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и дискуссии по эстетике); ПРАКТИКА (описание эстетического опыта во всех проявлениях).

      Рукопись подается на русском или английском языке c переводом части аппарата.

      Структура рукописи: имя и фамилия автора (на русском или английском); аффилиация автора (на русском или английском); город, страна, адрес электронной почты; название статьи (на русском и английском); аннотация объемом 200—300 слов (на каждом языке); ключевые слова (на русском и английском, по 5—7 слов на каждом языке); – текст статьи (на русском или английском); список литературы; ссылки оформляются в Гарвардском стиле.

      Адрес редакции: [email protected]

СЕРГЕЙ ДЗИКЕВИЧ,главный редактор Aesthetica Universalis

      Editorial

      With this issue we start publishing Aesthetica Universalis, the theoretical journal established by Department of Aesthetics at Philosophy Faculty of Lomonosov Moscow State University. We suppose our journal to be included into largest international data bases.

      The content of every issue will be divided into the following sections: THEORY (the aesthetic field from contemporary theoretical points of view); HISTORY (appearance, transformations and adventures of aesthetic ideas in different times and within different cultures); TRANSLATIONS (significant aesthetic sources translated into Russian); REVIEWS (expositions of remarkable publications, dissertations and conferences on aesthetics); PRACTICES (descriptions of aesthetic experience of different kinds).

      Our journal is bilingual (English and Russian), it means that all texts will have this quality in their structure. If you write in English you do your work the main part of your work (your name, your affiliation, the title, annotation, key words, the very text body, references) in this language but after these mentioned parts you add Russian details of apparatus (the name, the title, annotation and key words). If you write in Russian you do the same job but vice-versa. Your text must be of no less than 20000 and no more than 40000 characters including spaces, English and Russian parts in total.

      Your text must be organized in the following order:

      1. You must put your name and your affiliation before your text in the language of the main part of your publication, and e-mail.

      2. Then you put the title in the same language.

      3. Then the annotation in the same language follows, it must consist of 200—300 words.

      4. Then you put the key words (7—10 ones) in the same language.

      5. Then references in the language of the main text are going. Our journal supports Harvard style of references.

      6. Then you put annotation in the language of translation (200—300 words). Than you put the key words in the language of translation.

      Your file must be saved in Rich Text Format (rtf), font Book Antiqua, 12 for main the main part of the article (the name, the title, the body of the text) and Book Antiqua, 10 for the apparatus (annotations, key words, references). Please, make margins as in this letter and paragraphs as in the model that is following.

      Editorial e-mail:

      [email protected]

SERGEY DZIKEVICH,Aesthetica Universalis Editor-in-Chief

      THEORY / ТЕОРИЯ

      Christoph Wulf1

      THE MIMETIC CREATION OF THE IMAGINARY. ANTHROPOLOGICAL PREREQUISITES OF MIMETIC PROCESSES

      Abstract

      Young children learn to make sense of the world through mimetic processes. These processes are focused to begin with on their parents, brothers and sisters and people they know well. Young children want to become like these persons. They are driven by the desire to become like them, which will mean that they belong and are part of them and their world. Young children, and indeed humans in general are social beings. They, more than all non-human primates, are social beings who cannot survive without the Other. In mimetic processes the outside world becomes the inner world and the inner world becomes the outside world. The imaginary is developed and the imaginary develops ways of relating to the outside world. In a mimetic loop, this in turn affects the inner world of the imaginary. These processes are sensory and governed by desire. All the senses are involved which means that the imaginary has multiple layers. Since there is an intermingling of images, emotions and language, these processes are rooted in the body and at the same time transcend the body as they become part of the imaginary. Human beings create images of themselves in all cultures and historical periods. They need these images to understand themselves and their relationship to other human beings and to develop social relations and communities. Images of the human being are designs and projections of the human being and his or her relationship to other people and to the world. They are formed to visualize representations of individuals or aspects of them. They arise when we communicate about ourselves. They support us to live with diversities and to develop similarities and feelings of belonging with other people. They are the result of complex anthropological processes, in which social and cultural power structures play an important role.

      Key words

      Mimesis, images, the imaginary.

      Young children learn to make sense of the world through mimetic processes. These processes are focussed to begin with on their parents, brothers and sisters and people they know well. Young children want to become like these persons. They are driven by the desire to become like them, which will mean that they belong and are part of them and their world. Young children, and indeed humans in general are social beings. They, more than all non-human primates, are social beings who cannot survive without the Other. There are several anthropological conditions behind this.

      One of these is neoteny, or the fact that human beings are born at an embryonic stage in their development. In other words human beings are born unfinished or incomplete. Their development has to take place once their life has started, and for this to happen they need people who are close to them, people they desire and who they want to be like. Unlike other non-human primates and animals, children are not governed by their instincts. They are equipped only with residual instincts which are not strong enough for them to be able to survive if they are not kept alive by the people close to them.

      We

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