Філософія впродовж усього життя – вимога часу
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2016
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Анотація
У статті обгрунтовується доцільність організації наскрізного навчання філософії, починаючи з дитячого віку і завершуючи університетами третього покоління. Виявлено, що генеруючим чинником реалізації концепції «філософія впродовж усього життя» є суспільна потреба у розвитку критичного мислення і формуванні інтелектуального поля особистості для постійного пошуку відповідей на глибинні сенсожиттєві проблеми людського існування. Наголошено, що для організації наскрізного навчання філософії в суспільстві треба створити як вертикальні структури (дошкільна, середня, вища освіта) за принципом наступності, так і горизонтальні (поза формальною освітянською системою) за принципами варіативності, різноманіття і забезпечити узгоджений, скоординований розвиток всіх цих рівнів та сфер.
The practice of teaching philosophical disciplines in Ukrainian educational system shows that their role is now extremely undervalued. Moreover, in some cases the value of philosophy is deliberately ignored. We believe that the concept of «philosophy for all of life» is an integral part of a well-known concept of «education for all of life». Hence philosophy has accompanied man and helps him throughout life, starting from school (maybe even earlier) and to the universities of the third age. Teaching philosophy at school is appropriate and useful, especially in the development of the child’s rational thinking, as well as in the formation of a harmoniously developed personality and a responsible citizen. The philosophical course at school should be considered as propaedeutic, which lays the necessary foundation for further mastering philosophy. Teaching philosophy in higher education creates favorable conditions for the development of students’ independent critical thinking, forming the ability to see emerging in the real world problems, difficulties and find the ways to solve them, be aware of where and how knowledge can be applied in reality. As a result, young people will be able to adapt flexibly to rapidly changing situations and to find in it their place throughout life. An appeal to philosophy is extremely important and outside formal educational institutions’ «polis», where « informal philosophy» has proved its value and benefit. In order to organize the through teaching philosophy in society a vertical structure (pre-school, secondary, higher education) based on the principle of continuity and a horizontal structure (outside the formal educational system) based on the principles of variability, diversity should be created. The unity of strategic goals and objectives requires concerted, coordinated development of all levels and spheres of modern education system of «polis».
The practice of teaching philosophical disciplines in Ukrainian educational system shows that their role is now extremely undervalued. Moreover, in some cases the value of philosophy is deliberately ignored. We believe that the concept of «philosophy for all of life» is an integral part of a well-known concept of «education for all of life». Hence philosophy has accompanied man and helps him throughout life, starting from school (maybe even earlier) and to the universities of the third age. Teaching philosophy at school is appropriate and useful, especially in the development of the child’s rational thinking, as well as in the formation of a harmoniously developed personality and a responsible citizen. The philosophical course at school should be considered as propaedeutic, which lays the necessary foundation for further mastering philosophy. Teaching philosophy in higher education creates favorable conditions for the development of students’ independent critical thinking, forming the ability to see emerging in the real world problems, difficulties and find the ways to solve them, be aware of where and how knowledge can be applied in reality. As a result, young people will be able to adapt flexibly to rapidly changing situations and to find in it their place throughout life. An appeal to philosophy is extremely important and outside formal educational institutions’ «polis», where « informal philosophy» has proved its value and benefit. In order to organize the through teaching philosophy in society a vertical structure (pre-school, secondary, higher education) based on the principle of continuity and a horizontal structure (outside the formal educational system) based on the principles of variability, diversity should be created. The unity of strategic goals and objectives requires concerted, coordinated development of all levels and spheres of modern education system of «polis».
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Ключові слова
філософія впродовж усього життя, філософія для дітей, філософствування, критичне мислення, philosophy for all of life, philosophy for children, philosophizing, critical thinking
Бібліографічний опис
Наумкіна, О. А. Філософія впродовж усього життя – вимога часу [Текст] / О. А. Наумкіна // Філософія науки: традиції та інновації : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: В. М. Вандишев, М. О. Качуровський, В. А. Косяк та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 1/2 (13/14). – С. 60–71.