PROBLEMATIC STRATEGY FOR TEACHING PHILOSOPHY AT HIGHER SCHOOL

Abstract

The article of the study considers some educational strategies that university lecturers can apply in the practice of teaching philosophical subjects in higher school. The author makes a comparative analysis of three basic theoretical approaches to teaching philosophy: the problematic, narrativist and doctrinal ones. It is spoken in detail the strengths and weaknesses of these approaches. Attention is called to the results and effects of each strategy. The main attention of the author of the study is focused on the analysis of the consequences of these teaching models. The application of different strategies has its own impact on the development of new individual qualities and the improvement of a scientific worldview. The author underlines that the problematic strategy is the best educational trajectory, because it is in line with the goals of modern education. Problematic teaching model allows to form new personal qualities of a future scientist: cognitive requirements, communicative attitude and desire for truth. The article is of great help to university lecturers and it can be recommended for philosophy teachers.