Teaching Of Philosophy Research Articles

Co-creative teaching practice and active learning: the opportunity of small group teaching in philosophy

Co-creative teaching practice and active learning: the opportunity of small group teaching in philosophy

Протистояння чоловіка й жінки в публіцистиці Ольги Кобилянської та Елізи Ожешко

In the second half of the 20th century, works appeared in Ukraine and Poland devoted to the problems of the position of women, the role of men, their education, upbringing, place in society. It was at this time that the gender problem was outlined as topical in the positivist press. The heroines of many works of those years are depicted surrounded by books, they strive for knowledge, work for the benefit of society. The works of Eliza Ozheshko, Boleslav Prus, Mariia Sheliha, Yan Zakhariasevich and others are especially rich in such characters. The conservative press, as a rule, did not approve of such heroines.In her artistic works, Olha Kobylianska pays maximum attention to the creation of the image of a new woman — self-sufficient, with pronounced personal qualities, educated, intelligent. Her heroines are endowed with features of European intellectuals, full of inner aristocracy. They do not want to repeat the fate of their peers: just get married and limit their livesonly to communicating with their husbands and raising children. These heroines long for the freedom to choose their own life path, true mutual love, self-realization — the same thing that Olha Kobylianska dreamed of. When creating female characters, Olha Kobylianska relies on the philosophical teachings of that time, in particular, on the thoughts about the place of women in social life expressed by Friedrich Nietzsche. Female and male characters created by Olha Kobylianska in publicistic works are extremely colorful. A woman is a person with a strong character, devoid of excessive romanticism, full of new ideas, capable of challenging society.Eliza Ozheshko felt from her own life experience how difficult it is to remain without the support of her husband. Widowed at a young age, she faced the problem of managing the estate on her own. It was difficult to do. That is why Polka’s publicistic works are imbued with autobiographical features. She was aware of the enormous responsibility that mothers bear, although she had never had children and did not know the joys of motherhood. Eliza Ozheshko was convinced that the fate and future of the nation is in the hands of mothers.

Bouncing Back from Financial Grief and Loss: Resilience and Financial Grief

The paper explores insights of resilience and financial grief and what stoic classical philosophy offers for buoyance in adversity. Entrepreneurs and Innovators should develop strategies to cope with financial setbacks effectively. This study adopted phenomenological approach, including the lived experiences of the researcher, and delving into the teachings of stoic philosophers such as Seneca, Epictetus, and Marcus Aurelius, providing a framework for building resilience and navigating financial grief. The study found that financial grief and loss are undeniably painful, but not insurmountable. The teachings of stoic philosophers, such as Seneca, Epictetus, and Marcus Aurelius, provide a framework for building resilience and navigating financial grief. Bouncing back from financial grief and loss requires a combination of resilience, support, proactive planning, and adaptability. The study also observes that by acknowledging our emotions, and developing practical coping strategies, individuals can navigate financial grief successfully. One of this study’s contributions is learning that stoic philosophy has valuable insights of remaining buoyant amidst adversity. The stories of resilience showcased in this study served as a testament to the human spirit's ability to triumph over adversity, offering hope and encouragement to those on their journey to financial recovery. The study revealed that COVID-19 pandemic has taught us that financial grief is a shared experience, transcending borders, and cultures. As we move forward, it is crucial to remember that tough times are temporary, but the strength and resilience we cultivate endure, enabling us to emerge stronger, wiser, and more prepared for the future

Selected Problems of Assessment in Teaching Philosophy

The present paper discusses selected issues of evaluation in the teaching of philosophy. It deals with the issue under consideration on a general level since we do not differentiate between high school and college study performance assessment. Critical reflection focuses on the proper mode of evaluation in teaching the history of philosophy as and in the disciplines of systematic philosophy. In doing so, the close interrelation between the history of philosophy and its disciplines is considered. Three basic evaluative approaches are distinguished. These vary depending on whether the assessment is of the history of philosophy, logic, or other philosophical disciplines. The question of whether a philosopher or a philosophy teacher not directly involved in discussing philosophical issues is better as an evaluator is also investigated. Furthermore, the paper also articulates the reasons for preferring the first option.

Affective Goals in Teaching Philosophy in Higher Secondary Education: Reality, Criticism, Perspectives

The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the pragmatism of Richard Rorty and Richard Shusterman.

