Creative potential of philosophy in the context of of modern university education

Abstract

The article provides a thorough theoretical analysis of the creative potential
of philosophy as an academic discipline in the system of modern university
education. The authors consider philosophy not only as a body of knowledge
or theoretical doctrines, but also as a dynamic space for the development of
intellectual initiative, interdisciplinary thinking and humanitarian reflection.
Particular attention is paid to the challenges facing philosophical education
in the context of globalization, digitalization and social uncertainty. It is noted
that the key goal of philosophical teaching in higher education is not the
mechanical transmission of canonical knowledge, but the creation of a
stimulating environment for independent, critical and creative thinking of
students.
The paper emphasizes the need to update the methodological tools of the
teacher: the use of case methods, problem-based learning, dialogic forms
of communication, the philosophical essay as a genre of personal reflection,
and digital humanities. The creative teacher acts as a moderator of
philosophical search, which is characterized by openness to experiments,
interdisciplinarity and the involvement of non-standard sources of
knowledge – literature, art, cinema, social media.
The importance of developing students' communicative competence
through participation in philosophical dialogues, debates, group projects,
and other forms of interactive work is emphasized. Such methods contribute
to the formation of the ability to reasonably express one's own position, listen
to an opponent, and engage in constructive debate, which is extremely
valuable for the professional and social self-realization of a young person.
As a result, the authors prove that philosophy in its creative dimension can
become an important factor in the formation of humanitarian culture,
intellectual independence and civic responsibility of student youth.