WORKING WITH A TEXT AS THE BASIS OF TEACHING PHILOSOPHY IN SCHOOL: A VALUABLE-VITAL ASPECT

Abstract

The article is devoted to the teaching of philosophy at the lyceum as an effective way of forming students’ life-values. Today, the expediency and effectiveness of philosophy teaching at school is a widely accepted fact. We understand teaching philosophy as a combination of critical thinking skills (analyzing, synthesizing and evaluating information on a particular issue from various sources) and thoughtful reading, which builds the ability to reasonably express their opinions verbally and in writing, which provides productive understanding of the meanings of vital topics and values, which are thus relevant to the individual and become a component of the value horizon of the individual. Therefore, the introduction of such training is necessary in view of the formation of value orientations, which can be achieved only through interactive methods for students to understand the meaning of life problems on the basis of understanding the problematic issues and analysis of ways to solve them by representatives of different philosophical areas. This approach avoids a purely experienced, empirical glide of the problem. Recognizing the existence of different approaches to solving the same issue, as well as understanding the weak arguments or logical errors in the positions of the predecessors, students learn to holistically deal with the problem, systematically analyze the situation, grasp patterns, and so on In particular, effective ways of working with philosophical texts are described; the theme of the works of recognized thinkers is proposed, which will allow to use their workings in the social and humanitarian content of the lyceum effectively; the relationship between values of life and thinking and cognitive processes is distinguished. The conclusions outline the main positive consequences of the introduction of philosophy teaching in the lyceum in the context of the values of life and emphasize the need to develop appropriate methodological support for teachers.