Philosophy Lessons and Matters of Philosophical Education in the Works of Gabriel Marcel

IF 0.2 4区 哲学 0 PHILOSOPHY
F. I. Guseynov
{"title":"Philosophy Lessons and Matters of Philosophical Education in the Works of Gabriel Marcel","authors":"F. I. Guseynov","doi":"10.21146/0042-8744-2023-4-81-92","DOIUrl":null,"url":null,"abstract":"The article deals with the clarification of the forms of teaching philosophy and the characteristic mistakes in teaching, in the interpretation of the French Catholic philosopher and playwright Gabriel Marcel (1889–1973). The place and influence of philosophy in the living space of culture was not, as it is known, static and permanent. In different epochs, it was called either a queen or a ser­vant, and its perception, both by the philosophers themselves and by merely edu­cated and poorly educated people, changed, as did the forms of “wisdom lessons”. Today, the positions of philosophy in the world leave much to be de­sired, the point of its meaning, place and role in modern society turns out to be debatable, and the teaching of philosophy and the teaching of philosophizing are problematized. These problems are closely related to Marcel’s definition of the essence of philosophy and the role of the philosopher in society. Marcel argues that philosophy presupposes openness to others and unity of people on the basis of ascent to the transcendent. To examine these topics, the thinker introduces the concepts of intersubjectivity, philosophical experience, etc., and distinguishes between the concepts of problem and mystery. The philosopher is called to a deep examination of the foundations and prospects of the modern world. These definitions are becoming radically relevant in the era in which the possibilities of nuclear suicide of mankind have opened up and the philosopher cannot stand aside while remaining unbiased. This means, Marcel concludes, that teaching philosophy should be based on openness, inclusiveness and integration of peo­ple, passing them “flame, not ashes”.","PeriodicalId":46795,"journal":{"name":"VOPROSY FILOSOFII","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"VOPROSY FILOSOFII","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21146/0042-8744-2023-4-81-92","RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"PHILOSOPHY","Score":null,"Total":0}
引用次数: 0

Abstract

The article deals with the clarification of the forms of teaching philosophy and the characteristic mistakes in teaching, in the interpretation of the French Catholic philosopher and playwright Gabriel Marcel (1889–1973). The place and influence of philosophy in the living space of culture was not, as it is known, static and permanent. In different epochs, it was called either a queen or a ser­vant, and its perception, both by the philosophers themselves and by merely edu­cated and poorly educated people, changed, as did the forms of “wisdom lessons”. Today, the positions of philosophy in the world leave much to be de­sired, the point of its meaning, place and role in modern society turns out to be debatable, and the teaching of philosophy and the teaching of philosophizing are problematized. These problems are closely related to Marcel’s definition of the essence of philosophy and the role of the philosopher in society. Marcel argues that philosophy presupposes openness to others and unity of people on the basis of ascent to the transcendent. To examine these topics, the thinker introduces the concepts of intersubjectivity, philosophical experience, etc., and distinguishes between the concepts of problem and mystery. The philosopher is called to a deep examination of the foundations and prospects of the modern world. These definitions are becoming radically relevant in the era in which the possibilities of nuclear suicide of mankind have opened up and the philosopher cannot stand aside while remaining unbiased. This means, Marcel concludes, that teaching philosophy should be based on openness, inclusiveness and integration of peo­ple, passing them “flame, not ashes”.
加布里埃尔·马塞尔作品中的哲学课程和哲学教育问题
本文通过对法国天主教哲学家、剧作家加布里埃尔·马塞尔(1889–1973)的解读,阐明了教学哲学的形式和教学中特有的错误。众所周知,哲学在文化生存空间中的地位和影响并不是一成不变的。在不同的时代,它被称为女王或圣人,哲学家自己和受过教育和教育程度低的人对它的看法都发生了变化,“智慧课”的形式也发生了变化。今天,哲学在世界上的地位还有很多需要研究的地方,它在现代社会中的意义、地位和作用是有争议的,哲学教学和哲学教学也存在问题。这些问题与马塞尔对哲学本质的定义以及哲学家在社会中的作用密切相关。马塞尔认为,哲学的前提是对他人的开放和人在超越的基础上的团结。为了考察这些主题,这位思想家引入了主体间性、哲学经验等概念,并区分了问题和神秘的概念。这位哲学家被要求深入研究现代世界的基础和前景。在这个时代,人类核自杀的可能性已经打开,哲学家不能在保持公正的同时袖手旁观,这些定义正变得至关重要。这意味着,Marcel总结道,教学哲学应该建立在开放、包容和融合的基础上,传递给人们“火焰,而不是灰烬”。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
VOPROSY FILOSOFII
VOPROSY FILOSOFII PHILOSOPHY-
CiteScore
0.40
自引率
50.00%
发文量
100
期刊介绍: "Вопросы философии" - академическое научное издание, центральный философский журнал в России. В настоящее время является органом Президиума Российской Академии Наук. Журнал "Вопросы философии" исторически тесно связан с Институтом философии РАН. Выходит ежемесячно. Журнал был основан в июле 1947 г. Интернет-версия журнала запущена в мае 2009 года.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信