- Кришмарел, В. Ю. (2019) The teaching of philosophy at school and formation of competence: bases of theory and methods in the context of world practice Хуманитарни Балкански изследвания, 1 (3) (3). pp. 80-83. ISSN 2603-4859
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Abstract
The article deals with the specifics of some aspects of teaching philosophy. For Ukraine, the implementations of elements of such education are connected with the consistency of education, the concept of the New Ukrainian School, civic education. Philosophy at school is primarily understood as the development of skills related to thoughtful thinking, the ability to analyze, synthesize and evaluate information, positions, arguments that in the future will contribute to the realization of a person’s conscious position in all spheres of life – from socio-political to cultural-personal. Understanding the need for teaching philosophy at school is currently inherent in most European countries. Even the countries where this practice was not traditionally developed, in recent years made significant shifts in the implementation of such training. This is mainly due to the challenges of modern society, in which, against the background of information and technology development, critical thinking, emotional intelligence, the ability to systematically solve problems and realize the implications and prospects become the most relevant competencies. In general, if we summarize the main approaches, then the philosophy at school can be reduced to two directions – the history of philosophy and philosophizing. Allow nowadays, the effectiveness, expediency and perspective of a separated subject on teaching philosophy in the whole system of secondary school is not mentioned. So, the methodological conditions for cross-subject education of such teaching in social and human subjects are provided more detailed. At the same time, further work on this issue in Ukraine should be aimed primarily at the development and experimental verification of teaching materials for teachers, as well as the implementation of programs (on public and on state levels) for trainings, courses, etc. for teachers about effective ways of teaching philosophy. Allow nowadays, the effectiveness, expediency, and perspective of the subject. So, the methodological conditions of such training in social and human subjects are provided more detailed. In particular, the following methodological conditions were substantiated: asking as the main method of working with students; giving students the opportunity to express and develop their thoughts; using of interactive teaching methods; high level of teacher’s professional background. There are recommendations for teachers in the process of conducting cross-subject teaching philosophy at school. Methodological work of a teacher at the same time requires: the refusal of authoritarianism, becoming a facilitator; the creation and managing the environment for discussion; encouragement of the creative approach based on logical reasoning; stimulating analytical perception of information; observation of the relationship between theory and everyday life. It is philosophy as a methodology that allows us to form an intellectual basis for overcoming the challenges of society, and with the need to teach it at school, it requires development, overcoming existing contradictions in approaches and subsequent widespread implementation. In particular, the following methodological conditions were substantiated: asking as the main method of working with students; giving students the opportunity to express and develop their thoughts; using of interactive teaching methods; high level of teacher’s professional background. For Ukraine, the current issue is the methodological support, teaching materials and training of the specialists, which is a problem for certain areas of research. The final finding is the conclusion of the study of the secondary school system in the Ukrainian and global trends. At the same time, further work on this issue in Ukraine should be aimed primarily at the development and the experimental verification of teaching materials for teachers, as well as the implementation of programs (on a public and on state level) for trainings, courses, etc. for teachers.
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