Methods of teaching philosophy in the context of competence-oriented historical and civil education in lyceum

Abstract

Despite the interest and relevance of teaching critical thinking in the world, we consider it as a basis for cross-cutting teaching of philosophy (understanding them as types of thinking which conceptual fields coincide in the main cognitive operations - analysis, synthesis, evalu-ation). A cross-cutting teaching of philosophy in school is a general educational trend, which is caused by several factors: the formation of the skills of reasoned presentation of one’s own thoughts verbally and in writing, the ability to compare information from different sources, the dexterity in hypothesizing and reasoning one’s own position, the ability to think critically on various problematic issues etc. Countries where high rates of teaching philosophy in school show high results in the PISA system, and also have rising economic and social indicators. In addition, such training is consistent with education reforms in Ukraine. We understand philosophy in school as teaching thoughtful reading, the ability to analyze, synthesize and evaluate some information, ability for argumentation, as well as dexterity in expressing own opinions in writing and substantiating own position. Considering the stated points, which generally show understanding of the place and role of philosophy in general education, we are convinced that teaching of philosophy is useful for students today, because it is realized in the further professional, social, and personal life. It is also important that teaching philosophy is virtually unique, within general education, by finding answers to the meaningful questions of life that underlie the value horizon of the individual.