Problematization as an innovative form of philosophy teaching

Abstract

The paper deals with the process of teaching philosophy through the prism of the applicability of traditional and problem learning. The paper substantiates the inapplicability of traditional and limited applicability of the problem methodology in teaching philosophy. It is argued that the study of philosophy cannot be reduced to the learning of a set of "ready-made" philosophical knowledge, and involves the formation of students' philosophical culture of problem-oriented thinking, the unit of which is "problematization". Problematization is understood as a way of thinking that calls into question the researcher's "ready-made" knowledge by including them in various contexts of the true and the false in the situation of "alternative uncertainty". The necessity of additional use of problematizing teaching philosophy, in which the teacher and the student find themselves in a problem situation on equal terms of the creative search for understanding and solving problems, is substantiated.