Філософія в школі: «pro» i «contra»

Abstract

У статті досліджується проблема формування розумного мислення в процесі пізнання і навчання. Автор зосереджує увагу на «зацікавленому мисленні», яке поєднує в собі когнітивні, творчі, емоційні й неформальні моменти. Для активізації розумових сил, розвитку сприйняття, відчуття, уявлення, фантазії – необхідних складових творчого, продуктивного мислення, потрібно залучати філософію, яка спрямовує на самостійний пошук предметного, інноваційного за своїм змістом знання. Зазначається, що мовний прогрес безпосередньо залежить від набутого вміння мислити. Дослідження в педагогіці, психології, культурології засвідчують необхідність включення інтелектуального досвіду філософії в практику навчального процесу.

The article deals with the problem of the formation of intelligent thinking in the process of cognition and learning. The author focuses on “interested thinking”, which combines cognitive, creative, emotional and informal moments. Interest in the subject of learning activates the process of cognition and studying the world. In order to stimulate mental forces, the development of perception, feeling, imagination, dreaming – the necessary components of creative, productive thinking, it is necessary to involve philosophy that leads to an independent search for objective, innovative in its content of knowledge. Philosophy is the optimal discipline, which directly deals with the development of thinking, reveals causal, spatial, functional relationships. The author focuses on the “philosophy of opportunity”, in the context of which “conceivable” is used as a synonym of “possible”, but “ inconceivable “ – “impossible”. The possibility of one predicts the perspective of another. Philosophy forms the basic forms of thinking, which include the abilities, skills, necessary for reading, speaking, listening. Their acquisition asserts the primary forms of thinking that open the world of natural, socio-cultural existence of the human. The article analyzes the arguments for the introduction of philosophy at school and it is proved that it will contribute to the productive comprehension of educational material, to form the ability to complex thinking activity. It plays an important role in the critical, motivational activity of the mind. As a time-tested way to intensify intellectual and cognitive activity, philosophy stands in opposition to formal logic. The task of philosophy consists in theoretical substantiation of means of direct improvement of intelligent thinking. This situation involves the disclosure and streamlining of the sphere of cognitive components, which constitute a reasonable activity of the mind and can be involved in the learning process. It is shown that philosophical learning is connected with the ability to read, it is expedient to perceive information, to express one’s opinion in words. It is noted that linguistic progress depends directly on the acquired ability to think. The structured, intelligent reasoning arises on the basis of a living language, the proficiency in which allows to isolate the essential in the texts, the educational material, to record the contradictions, to distinguish metaphors from reality. Philosophical ideas included in educational material enrich oral speech and at the same time make thinking more logical and reasoned. The specific subject of philosophy is “thinking about the conceivable”, which becomes a reality when meeting and reading relevant texts and their interpretations. On this basis, the problem of intelligent thinking, which occupies a dominant position in philosophy, social sciences, and education, is actualized. Analysis of the philosophical foundations of thinking with an emphasis on the learning process allows you to consider its mechanisms. Studies in pedagogy, psychology, and culture confirm the need to include the intellectual experience of philosophy in the practice of the educational process.