Abstract

The article is written as a reflective inquiry into the problems of professional philosophical education as well as the challenges of teaching a general philosophy course within university training for non-philosophical specializations. The question of the uselessness or, on the contrary, the necessity of philosophy has accompanied its history throughout. In the context of the question of whether philosophy is needed in the emerging era of artificial intelligence, we examine both the positive (instrumental) aspects of the “advent” of AI and its limitations, and in certain respects its inability to address the personal, educational, and worldview-forming tasks that constitute the essence of contemporary university education. In this regard, we arrive at the conclusion that, while assigning AI the role of an intermediary and assistant, it is crucial to preserve and actualize the very process of teaching philosophy–namely, its study by students within the framework of personal, socio-humanitarian education. The article emphasizes that the educational process is oriented toward the performance of serious spiritual effort by both learners and teachers, an effort that generates a particular kind of spiritual-practical experience understood as comprehension of one’s own being-in-the-world. In our view, this experience gives rise to a specific mode of expression, conviction, and exchange of the results of that very consciousness which is commonly understood as worldview. As a practical and methodological experience of teaching philosophy at the university, we propose our own experience of incorporating into the educational process a vast layer of relatively new content presented in philosophy in non-philosophical forms. In our opinion, this makes it possible to significantly expand the boundaries of the educational process and to render it more intensive and engaging.

     Keywords: philosophy, metaphysics, education, artificial intelligence, philosophy in non-philosophical forms.