Philosophical foundations of teaching philosophy in the modern educational space
A. V. Vorokhobov
Volga Region Branch of the M. V. Lebedev Russian State University of Justice, Nizhny Novgorod, Russia
Keywords: philosophy of education, teaching philosophy, metaphilosophy, didactics of philosophy, educational paradigms, realism, knowledge integration, education, educational goals, metadidactics
Abstract
Introduction. Existing concepts of teaching philosophy face the need for meta-didactic justification in the context of the transformation of educational paradigms. The relevance of the study is determined by the need to overcome the limitations of approaches that appeal predominantly to the historical and philosophical tradition of conveying philosophical problems without properly articulating the challenges of modernity. Methodology. The study uses historical-critical and interdisciplinary approaches, including a comparative philosophical and epistemological analysis of the concepts of the philosophy of education, metaphilosophy, the philosophy of didactics, and the philosophy of science in the context of their interrelation with the problems of teaching philosophy. This approach allows us to systematize various educational paradigms and determine the degree of their influence on the contemporary teaching of philosophy and philosophical education. Discussion. The study substantiates the thesis that the development of a relevant approach to teaching philosophy requires its placement in a broader context related to the philosophy of education. Various concepts of teaching philosophy typically focus on the programmatic basis and the level of detail, which determine the value of the content and the possibility of adaptation to the audience. The importance of situating metadidactic proposals within a broad conceptual context, addressing the basic level of reflection, and addressing changes in cognitive and axiological assumptions is emphasized. Challenges of contemporary education are considered: the elimination of the sapient dimension, subjectivism, the fragmentation of knowledge, and educational helplessness. Particular attention is paid to the integrative potential of philosophical knowledge, capable of overcoming interdisciplinary disunity and promoting the formation of a holistic worldview. A return to a realistic, objectivist, and universalistic approach to the teaching and study of philosophy is advanced as a methodological imperative, capable of reviving the sapient focus of education. Conclusion. Metadidactic reflection promotes alignment with the philosophy of education, emphasizing the stabilizing and culture-forming role of philosophy. Metaphilosophical analysis allows for a concretization of the premises and value of teaching theories, providing their reliable conceptual justification. Classical philosophy is seen as a condition for educational experience aimed at the holistic development of the individual and the return of education to its humanistic essence.
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