DOI: 10.7256/2409-8728.2015.5.15688

Abstract: The research object in this article is the scientific heritage of Russian folklorist, philologist, ethnographer Vladimir Propp in the context of his epoch. As the subject of the research are the ideas of this scientist associated with the various phenomena of archaic culture. Special attention is paid to the analysis of his scientific ideas about phenomena such as the archaic myth, the accompanying ritual practice and ascending to him genetically of works of folklore (especially magical folk tale). As the main methods selected philosophical and cultural analysis, the method of historical-philosophical reconstruction techniques including primary (when considering the sources) and secondary (with the involvement of various literature on the topic of study) of the study, method of comparative analysis to detect intelligent intersections of the basic ideas of the scientist with the ideas of the representatives of Western and Russian Humanities. The novelty of this research is that it is not only considered and analyzed with philosophical and cultural positions of the basic concepts of the archaic folklore of Propp, but a variant of the reconstruction of the concept of archaic myth, including analysis of the ideas of the scientist associated with the ontological status of myth, its epistemological function, social value.

DOI: 10.7256/2409-8736.2015.2.14427

Abstract: At universities philosophy is studied by students of all specializations. Pedagogical practice shows that in most cases philosophy is considered to be an impenetrable, little understandable and high-flown discipline. It’s clear that such a negative attitude to philosophy which forms forever for those who studied it at an Institute is unconsciously formed by philosophy teachers who deliver lectures and give seminars the way they like, the way they are used to, the way they think right without trying to increase the level of students’ learning level and motivation. Most university philosophy teachers don’t think how to show the students that philosophy is not a high-flown wisdom but the discipline closely connected with their lives, concerns, sorrows and joys, that it can be as interesting and useful as their pastimes. The author of the article, being a philosophy teacher, makes an attempt to answer the following three fundamental questions about teaching philosophy from different aspects: What is to be taught? How to teach? Why it is necessary to teach philosophy? The questions raised by the author, his ideas and pedagogical findings can help philosophy teachers to increase students’ learning interest and change their idea of philosophy status from negative to positive thus making teaching this discipline much more effective.