The Philosophy of Schopenhauer in the “Philosophical Notebooks” of B. D. Dandaron

This article presents a previously unpublished manuscript of a lecture on Schopenhauer's philosophy from archival materials of the famous Russian Buddhist scholar and Buddhist teacher B.D. Dandaron (1914–1974). It is part of a series of texts containing notes from lectures and books, his own notes as well as translations that are referred to as his “philosophical notebooks.” They date from 1953-1954, the time when B.D. Dandaron was in a Gulag camp in Taishet (Irkutsk region). This text is part of the materials of a philosophical seminar held by prisoners in their free time from work. The active participants of the seminar were B.D. Dandaron and V.E. Sesemann (1884-1963), a historian of philosophy, follower and colleague of L.P. Karsavin in the Eurasian movement. Sesemann was known for his work in Kantian philosophy and aesthetics. The manuscript argues that Schopenhauer's philosophy represents a unique attempt to combine Kant's epistemology with the ethics and metaphysics of Buddhism. The author notes that an attempt to synthesize such disparate principles should have led to significant intentional reinterpretations of these two very different systems of thought. The content of the work is to determine what new elements Schopenhauer (who considered himself a follower of Kant) introduced into Kant’s philosophy, on the one hand; and the fundamental differences between his philosophy and the teachings of Buddhism, on the other. The text will be of interest both to researchers of V.E. Sesemann (as the probable author or co-author of the work) and B.D. Dandaron. It allows us to understand the philosophical background of the religious and philosophical teaching of neo-Buddhism that they created, which had a great influence on the revival of Buddhism in Russia in the second half of the twentieth century.

The Case Method for Teaching Philosophy

Based on an examination of specific limits in philosophy education when professors employ presentation and question-and-answer methods, the article emphasizes the necessity to reinvent philosophy teaching methods in order to promote active and creative pupils. Among active teaching approaches, the article chose the case method to supplement the traditional teaching method, which has frequently occupied a unique position in teaching philosophy up to now.

About the “Great Post-Cultural Filter”

This article makes an attempt to consider the problem of the existence of extraterrestrial civilizations from the point of view of cultural studies. Traditionally, this issue is studied in natural science discourse. In the direction of research set by the book by I.S. Shklovsky “The Universe. Life. Mind” and continued with the book by V.M. Lipunov “From the Big Bang to the Great Silence”, problematizes the situation of the absence of manifestations of intelligent life in the observable cosmos. This phenomenon is given the name “great silence”, and the supposed absence of intelligent life is called the “Great Filter”. The author of the article shows how this problem can be transferred from natural science discourse to humanitarian discourse. The great filter in this case will turn out to be that integral condition for the constructiveness of human existence, which throughout history various kinds of religious and non-religious philosophical teachings, which became the ideologies of sociocultural systems, wanted to achieve. The author renames the Great Filter into the Great Postcultural Filter, showing the dialectical logic of the deployment of “cultural-postcultural” strategies.

ESENSI WARIGA DALAM TUTUR MEDANG KEMULAN

Medang Kemulan's text is one of the many text containing the teachings of Shiva. Judging from the language used and the sloka texts contained in it, it appears that the Medang Kemulan lontar is an old lontar. Tutur Medang Kemulan not only teaches about the teachings of wariga (kala or time) but also emphasizes the teachings of philosophy (Tattwa), namely ethics and human philosophy applied in community life. Tutur Medang Kemulan also teaches about regulating social institutions, especially Balinese society, which is widely discussed. Apart from being an understanding of the prohibition of incestuous marriage, Tutur Medang Kemulan also contains Hindu religious teachings, the aim of which is to realize human social life with individuals who are virtuous in accordance with the teachings of religious literature. Apart from that, in Tutur Medang Kemulan the teachings of self-control regarding human life are taught, namely a person's ability not to do things that are not good or appropriate. In general, this research aims to find out and understand the essence of the wariga teachings contained in Tutur Medang Kemulan so that it can be used as a guide by Hindus and the wider community regarding determining good and bad days. This type of research is qualitative research. The data source used is primary data sourced from literature/libraries. Data collection techniques were carried out using library methods. This research uses data analysis methods with qualitative descriptive techniques.Keywords: Medang Kemulan, Wariga

Халил Рахимов. Фрагменты из «Защиты избранников Аллаха от поношений заблудших людей» (Химайат ал-авлийа’ мин иханат ал-агвийа’)

