Open AccessON THE SEARCH FOR INNOVATION IN TEACHING PHILOSOPHY IN THE CONTEXT OF SOCIETY TRANSFORMATION
Author(s) -
Sergei Mezentsev
Publication year - 2021
Publication title -
baltijskij gumanitarnyj žurnal
Language(s) - English
Resource type - Journals
eISSN - 2712-9780
pISSN - 2311-0066
DOI - 10.26140/bgz3-2021-1001-0036
Subject(s) - communism , marxist philosophy , socialism , intelligentsia , scientific socialism , capitalism , politics , context (archaeology) , sociology , power (physics) , political science , social science , law , history , physics , archaeology , quantum mechanics
The article is devoted to the search for innovations in teaching philosophy during the periods of transformation of Russian society, in the era of changes that have occurred twice over the last century. The first transformation, which covered the period from 1917 to 1937, was associated with the conquest of power by the Bolshevik Party, the construction of socialism, and the establishment of the dominant positions of Marxism-Leninism. The second transformation, which took place in 1991-2012, had a directly opposite direction: from socialism back to capitalism. It was characterized by the loss of power by the communists, the destruction of the socialist system, and the rejection of Marxism-Leninism. Both transformations had a direct impact on the teaching of philosophy in Russia. The Bolsheviks, in order to achieve their goal of building socialism and communism, widely used both the methods and techniques of teaching philosophy already known at that time and were looking for innovations. The task then consisted in the creation of a socialist intelligentsia with a Marxist-Leninist worldview. Innovation was meant to hastened this process. A similar situation developed during the second transformation of Russian society. Innovations in teaching philosophy were needed again, but now with the aim of destroying the socialist system and establishing capitalist relations. In both the first and second transformations, applied innovations in the teaching philosophy served certain political forces to establish their dominance, but for different reasons and in various ways.