Methods of philosophical practice (philosophical consulting and companionship) for students: an educational experiment. Part I[Методы Философской Практики (Философское Консультирование И Партнерство) В Студенческой Аудитории: Образовательный Эксперимент. Часть I]

Introduction. Philosophical practice is attracting the increasing attention of philosophers from Russia. At the same time, the practice of philosophizing was already implemented by the very first thinkers, the first philosophers (Plato, Epicurus, Zeno of Elea). In many countries of America (the USA, Mexico, Argentina, Brazil) and in some countries of Europe (Spain, Italy, Germany), philosophical practice has already been incorporated into some educational programs and courses. In Russia, this process is just beginning. Therefore, it is important now to ask about the possibilities of implementing the methods of philosophical practice in the system of actual academic education. The aim of the study is to identify possibilities of applying methods of philosophical practice (philosophical consulting, philosophical companionship, Socratic dialogue) in teaching philosophy with the condition of fulfilling the requirements of the federal educational standard. Methods. The study is based on a pedagogical experiment with third-year students from the Institute of Architecture and Construction (South Ural State University) to introduce philosophical practices in a series of seminars in philosophy. The study used general scientific methods – analysis and synthesis, induction, deduction, abstraction. Moreover, a comparative historical method, an interpretation method and a systematic approach are applied. Scientific novelty of the study. The forms of implementation of philosophical practice methods in the model of academic university education are revealed. Results. Philosophical practice points to the doing of philosophy, while the academic course of philosophy remains a translation of theoretical material. Their connection is possible, when the mandatory requirements for the development of knowledge and skills of students at the time of completion of the course will be made in the distance format. The blended learning model implements the variant of the teacher’s work with the student, when philosophy is implemented in the educational audience, and in the distance format – the theoretical development of the discipline. Conclusions. The problem of the implementation of the practices of philosophizing gave rise to an invitation to a discussion on current educational models. The authors of the article point out that educational programs should respond to changes in the world. This may not always be distance courses only. The model of blended education is a new educational form, in which today we can highlight its pros and cons. The article can give a reason for reflection on the optimal forms of teaching philosophy in modern conditions.