The present article reveals insufficiently studied aspects of Islamic Mysticism (Sufism) in Russia’s Volga-Ural region at the end of the 19th – beginning of the 20th century in the context of modernization in late imperial Russia. A special attention is paid to the analysis of the contribution made by pedagogue, Sufi and scholar Khalil Rahimov to moderate Muslim reformism. He led extramural polemic with outstanding Russian Muslim reformists on the ways of development of the Muslim community, the role of Islamic Mystical tradition (Sufism) in the life of Muslims. He criticized their religious and philosophical teachings and views on the issues of faith and reason, the adaptation of scientific achievements and cultural models of advanced countries. Khalil Rahimov believed that Muslim education, culture and society should be developed without undermining the foundations of religion. Alongside the research, the article provides a Russian annotated translation of excerpts from Khalil Rahimov’s book “Himayat al-awliya’ min ihanat al-agwiya’” [The Protection of the Saints from the abuse of erring men].

THE SEMANTIC ANALYSIS OF THE CONCEPT “FAMILY” IN KYRGYZ CULTURE

This scientific article is devoted to study and reveal semantic field of the concept family and family value” based on Kyrgyz culture. We have proved that the concept family is one of the most common not only in Kyrgyz literature but also in world classics, among them in English literature. The methods as linguacultural analysis method, semantic analysis method, and continuous sampling method (with dictionaries) were done in the research. The methods examined the origins of the semantics and semantic field, as well as the scientists who were engaged in its promotion, looked at the meanings of the lexical-semantic field presented in various sources, and finally studied its methods. The lexical-semantic system of language originates in antiquity, during the development of philosophical teachings. Linguacultural analyses include the differences and similarities from the ancient time and the modern life.

Rationalism in Philosophical Studies

This article discusses rationalism which is reviewed from various scopes starting from Rationalism Figures such as, Rece Descartes (1596-1650), Baruch De Spinoza (1632-1677), Leibniz (1646-1716), Icholas Malerbranche (1638-1775), Harun Nasution, and the philosophical views of racialism towards humas, science, education, and towards curriculum (implementation in the field). Rationalism is a philosophical teaching that holds that reason, or reason, is the most important tool for acquiring and testing knowledge. Rationalism, reason is the main source of knowledge. Theoretically, he contradicts empiricism by refusing to consider the five senses as a source of knowledge. Belief that reasons has the power and authority to reveal knowledge and truth. According to rationalism, humans’ ability to seek and respond to truth is based on their natural intellectual abilities.

The Philosophy of Realism in Education

Realism is a philosophical teaching which considers that a truth is a real picture or a real copy of the world of reality from an idea that exists in someone’s mind. The goal of the philosophy of realism is to understand and recognize the existence of an external world that is objective and independent of the human mind. The philosophy of realism believes that the external world has a real existence and can be accessed through human observation and experience. Another goal of the philosophy of realism is to develop a better understanding of the world and avoid errors in the interpretation and understanding of reality. In the educational context, the philosophy of realism aims to develop education that is based on experience and objective observation, so that students can understand the world better and more accurately.

Logik und Geschlecht? Empirische Daten zu Logikeinführungen im Philosophiestudium an deutschen Universitäten1

Although the underrepresentation of women in academic philosophy is well-known and hard to overlook, philosophers started to pay more attention to the actual data on and potential explanations of the underrepresentation of women in philosophy only in the last decade and predominately in anglophone countries. The data I present in this paper deal with introductory logic courses at German universities (gender of textbook authors, gender of logic course instructors, student grades by gender at one university). Two results are particularly noteworthy: For one, logic teaching in Germany is currently predominantly male and even more male than philosophy teaching as a whole. For another, there is no evidence for any differences between grades of female and male students. The student grade data, however, illustrate how statistical phenomena like Simpson's paradox can explain how male students can appear to achieve better grades than female students even if there is no underlying difference: When correcting for students’ major (philosophy vs. STEM), logic grades of male and female students are remarkably similar. Although the scope of the data presented here is limited, they allow to add further details to an emerging map of the profession. I close with some suggestions for avoiding stereotyping logic as “male”.

