Статья 'Преподавание философии в педагогических и технических университетах (проблемы и направления решений)' - журнал 'Педагогика и просвещение' - NotaBene.ru
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Pedagogy and education
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The teaching of philosophy in pedagogical and technical universities (problems and solutions)

Rozin Vadim Markovich

Doctor of Philosophy

Chief Scientific Associate, Institute of Philosophy of the Russian Academy of Sciences 

109240, Russia, Moskovskaya oblast', g. Moscow, ul. Goncharnaya, 12 str.1, kab. 310

rozinvm@gmail.com
Другие публикации этого автора
 

 
Purynicheva Galina Mikhailovna

Doctor of Philosophy

Professor, the department of Philosophy, Volga State University of Technology

424033, Russia, respublika Marii El, g. Ioshkar-Ola, ul. Bul'var Chavaina, 18 kv 124

VolkovaVG@volgatech.net
Ovsyanitskaya Elena Al'bertovna

PhD in Philosophy

Docent (August 25, 1966 – January 26, 2019)

Russia

rozinvm@mail.com

DOI:

10.7256/2454-0676.2019.4.31850

Review date:

25-12-2019


Publish date:

09-01-2020


Abstract.

This article examines the relevant problems of the teaching of philosophy in pedagogical and technical universities. The authors analyze the changes taking place in pedagogy and education: loss of the point of education, ineffectiveness of the pedagogy of knowledge, transformation of institutional situation (school is no longer the only educational institution), new understanding of human and mentality. The article also explores the ongoing transformations in engineering: moving various types of technologies to the forefront, new ways of implementation of technical projects into industrial sector, transition towards interdisciplinary and transdisciplinary studies and projects. Based on the aforementioned transformations, the authors suggest possible novelties in technical education: the teaching of philosophy of technology, fundamentals of technology and engineering, advancement of technological inventions and projects into industrial sectors, logics of minimization of negative consequences of scientific and technical development, fundamentals of interdisciplinary and transdisciplinary studies and projects. The conducted research demonstrates that the standard recommended curricula practically do not contain philosophical specificity. Moreover, they are structured upon formal criteria. As a result, the teachers of philosophy, on the one hand, formally prepare their courses, while on the other – virtually do not adhere to them; and all this takes place amid a significant reduction of hours and practical classes assigned to philosophy.

Keywords: philosophy, innovation, development, research, problems, implementation, project, pedagogy, education, engineering
This article written in Russian. You can find full text of article in Russian here .

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