PHILOSOPHY COURSE IN THE CONTEXT OF “CANCELLATION” IN HIGH SCHOOL

Abstract

This article discusses the causes and risks of compressing the philosophy course in higher education. Unlike the traditional approach to the problem, the emphasis is not on the transformation of the content of the discipline, not on the number of credits allocated, but on the reasons for the displacement of philosophical knowledge in the curriculum. In particular, it is emphasized that when the Good begins to be steadily associated exclusively with well-being, philosophy falls into the category of anachronisms. Hence, in the analysis of modern theoretical studies of the features of the inclusion of philosophy in the educational process, it is proved that the common basis for disputes around philosophy is an acute axiological crisis. Two aspects of the problem are analyzed: the place of philosophy in the formation of human reflexive practices and the complexity of the correlation of philosophical knowledge with digital technologies. It is proved that the negative phenomena of the educational process of higher education can be overcome only in the universalization of immersion in questioning Being at all stages of learning. Special attention is paid to the relationship between philosophy and numbers. The main risk is identified by the gap between academicism and visuality in teaching philosophy. The possibilities of philosophy in the formation of the skill of understanding all forms of communication are shown. At the same time, the possibilities of a new environment for the philosophy course itself are traced.