THE FUNDAMENTALITY OF PHILOSOPHICAL EDUCATION: RELEVANCE OR ARCHAISM?

Abstract

The article considers the problem of the fundamentality of philosophical education in the context of modern transformations of university education, caused by the processes of marketization and commodification. The author proves that in the conditions of the introduction of individual learning trajectories, distance learning forms, reduction of classroom hours and shift of emphasis on the "usefulness" of knowledge, the requirement of fundamentality is often perceived as archaic, which complicates the fulfillment of its key functions by philosophy. The paper systematically analyzes the role of fundamental philosophical education as a determinant of the life position of the individual, a factor in the affirmation of spirituality, the basis for the universality of thinking and the integrity of university education. Particular attention is paid to the distinction between philosophical education in a broad sense (as a humanitarian component of the training of specialists in various specialties) and in a narrow sense (as a professional training of future philosophers). It is argued that attempts to reduce philosophical education to simplified techniques of philosophical discourse or replace it with "trendy" disciplines level its worldview and methodological potential. The challenges associated with distance learning, which complicates the dialogical nature of philosophizing, as well as with access to master's programs for individuals without a basic philosophical education, are separately highlighted. The author concludes that the fundamental nature of philosophical education is not archaism, but remains a relevant defining feature of higher education, since it is it that ensures the systematicity of knowledge, the development of critical thinking, the formation of a holistic worldview and the spiritual stability of the individual in conditions of social uncertainty.