Philosophy as a surprise for modern students: ideological and didactic aspects
DOI:
https://doi.org/10.51216/Keywords:
teaching philosophy, secular era, post-secularism, materialism, atheism, theism, creationism, physical issues, metaphysical issues, natural theologyAbstract
The relevance of the topic is determined by the pedagogical capabilities of the university philosophy course, which are usually almost not used in teaching practice, which leads to students’ perception of philosophy as boring and lifeless wisdom, although the material of philosophy and its didactic execution is a unique means of realizing educational, developmental and especially educational learning goals, and it can significantly increase the level of cognitive interest of students and create additional motivation. In addition, for secular educational institutions, philosophy can serve as a means of spiritual enlightenment and overcoming religious illiteracy, which we inherited from the secular era; and for theological educational institutions, it can act in a successful educational tandem with theological disciplines. With proper ideological and didactic construction and design of
the course, philosophy may well be a means of strengthening the worldview of an Orthodox person, doubts about the rightness of an atheist and a direction for a waverer. However, the realization of such a potential of philosophy is possible only with the appropriate level of pedagogical skill of the teacher, who aims not to transfer to students some amount of obscure information that is disconnected from life, but, on the contrary, to demonstrate that philosophy is not against them, but for them, about them and for them. The article attempts to demonstrate the philosophical and didactic possibilities of philosophy by the example of the well-known ancient but timeless statement that philosophy begins with a person’s surprise at the world around him and his own life.
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