Пора действовать, или Философское осмысление – в жизнь школы!

Abstract

The articles examines the methodological inconsistency of the current approaches to teaching literature and moral education in schools. Teacher’s professional skill, ultimately, is to overcome the contradictions and to combine the strict observance of the requirements of the school program with the awakening of the interest of students for literary fiction. The comprehension of literature as a formative factor that can affect students emotionally determines its inclusion in the content of school education. At the same time, the subject which is taught to the school and called “fine literature” at best is a primitive set of linguistic knowledge, which is not related to the literature itself. Fiction cannot be considered literary if it does not generate love, compassion, active emotional rejection or, conversely, a desire to support, does not disclose the implicit complexity of social and interpersonal relations, does not prepare child’s soul for countless life choices that no one can evade. The contradiction between the declared goals and officially defined ways of their actual implementation should be comprehended as a social phenomenon. That is philosophy which is called upon to become the original methodological foundation that determines the requirements which are not only imposed on academic subjects but also on the formation of a special dialectical culture that excludes the standardized simplicity. Philosophy is able to contribute to the process of training of future teachers by revealing the conditions under which the “literature” as a school subject can really affect the moral and spiritual education of our children.