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Schematization in Teaching Philosophy to Students With Non-Philosophy Majors

Research Article
EDN: METTDR DOI: 10.31483/r-86224
Open Access
International academic journal «Development of education»
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Published in:
International academic journal «Development of education»
Author:
Elena A. Fominykh 1
Work direction:
Theoretical and Applied Education Research
Pages:
66-70
Received: 1 September 2020

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Article accesses:
3588
Published in:
doaj РИНЦ
1 Russian State Vocational Pedagogical University
For citation:
Fominykh E. A. (2020). Schematization in Teaching Philosophy to Students With Non-Philosophy Majors. Development of education, 66-70. EDN: METTDR. https://doi.org/10.31483/r-86224
UDC 37.012.1

Abstract

The problem of using schemes and schematization for teaching philosophy is discussed in the article. The purpose of the article is to analyze methodical aspects of schematization when teaching philosophy to students with non-philosophy majors. Methods of research. During the study, the analysis of study guides containing schemes and tables was carried out. Some problems of schematization, its strengths and weaknesses are defined. Work with schemes at classes and independent work is considered. Special attention was paid to methodical recommendations on schematization. Based on the results of the study, conclusions were made about difficulty of using schemes when teaching philosophy. It is outlined that schematization can simplify a philosophical problem so far as to distort it, but it can also foster learning new educational material. Analysis of study guides containing schemes and tables presents a substantial difference between them as well as variations of applying them in learning process. Schematization can be used for systematizing learning materials, development of critical thinking, seeking and implementing solutions. The author emphasizes effectiveness of supplying schemes and critical analysis, making schemes by students at individual and group work. It is concluded that schematization is taken as an effective method of teaching philosophy to students with non-philosophy majors.

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