THE PLACE OF PHILOSOPHY IN EDUCATION: OUR FORMAT

Abstract

In this investigation, first of all, the specifics of philosophy, philosophical knowledge and the process of thinking are considered as such, which is capable of influencing the formation of a conscious being. The opinion on the need to recognize philosophical education as fundamental for the formation of the ability to think is argued. Philosophical methods remain the established methodological foundations and an effective tool for understanding the new reality and the processes of ou r reality, and this understanding should be laid in the educational foundation, and instead we get the equations of philosophy. The ability to think, which primarily contributes to philosophy, is a skill that should be learned and developed in order to conduct a fullfledged intellectual activity. Reflection, as a special ability, requires conditions and certain knowledge, since it is on the basis of this that cognitive interest and constant “mental learning” will be formed. Ju rgen Habermas believes that today philosophy is able to enter into cooperation with the humanities, choosing for itself the role of a generator of ideas, a mediator and an interpreter from the perspective of the life world. In the mode of discu rsive ethics, philosophy is able to successfully fulfill the role of an organizer of the public application of reason to the discussion of scientific problems. Under these conditions, science emerges as a triumph of communicative reflection, and scientific knowledge receives its justification (legitimization) for the community of scientists as knowledge that is most acceptable in a rational sense. But, at present, it is not so simple. Since philosophy is increasingly squeezed out of the educational process, and accordingly, a person is deprived of being a fully thinking being.