The enduring relevance of philosophy in the education system. Part 2
DOI:
https://doi.org/10.31874/2309-1606-2021-27-2-7Keywords:
education, philosophy, integration, synthesis, STEM-project, “Four in one” project, case methodAbstract
This article focuses on the analysis of the importance of philosophy for streamlining the content of secondary education, in particular the topic of integration of subjects and integration processes in general in the field of education. Pragmatic demands for education and attempts to make it more modern and creative, to promote critical thinking, and to bring education closer to science can also be the basis for such integration. All of this is commendable, but the many ways to integrate secondary education need to be improved. First of all, some of the latest pedagogical techniques and practices have not yet received their methodological understanding within the general vision of the tasks, the interrelated ways of their implementation and the use of the potential of combining school education with extracurricular.
Among the variety of existing integration educational projects, there are three types (their names are quite conditional): "STEM", "Four in one" and "case method". It is emphasized that the authors of these educational projects are not always correct in operating with the philosophical concepts used in the description of projects. The weak philosophical and methodological support of the projects and the insufficient methodological culture of their authors are pointed out. In particular, this manifested itself in an inadequate interpretation of the concept of integration. The content of the category "integration" in relation to the category "synthesis" is specially analyzed in the article. A philosophical and methodological analysis of these integrated educational projects was conducted, as a result of which it was shown that the shortcomings of the methodological culture can significantly affect the adequacy of the content and correctness of the wording of such projects.
As a consequence of the analysis, the author calls for some methodological order in the pedagogical discourse, ie insists on the need to improve the philosophical and methodological culture of educational projects.
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