"Learn to philosophize": the Role of the History of Philosophy and Argumentation Theory in the Reform of Philosophical Education

Authors

DOI:

https://doi.org/10.22240/sent37.01.219

Keywords:

Soviet Education System, Reform of Education, Philosophical Education, History of Philosophy, Argumentation Theory, історія філософії, теорія аргументації

Abstract

The author proves the crucial role of the reform of philosophical education in the context of the socio-economic crisis. Without this reform, it is impossible to form a new mentality. Respectively, without changing the mentality, other reforms are not possible. Criticizing the Soviet command-and-control system, the author argues that its system remains in the very structure of Ukrainian universities. The reform of philosophical education, according to the author, should lie (1) in the democratization of the educational process and (2) in reorienting this process to develop the ability to philosophize. This goal assumes that the basis of philosophical education should be such disciplines as the history of philosophy and the argumentation theory because they provide an understanding of philosophical problems and teach how to think critically and creatively.

Author Biography

Sergiy Secundant, I. Mechnikov Odessa National University

Doctor of sciences in philosophy, associated professor of Department of Philosophy and Grounds of Humanities

References

Kant, I. (1911). Kant’s gesammelte Schriften. Herausgegeben von der Königlich Preußischen Akademie der Wissenschaften. Abteilung 1. Band III: Kritik der reinen Vernunft. Zweite Auflage 1787. Berlin: G. Reimer.

Kant, I. (1912). Kant’s gesammelte Schriften. Herausgegeben von der Königlich Preußischen Akademie der Wissenschaften. Abteilung 1. Band II: Vorkritische Schriften II: 1757-1777. Berlin: G. Reimer.

Grohmann, J. C. A. (1798). Neue Beiträge zur kritischen Philosophie und insbesondere zur Geschichte der Philosophie (Vol. 1). Berlin: Königl. Preuß. Akadem. Kunst.

Lehmann, G. (1969). Beiträge zur Geschichte und Interpretation der Philosophie Kants. Berlin: Walter de Gruyter. https://doi.org/10.1515/9783110839272

Tellkampf, U. L. (2013). Das Gedachte oder das Denken lernen? Das Gedachte oder das Denken lernen! Zur Orientierung an Phänomenen und Problemen im Philosophieunterricht. Research on Steiner Education, 4(2), 1-45.

Windelband, W. (1905). Geschichte der Philosophie. In W. Windelband (Hrsg.), Die Philosophie im Beginn des zwanzigsten Jahrhunderts. Festschrift für Kuno Fischer (pp. 175-199). Winter, Heidelberg.

Downloads

Abstract views: 382

Published

2018-06-16

How to Cite

Secundant, S. (2018). "Learn to philosophize": the Role of the History of Philosophy and Argumentation Theory in the Reform of Philosophical Education. Sententiae, 37(1), 219–232. https://doi.org/10.22240/sent37.01.219

Issue

Vol. 37 No. 1 (2018): SENTENTIAE

Section

ACADEMIC LIFE

Metrics

Downloads

Download data is not yet available.

License


    Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Crossref
Scopus
Google Scholar
Europe PMC