Philosophy in Russian Higher Education: Mission and Difficulties

UDC 37.09:1

https://doi.org/10.20339/AM.10-22.039

Natalia V. Popkova, D.Sc. (Philosophy), Professor at the Bryansk State Technical University, e-mail: npopkova12@rambler.ru

The solutions proposed in the article are aimed at optimizing the curriculum of philosophy and the effective development of general cultural competencies within the framework of non-humanitarian directions of higher education. The author draws attention to the fact that the basic general cultural competencies, which should be realized as a result of the study of philosophy, coincide with the basic social functions of philosophy. The basic social functions of philosophy (philosophical and methodological) are considered and the main difficulties in the implementation of the relevant competencies are noted. The implementation of the methodological function of philosophy is complicated by the gap between humanitarian and special subjects; insufficient erudition of teachers of philosophy in the field of natural and technical sciences prevents the convincing presentation of the advantages of philosophical thinking. The active participation of teachers of philosophy in scientific research (for the implementation of socio-humanitarian examination) is recommended. Nevertheless, it is concluded that the goal of the philosophy curriculum— the formation of a critically thinking creative personality – is in contradiction with the prevailing social trends; therefore, its achievement is unlikely before the implementation of the humanitarization of the technogenic society. Small improvements in the curriculum and the development of new pedagogical methods do not solve the main problem — the need to reorganize the higher education system in the modern world.

Key words: philosophy as an educational course, general cultural skills, social functions, worldview, global problems, critical thinking.

References

1. Borovskikh, A.V., Rozov, N.H. Category of activity and activity principles in pedagogy. Voprosy Filosofii. 2012. No. 5. P. 90–102.
2. Girusov, E.V. Socio-ecological education. Vek globalizatsii. 2015. No. 1. P. 125–129.
3. Gorokhov, V.G. Technoscience as new stage in the development of modern science and technology. Vysshee obrazovanie v Rossii. 2014. No. 11. P. 37–45.
4. Gorokhov, V., Grunwald, A. Each innovation has social dimension (Technology assessment as an applied philosophy of technology). Vysshee obrazovanie v Rossii. 2011. No. 5. P. 135–145.
5. Guseva, E.A., Panfilova, M.I. To the Discussion on Academic Philosophy: What, How, and What for. Vysshee obrazovanie v Rossii. 2019. No. 2. P. 69–78. DOI: 10.31992/0869-3617-2019-28-2-69-78
6. Guseynov, A.A. All about the same - to whom and why do you need philosophy? Voprosy Filosofii. 2017. No. 7. P. 118–122.
7. Zhukov, V.N. What for the philosophy in high school. Alma mater (Vestnik vysshei shkoly). 2011. No. 5. P. 18–21.
8. Karelin, V.M., Kuznetsova, N.I., Griftsova, I.N. “Philosophy” as an Educational Course: the Change of the Concept. Vysshee obrazovanie v Rossii. 2017. No. 10 (216). P. 64–74.
9. Kondrashov, P.N. Philosophy as theoretical form of world view and existential relation of person to the world. Alma mater (Vestnik vysshei shkoly). 2016. No. 11. P. 9–12. DOI: 10.20339/AM.11-16.009
10. Kuznetsova, N.I. Higher School and Science: Values and Meanings (To the Question of a Status of the Course “History and Philosophy of Science”). Vysshee obrazovanie v Rossii. 2018. No. 6. P. 140–151.
11. Lektorsky, V.A. Why do we need philosophy today? Voprosy Filosofii. 2017. No. 7. P. 140–144.
12. Lipsky, B.I. Philosophy course in the structure of higher education. Philosophiia nauki. 2016. No. 6. P. 24–34.
13. Mamchur, E. Should philosophy be the necessary discipline at the university? Vysshee obrazovanie v Rossii. 2012. No. 4. P. 127–135.
14. Martishina, N.I. Practical Meaning of the Course “History and Philosophy of Science” in Training of Young Scientists. Vysshee obrazovanie v Rossii. 2011. No. 4. P. 121–127.
15. Popkova, N.V. Humanitarization of lecturing in philosophy as counteraction against expansion of technical rationality. Alma mater (Vestnik vysshei shkoly). 2019. No. 2. P. 16–21. DOI 10.20339/AM.02-19.016
16. Popkova, N.V. Philosophical foundations of ecological ethics and its teaching. Alma mater (Vestnik vysshei shkoly). 2015. No. 10. P. 14–17. DOI: 10.20339/AM.2-18.026
17. Porus, V.N. Reform of university philosophy as a condition for its survival. Vysshee obrazovanie v Rossii. 2008. No. 2. P. 6–33.
18. Rozin, V.M. Introduction to Philosophy: A New Teaching Experience. Moscow: LIBROKOM Publ.. 2009. 384 p.
19. Rozov, M.A. What Are We Waiting for from Philosophy? (The Notes of an Elder Teacher). Vysshee obrazovanie v Rossii. 2010. No. 8–9. P. 20–29.
20. Khlebnikova O.V. Lecturing in philosophy through the prism of modernity. Alma mater (Vestnik vysshei shkoly). 2015. No. 7. P. 24–28.