University Philosophy today: Teacher’s perspective

UDC 378::37.09:1

DOI 10.20339/AM.10-23.066

Nina I. Lobanova, Cand. Sci. (Philosophy), Docent At Krasnoyarsk State Pedagogical University n.a. V.P. Astafiev, e-mail: nanakrasnoyarsk@yandex.ru

The article is devoted to the analysis of the current situation in the field of teaching philosophy in non-core (non-philosophical) areas of study. The article consists of two parts. The first part is a brief overview of the transformations that philosophy teaching has undergone in the post-Soviet period: in addition to analyzing the substantive and methodological transformations of the university philosophy course, changes in attitudes and educational practices used by teachers to introduce students to philosophical knowledge, various strategies for teaching philosophy are also considered. The second part examines the work programs regulating the teaching of this discipline, assesses the degree of their methodological and substantive innovation (compared with the previous Soviet period).

Keywords: university philosophy course, philosophy teaching strategies, curricula, problems, innovations, thinking practice.

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