Становление «практической философии» школьника в процессе освоения метафизического русского языка: опыт проблематизации
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2014
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Статья посвящена проблеме освоения русского языка как метафизического языка базовых концептов русской культуры, составляющих «практическую философию» человека. Обосновывается важность присутствия философских текстов в школьном учебном дискурсе. Язык отвлеченной мысли, необходимый для выражения абстрактных состояний и мыслей, осваивается учащимися в процессе решения лингвофилософских задач, типология которых представлена в статье. Анализируется образовательный и воспитательный потенциал философских текстов в контексте проблемы итогового контроля по русскому языку.
The article is devoted to the problem of mastering the Russian language as a metaphysical language of the basic concepts of Russian culture, which constitute «practical philosophy» of a person. The importance of the presence of philosophical texts in the school discourse is grounded. The language of abstract thought is necessary for the expression of abstract states and thoughts, is mastered by pupils in the process of solving linguistic-philosophical tasks, the typology of which is presented in the article. The educational potential of philosophical texts in the context of the problem of final control in the Russian language is analyzed. The ability to think appears in the pupils in the process of deciding linguistic-philosophical tasks included in 2000 in the system of linguistic-cultural tasks proposed by the authors). The authors developed the following types of these tasks. 1. Etymological linguistic-philosophical tasks, aimed at the analysis and interpretation of the concepts of the philosophical text. One of the typical features of a philosophical text is etymologization: language (i.e. the interpretation of historical etymology with its further development) and speech (poetry, ontological), and sometimes mixed. 2. Linguistic-philosophical tasks on the analysis and interpretation of the author’s portraits of philosophical terms. 3. Linguistic-philosophical tasks on the analysis and interpretation of comparative author’s portraits of philosophical terms (clarification of the notional component of the concepts, including «semantic doublets»). 4. Linguistic-philosophical tasks on comparative analysis and interpretation of the author’s philosophical portraits of «his» and «other». This action can be defined as the form (model) of implementation of spiritual linguistic and cultural activities of pupils at the stage of its objectivation in the training text in the horizon of the dialogue of cultures. It is close to the invented by G. Grachev science fiction genre of lifethought in which simultaneously takes place the knowledge of the subject and the Socratic knowledge of himself, takes place the attraction of abstract thinking accountable before him as a living man. 5. Special linguistic-philosophical tasks aimed at intellectualization of the learner’s language, on the development of his conceptual thinking, because language is a tool that allows us to understand reality.
The article is devoted to the problem of mastering the Russian language as a metaphysical language of the basic concepts of Russian culture, which constitute «practical philosophy» of a person. The importance of the presence of philosophical texts in the school discourse is grounded. The language of abstract thought is necessary for the expression of abstract states and thoughts, is mastered by pupils in the process of solving linguistic-philosophical tasks, the typology of which is presented in the article. The educational potential of philosophical texts in the context of the problem of final control in the Russian language is analyzed. The ability to think appears in the pupils in the process of deciding linguistic-philosophical tasks included in 2000 in the system of linguistic-cultural tasks proposed by the authors). The authors developed the following types of these tasks. 1. Etymological linguistic-philosophical tasks, aimed at the analysis and interpretation of the concepts of the philosophical text. One of the typical features of a philosophical text is etymologization: language (i.e. the interpretation of historical etymology with its further development) and speech (poetry, ontological), and sometimes mixed. 2. Linguistic-philosophical tasks on the analysis and interpretation of the author’s portraits of philosophical terms. 3. Linguistic-philosophical tasks on the analysis and interpretation of comparative author’s portraits of philosophical terms (clarification of the notional component of the concepts, including «semantic doublets»). 4. Linguistic-philosophical tasks on comparative analysis and interpretation of the author’s philosophical portraits of «his» and «other». This action can be defined as the form (model) of implementation of spiritual linguistic and cultural activities of pupils at the stage of its objectivation in the training text in the horizon of the dialogue of cultures. It is close to the invented by G. Grachev science fiction genre of lifethought in which simultaneously takes place the knowledge of the subject and the Socratic knowledge of himself, takes place the attraction of abstract thinking accountable before him as a living man. 5. Special linguistic-philosophical tasks aimed at intellectualization of the learner’s language, on the development of his conceptual thinking, because language is a tool that allows us to understand reality.
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Ключові слова
метафизический русский язык, язык «русской филологической философии», «практическая философия» человека, учебная лингвофилософская задача, эссе нравственно-философской направленности как итоговая аттестация школьника, metaphysical Russian language, language of Russian philological philosophy, «practical philosophy» of a person, training linguistic-philosophical task, essay of moral and philosophical orientation as the final certification of the pupil
Бібліографічний опис
Мишатина, Н. Л. Становление "практичнеской философии" школьника в процессе освоения метафизического русского языка: опыт проблематизации [Текст] / Н. Л. Мишатина, И. П. Цыбулько // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 6 (40). – С. 392–401.