Home – Home – Jornals – "Philosophy of Education" 2026 number 3

Introduction. In the context of the pragmatization of education, the teaching of philosophy transcends the mere transmission of information and becomes a search for methods of personal development. A review of the literature reveals a consensus regarding the understanding of philosophy as a space for personal formation; however, the notion of the “lesson” (urok) as an ontological and existential outcome remains conceptually underdeveloped. Methodology. The study is grounded in a synthesis of three complementary approaches. The hermeneutic approach allows philosophy to be examined as a practice of “care of the self” (epimeleia heautou) and a set of “spiritual exercises,” in which the text functions not as a source of information but as a medium for the transformation of the subject. The dialogical approach conceives of philosophical cognition as an event of the encounter between consciousnesses, wherein truth is born at the point of contact between voices. The philosophical-anthropological approach centres on the human being as a subject of becoming, whose education constitutes an event of profound personal transformation. Discussion. The personal lesson in philosophical education is conceptualized as an ontological event possessing the nature of a crisis and a turning point: it is not reducible to knowledge or competencies but transforms the individual’s mode of being. A model for the extraction of the lesson is proposed, unfolding within the space of interaction between text, dialogue, and reflection. The teacher ceases to be a transmitter of ready-made truths and becomes a mentor who practices parrhesia (frank speech) and the courage to be “non-knowing” alongside the student. The approbation of the model through the material of the Russian philosophical tradition has confirmed its heuristic potential. Conclusion. The conceptualization of the lesson as a personal outcome makes it possible to restore to university philosophy the status of a “spiritual exercise” that forms an autonomous personality under conditions of uncertainty. The lesson is understood as an inner disposition of the soul, enabling the preservation of the capacity for existential wonder.