Karya Tari Sang Kustiah Refleksi Perempuan pada Masa Kini

Kustiah’s dance works contain values and can be used as a reference in current and future life. One of them is that Kustiah’s dance work includes the importance of Unity, Creativity, Tough, and Abstinence, which are philosophical teachings that are upheld and can serve as role models for women at this time in moving forward in their lives. This value can be adhered to and carried out, ultimately giving women a strong character and soul.Keywords: Dance work, Kustiah, reflextion, women.

Reconstruction of Actual Philosophy as a Way to Salvation in The Middle of Contemporary Ethical Thinking

The aims of this research are (1) to know the response of moral philosophy to contemporary ethical thinking (2) to know the position and response of moral philosophy to contemporary ethical thinking (3) to know the solutions to contemporary problems. The type of research used in this research is qualitative research. This study uses a library study approach because it collects data from books, journals, the internet, or other written literature as a basis for writing. The results of this study indicate that: (1) the response of moral philosophy to contemporary ethical thinking is that the study of morality and ethics has the same goal but has differences in terms of defining its goals. Ethics as part of philosophy bases its theory on relative logic while moral philosophy bases it on transcendent revelation (2) when ethics is used as a sub of philosophy, ethical philosophy will include moral philosophy. Morals are not ethics but they both have something in common, that is, they both discuss good and bad issues. The difference is that morals are closer to manners and are applicable in nature, while ethics tend to be more philosophical (3) Solutions to contemporary problems: first, it is necessary to uphold justice as an ethical solution. Second, the need to develop a caring and responsible character. Third, the need for socialization and teaching of moral philosophy from an early age.

Critical Elucidation of Concepts as a Philosophical Competence

The starting point of this article is the didactic question of the relationship between conceptual knowledge and competencies in the education of philosophy and ethics. Against the background of the philosophical debate on the conception of concepts, a conception of concepts as abilities is outlined. With this conception, in a first step, the disjunction between conceptual knowledge on the one hand and competencies on the other hand is dissolved. In a second step, a learning-theoretical framework of the formation of philosophical concepts is developed through a critical examination of the so-called conceptual change. As a result, critical elucidation of concepts presents itself as a fundamental goal of ethics and philosophy teaching.

THE RELATION OF THE LOGICAL AND THE IRRATIONAL IN THE PHILOSOPHICAL TEACHINGS OF G. V. F. HEGEL AND A. SCHOPENHAUER

The article examines the process of formation of the principles of philosophical cognition, the relation of consciousness to reality, thinking and being, based on the metaphysical foundations laid down in the philosophical teachings of G. V. F. Hegel and A. Schopenhauer. The concepts of thinkers are analysed from the point of view of their influence on modern philosophy. The author proceeds from the fact that the logical teaching of Hegel and the irrationalist philosophy of Schopenhauer historically contributed to the formation of consciousness, spontaneously combining logical thinking and irrational perception of reality.

자아존중감 제고를 위한 ‘철학하기’ 방법 모색

This study aims to find ways to improve self-esteem and self-efficacy that can be undermined by negative psychological conditions such as stress and depression that young people who are about to join the army will experience new freedom and rights while passing through the gate of enlistment. To this end, the commentator proposes “philosophy”. Philosophical counseling and children's philosophical education methods are proposed, but both activities include third-party intervention. However, due to the nature of adolescence, they may not easily allow them to share their psychological situations and environments with others. For that reason, I would like to find a way to a philosophy that dismantles the intervention of third parties. In the case of philosophical counseling, it is true that the philosophical capacity of a counselor is required, and in the case of children's philosophical education, the philosophical capacity of a philosophy teacher is required. However, since these activities ultimately aim to recognize human problems, that is, my problems, and solve them on my own, I hope that if specific programs and plans are accompanied, the negative psychological situation will be improved without the intervention of third parties. As a consequence, it is suggested that some of the contents of the positive psychology program, whose effectiveness has been partially proven through experiments, can be used. In this study, a very detailed and specific program development was not attempted to resolve the negativity of the psychological situation of young people. Research on this will have to be conducted for a very long time and very carefully. However, it is not easy because the duty of national defense is natural, and it is necessary to recognize that the psychological situation of young people may not be healthy, and that efforts for them are necessary and valuable.

“The Place to See and the Place to Reflect” the Use of Theatrical Techniques in the Teaching of Philosophy

“The Place to See and the Place to Reflect” the Use of Theatrical Techniques in the Teaching of Philosophy