Philosophy in Universities: problems of praxis

  • S. V. Shevtsov O. Honchar Dnipro National University
Keywords: methodology, communication, knowledge, skills, scheme of thinking

Abstract

The aim of the article is articulation of conceptual and praxeological aspects of teaching of philosophy in universities, because of philosophy can attach to culture of thinking, its constituents (orderliness, differentiation, systematic, integrity etc.) and has an influence on becoming of personal world outlook. Teaching of philosophy is based on subjectivity of threefold: subjectivity of a teacher as his professional and human capital, personal knowledge (M. Polanyi), subjectivity of students as their professional and personal expectations and requests, subjectivity of a subject as its implicit and explicit schemes of thinking. Schemes of thinking exist only during articulations in real studies as a point of intersection of a teacher, students and a subject (philosophy in our case). This implies several problem fields. The first problem field is specific of presence of philosophy in universities, where the most important is dynamic condition – mastering knowledge through its generation. It demands conditions for total immersion in a subject. The process of intensification of mastering knowledge needs non-classical forms of teaching: problem-oriented education, creating of a specific communicative space favorable for dialogues, brainstorms etc., decentralization of a teacher: his position should be a kind of Socrates or coach – a person who can problematize of a educating situation. The second problem field is boundaries of self-determination of philosophy. There are two main horizons: a) transition of philosophy from ‘guardian of place’ to ‘interpreter’ (J. Habermas); b) transition of philosophy from ‘the owl of Minerva spreads its wings only with the falling of the dusk’ (G.W.F. Hegel) to ‘skylark’ (M. Epstein) or other words – it’s a transition from reflection on the world to semiotic creation of the world. Really, in contemporary time IT-industry has professional request for specialists in humanitarian sphere. The third problem field is responsibility of philosophy for humanitarian measuring of education at all: a) conceptual moment – articulation non-classical and post-non-classical ontologies of thinking; b) intentional moment – movement from results of knowledge to origins of it; c) general scientific moment – skills for note-taking, abstracting, academic writing, reading scientific texts; d) critical moment – mastering of skills of critical thinking as researching of limits of knowledge (I. Kant); e) mnemonic moment – development of memory as a lively dialogue with a tradition; f) communicative moment – development of communicative skills, working in small groups, taking a responsibility.

References

1. Gusserl, E. (1994). Krizis evropeiskogo chelovechestva i filosofia [The crisis of European humanity and philosophy]. Filosofia kak strogaya nauka (pp. 101-126). Novocherkassk: Saguna [in Russian].
2. Rozin, V.М. (2011). Vvedenie v shemologiyu: Shemy v filosofii, kul’ture, nauke, proektirovanii [Introduction to schemology: Schemes in philosophy, culture, science, design]. Мoscow: Librokom [in Russian].
3. Habermas, Yu. (2000). Moral’noe soznanie i kommunikativnoe deistvie [Moral consciousness and communicative action]. St. Petersburg: Nauka [in Russian].
4. Epshtein, M.N. (2004). Znak probela: O budushchem gumanitarnyh nauk [Spatial Mark: On the Future of Humanities]. Мoscow: Nov. lit. obozr [in Russian].
Published
2018-04-09
How to Cite
Shevtsov, S. V. (2018). Philosophy in Universities: problems of praxis. Grani, 21(2), 150-154. https://doi.org/10.15421/171829
Section
Article