Philosophy as a Questioning and Dialogue: Concerning the Problem of Philosophical Knowledge Translation
Valery Nekhamkin, Galina Chernogortseva, Alexey Skvortsov
Available Online July 2019.
- https://doi.org/10.2991/iccessh-19.2019.50How to use a DOI?
- philosophy; philosophy teaching; education; higher education; society; knowledge of humanities; natural science knowledge
- The article highlights the difficulties arisen in the process of philosophy teaching in a technical university. The purpose of the article is to display heuristic approaches to increase the efficiency of teaching philosophy and to shoe gaining student interest. Authors indicate contact points between philosophical, humanitarian and natural science knowledge together with demonstration the way how various scientific worldviews consonance could be expressed in the teaching process. It is stressed that the advantage of philosophy as intellectual practice is in the fundamental orientation of understanding the position of a person in the world and in being indifferent to the fate of civilization and culture. Besides, philosophy always comes out of specific historical conditions based on the personality of the author. Nevertheless, philosophy and natural science add each other mutually so it should be especially stressed in the teaching process.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Valery Nekhamkin AU - Galina Chernogortseva AU - Alexey Skvortsov PY - 2019/07 DA - 2019/07 TI - Philosophy as a Questioning and Dialogue: Concerning the Problem of Philosophical Knowledge Translation BT - 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019) PB - Atlantis Press SP - 211 EP - 214 SN - 2352-5398 UR - https://doi.org/10.2991/iccessh-19.2019.50 DO - https://doi.org/10.2991/iccessh-19.2019.50 ID - Nekhamkin2019/07 ER -