Introducing philosophy at the institution of higer music, theatre, TV and film education: the new approaches and teaching methods

LTŠio darbo tikslas - ištirti filosofijos dėstymo konceptualiųjų paradigmų, tikslų, uždavinių ir metodų kaitą aukštojoje muzikos, teatro, TV ir kino mokykloje, atsiribojant (dėl pranešimo apimties) nuo filosofijos dėstymo turinio aptarimo. Pasirinktas komparatyvistinis (lyginamosios analizės) metodas, kurį taikant buvo lyginamos: filosofijos dėstymo kitų šalių universitetuose ir ryškėjančios Lietuvoje tradicijos; filosofijos ir kitų diciplinų dėstymo specifika; skirtingos filosofijos dėstymo metodologinės paradigmos; skirtingi filosofijos dėstymo metodai, jų euristinė ir didaktinė vertė; esamas filosofijos dėstymo LMA modelis su ateities vizija.

ENPurpose of the study. Questions to be answered and objectives to be investigated. What are the unique challenges, new goals, motivational opportunities, and practical benefits that democracy presents to philosophical education? How to avoid secondary consequences of different approaches (boredom of classicism, manipulative and consuming dimensions of the modern scientism, and ethically indifferent, methodologically eclectic features of postmodernism)? How can an open-minded disposition to the controversial methods of teaching be established? How can the quality of philosophy courses be enhanced by offering innovative curriculum materials and internet-based resources? What are main problems of teachers’ professional ethics? What are valuable personal lessons an author of paper have learned from teaching experience? An author of this paper does not ask question ‘whether philosophy can be taught at all’ at non-philosophy faculties and departments since she considers this kind of questions as nonsense. As well as author does not have any doubts considering the great significance of the teaching of the basics of philosophy at the University level of education. An author rather aims rising the questions about how philosophy is taught and how it could or should be taught for the greater students’ benefit. [Extract, p. 241].