Methods Of Philosophical Practice (Philosophical Counseling And Companionship) In The Student Audience: An Educational Experiment. Part Iii. Results[Методы Философской Практики (Философское Консультирование И Партнерство) В Студенческой Аудитории: Образовательный Эксперимент. Часть Iii. Итоги]

Introduction. In the article, we conclude a series of thoughts on the possibility of implementing methods of philosophical practice in the system of relevant academic education. This part summarizes the educational experiment held on the basis of South Ural State University. We focus on the work of the students with the philosophical diary as a form of their independent philosophizing in the process of studying the philosophy course. The aim of the article is to summarize the educational experiment, to identify the problems faced by the authors of the study, to indicate the results of the experiment: from the students’ position, from the teachers’ position, to define further directions of experimental work. Methods. The study is based on the educational experiment with the second and third year students of South Ural State University the aim of which was to introduce philosophical practices into the cycle of seminars on philosophy. The authors used the methods of philosophical practice (philosophical counseling and companionship), as well as general scientific methods: analysis and synthesis, induction, deduction, abstraction. In addition, the interpretation method, content analysis and a systematic approach were applied. When analyzing the students’ diaries, we referred to the hermeneutic strategy. Scientific novelty of the study. As a result of the experiment during which the students were keeping a philosophical diary, (it was created by a team of philosophers from Chelyabinsk) – a new format of the student’s independent philosophical selfimprovement. Results. The educational experiment included work with the students, primarily technical students, whose worldview, according to the stereotype, is the most distant from the philosophical one. The experiment was conducted as part of the work on forming the students’ knowledge and competencies, as well as their understanding. In our opinion, in an era of constant transformations, a modern student must initially form an idea of the self and his/her place in this world, and only then be engaged into developing practical skills. The problem is that students do not treat philosophy as something that they really can use in life; they do not see the importance of understanding themselves. At the first stage of our experiment, we made some quantitative measurements as regards our students’ value orientations and their interest in philosophy. At the second stage, we implemented subject-oriented methods into the educational process (in our case, they were methods and techniques from philosophical practice). Finally, at the third stage, we analyzed the effectiveness of the selected educational methods. Conclusion. The problem of implementing philosophical practices has given rise to a discussion about relevant educational models. The purpose of the experiment which consisted in overcoming the knowledge paradigm in the framework of the philosophy course and reaching a subject-oriented educational model using the forms and methods of philosophical practice was realized. In this regard, we affirm that the experiment was successful. The article may give rise to the reflection on the optimal forms of teaching philosophy in modern conditions.