Workshop as Form of Existing of Philosophy in University

In: Hrani: naukovo-teoretyčnyj alʹmanach, Band 21, Heft 10, S. 148-154

Abstract

Critical thinking, reflection, multiple methods of researching need a preparation, discipline, training. Classical forms as lectures, seminars don't response of contemporaries challenges, because of a subject-object installation between a lecturer and students. It's impossible to create researching atmosphere at an auditorium. The aim of the article is clarification of conditions of creating of workshop as a form of existing of philosophy in higher education.Workshop as a specific pedagogical form isn't something principal new thing. Pedagogic measurement is a fundamental component of workshops of painters (for example, workshops of Rembrandt van Rijn, Jan Vermeer van Delft etc.). Something like that we can observe in theatrical workshops.In 1922 was created French Group of New Education (J. Piaget, H. Wallon, P. Langevin etc.). They rethought ideas of J.-J. Rousseau, I. Pestalozzi, J. Korczak, A. Makarenko etc. and formulated six rules of pedagogic workshop: a) active position of a teacher and students; b) priority of autonomy during education; c) confidence of every student's talent; d) using of critical thinking; e) intersubjective character of thinking; f) accuracy of calculation of psychological statesю.I've proposed seven components of a philosophical workshop. The first is informative that consists of two aspects: a) topological – a philosophical workshop as a communicative space; b) technological – a philosophical workshop as a developing skills and proficiencies. The second is a historical component that includes: a) foundation of our university; b) personal roots of our philosophical workshop (V. Karpov – a founder of our department of philosophy and the first rector of the same time, G. Zajchenko – the first doctor of philosophical sciences); c) opening of specialized academic council in 1992 by P. Gnatenko; d) opening a branch 'philosophy' in our university. The third component is developing of three fundamental humanitarian practices – speaking, reading, writing. The fourth component is methodological as familiarization of classical (analyses, synthesis, observing, describing etc.), non-classical (hermeneutics, structuralism etc.), post-non-classic (synergic) methodologies. The fifth is organizing component – priority of communicative-praxeological approach under lectures. The sixth component is communicative as forming of creative atmosphere during class. And the last – theoretical component as possibility of creating of own metaphysics.