , .. (1998).

, , , , , , , . , , , .

. - , , , , .

. . , .

, , .

, , , ..

, , . . , ( ), ( , , ), . , (, , , ..) .

: , . , , .

114

- .., .., .., ..

- . - - . ( . ).

The article is devoted to the art upbringing opportunities in the moral and aesthetic education of the senior schoolchildren. Basic structural and substantial components of the moral and aesthetic education of the schoolchildren are defined. Pedagogical potential of application of the newest technologies on the example of school of dialogue of cultures (by V.Bibler) is recommended. ,

, . , , - , , , , .

- - , . , , ; .

, , ; . , . , , .

. (.., .., .., .., .. ), . , . - ; , , , .

, . .. , , , , , , [5, 198]. . , , .

, . .. , , , , [1, 272].

- . , :

, , ;

7-8 (45-46), 2002 115

, ; ; , ,

[3, 35]. ,

- , . - , , . , . , , , , , .

, , , . , - , . , .., - ... , , [4, 378].

, , . , , , . , , . , , , . : . , ' , . , (, , , ', , ). .

, , , , . , , , , , .

, , ', , , . . , , , . ' .

, , , , , . . - , , . . - , , , . : ' . . : , , .

, - , - : , , , , ' ,

116

, .

- , - , - : , . , , . ' , .

- , : , , - . , , - , [2, 31].

- . ' - : .

- , , . . , - .

- - . , .

, , , , , , ' .

: , , , , (., ., ., . ). , , . , .

- . . , . . , , , , (, , ) . . (, , , , , , , ) , , , , , . , [3, 33-38].

: ; ,

;

7-8 (45-46), 2002 117

.

12 : , , , .

, - . - . , - .

1. .. / . .. .: , 1987. 344 . 2. .. // . 1998. 4. .28-32. 3. .. // . 1998. 1. .33-41. 4. .. . 5- . . 3. .: . ., 1977. 670 .; . 4. 1976. 640 . 5. .. //. : 2 . .1. .: , 1995. . 42-222.

.., ..

, . .

The article is devoted to the problems of ecological education in Ukraine and its basic tasks at the period of the sustainable development of the community. A great attention is paid to the formation of ecological culture of the office employees. 1992 --

. (). - , , , . , , , - [5].

, . , , , , , . , , , , [2]. . , , . , , . .

, , , , . , , , . .. : , , ,

118

. [6].

, . , [8]. , , .

. , , , .

, , . : , , , . . , , . , , , [9]. [7]. , - , , , .

. , . , . . . , , : , , , , , , . - , , , . , , , , , , , [9].

, , , , , , . .

, , , [1]. , , . [4]. , .

, . , - .

, , , , , . . , .

- [1].

7-8 (45-46), 2002 119

.

, , , . , .

? , , , , , . - , , , . . , . , , , , , .

[9]. , , . . , , , , , . , , [1].

[7] , , , .

: , , . (-), (-), , - (-).

, , , , . , 15% , 85% [3], . [3]. .

- ( -) , , , , . , , .

[9]:

1) , - ;

2) , ;

3) , ;

4) - , , ;

5) ; 6) ;

120

7) , ;

8) ; 9) - , - ,

; 10)

; 11) -

. : ; , ,

, , ;

, ;

, , - ;

, , ;

, ;

, , , ;

;

- , , ;

, - , , ;

, , .

, , , , , .

1. .. // - . : - , 2000. .113. 2. .. - : ( )/ . ... ., , 1997. 255. 3. .., .. // / . ... .: ...-, 2000. . 1. .428-431. 4. .., .. // V - 2002. 2. : , 2002. . 19-20. 5. . ., 1997. 17. 6. : . . .: , 1989. 376 . 7. // . 2002. 70 . .3-23. 8. .. : , , , . .: , 1994. 367 . 9. . . . .: , 1998. 500 .

7-8 (45-46), 2002 121

- .., ..

. , -- 2- . .

The necessity of brief introductory course of historical social ecology is discussed. Themes of this course, which describe historical content of interrelations between man, community and nature during their coexistence approximately 2 million years are characterized.

150 .

, , , , . - , .., .., ., ., .., ., . -, , , .

, -, , . , , , , , . ( , 1993; , 1997; , 2001). , , , ( ) . , .

(, , 1995)*. - , 1 . . . .

, Homo, , . , Homo ( ), ( ), . , (, 2001).

. , , , , .

* ,

.

122

, , , (, 1976).

, , - . () , , , . , , , . - , . , .

, , , . , 5 7 (10 14 ).

, , () . , , Homo () , .

, ? , Homo (H.habilis, H.ergaster, H. (Pithekanthropus) erectus) (Condil, Sloan, 1997). , , , 1 . , . . H.sapiens , .

, Homo, . . Homo (Australopithecus), 4 1,5 . , . , S , , , , , , . , , . ( ) ( ) , , . , , . ( ) , . , .

, Homo . . Homo habilis , 1,5 1. . , , ,

7-8 (45-46), 2002 123

. .

H.habilis, , ( ), , , , , . H.ergaster ( H.erectus) , ( ?) . , , .

Homo ergaster-erectus , , (?) , Homo heidelbergensis neanderthalensis . . .. (1976).

H.sapiens . : H.sapiens H.heidelbergensis, H.neanderthalensis , H.neanderthalensis (Henke, 1978; Chaline and al., 1991; Sabath, 1998). H.sapiens (, , .), , (, , ).

, , . , , , , , , , , , , . Homo. 8 , , . , .

: , - . , 1,6 0,6 ., H.habilis, H.ergaster, H.erectus, , (?) , , - ( ).

- , Homo. , , , . , 500 . (, , 1990; , 2001; , 2001). , () (). - - , , , ( , , ) . , (, 2001).

. . ,

124

.

( ) , ( ), ( ), , , . , , , , , Homo heidelbergensis. , , ( ), H.heidelbergensis , , .

, . , , ., ., Homo neanderthalensis () Homo sapiens. , . , , (, , , , , , , , ). , ( , 1997).

, . , , , . (, , , ) , . ( ), (, , 1979), -2 (, 2001).

. (, 1969) (Eiszeit, 1999). , (, -, -, ). , , . . , , , , , , .

( 100 ), , , , . , , , . , , , . , , . - ( ) ( ), (, 1969).

, - , (, 1976). , , , . , . ( 15 ) . , . ,

7-8 (45-46), 2002 125

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