Report as a means of improving the effectiveness of the philosophy teaching system in technical universities

UDC 1:37.09:378::62
DOI 10.20339/AM.05-26.054

Valery A. Nekhamkin, D.Sc. (Philosophy), Professor, Professor at Sub-faculty of Philosophy. Bauman Moscow State Technical University, Author ID: 394955, https://orcid.org/0009-0007-6050-2861, e-mail: nechamkin@rambler.ru

The main goal of this study is to find ways to improve the quality of classes in one of the most important humanities subjects taught in technical (and other non-specialized) universities: philosophy. As a rule, philosophy is studied for one semester, with a total of about 50 hours, which does not leave students enough time to fully understand the subject. However, even the planned introduction of a specialist system instead of Bachelor’s and Master’s degrees in 2026 and the increase in the number of hours dedicated to philosophy will not automatically lead to positive results without finding more effective ways to engage students. Therefore, it is necessary to explore new methods of teaching philosophy. Philosophy is taught in non-specialized universities through lectures and seminars. The author proposes to improve and make more effective one of the forms of conducting seminars — reports, i.e. oral reports of a student on any topic of the course. The structure of the report plan is proposed in relation to their content. The plan of the report on the thinker’s concept is called ‘personalistic’. It includes the following elements: 1) the philosopher’s biography; 2) his main ideas; 3) conclusions. The plan of the report on a theoretical issue (problem) is referred to as ‘problematic’ or ‘problem-oriented’. It contains different logical points: 1) the reasons and time of emergence of the issue (section of philosophy), definition of basic concepts; 2) the main provisions, classification options, and solutions to the problem; 3) conclusions. The author shows that this approach will increase the content level of philosophy classes, students’ competence, and their interest in the subject. In the article, the report plan is examined in a broader context, through the lens of individual concepts of philosophical education.

Key words: philosophy, report, report plan in philosophy classes, report structure, effectiveness of philosophy classes, theory of philosophical education

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