Философия в российской высшей школе: цель и препятствия

Abstract

The solutions proposed in the article are aimed at optimizing the curriculum of philosophy and the effective development of general cultural competencies within the framework of non-humanitarian directions of higher education. The author draws attention to the fact that the basic general cultural competencies, which should be realized as a result of the study of philosophy, coincide with the basic social functions of philosophy. The basic social functions of philosophy (philosophical and methodological) are considered and the main difficulties in the implementation of the relevant competencies are noted. The implementation of the methodological function of philosophy is complicated by the gap between humanitarian and special subjects; insufficient erudition of teachers of philosophy in the field of natural and technical sciences prevents the convincing presentation of the advantages of philosophical thinking. The active participation of teachers of philosophy in scientific research (for the implementation of socio-humanitarian examination) is recommended. Nevertheless, it is concluded that the goal of the philosophy curriculum— the formation of a critically thinking creative personality – is in contradiction with the prevailing social trends; therefore, its achievement is unlikely before the implementation of the humanitarization of the technogenic society. Small improvements in the curriculum and the development of new pedagogical methods do not solve the main problem — the need to reorganize the higher education system in the modern world.