Innovative technologies in the teaching of philosophical subjects

In the development of education, philosophy has always played a huge role. First, philosophy has always been a source of new ideas in the field of education. These are, first of all, ideas related to the methods of cognition revealed in philosophy that have been applied in pedagogy as the main ones in educational activity. Various philosophical ideas about the structure of society also led to the emergence of ideas about the definition of goals and content of education. A variety of models of education from "free education" to various versions of "personality-oriented education" has generated philosophical anthropology. In other words, for any new idea in the field of education, the realization of which leads to the creation of a new model, the technology of education, philosophical doctrines that constitute the theoretical basis of pedagogical research and pedagogical practice are revealed. Secondly, philosophical knowledge is the core of the methodological basis of pedagogy, which develops as a set of approaches to the organization of pedagogical activities in the study, design and organization of the educational process. It was philosophical research that initiated the use in pedagogy of such approaches as systemic, activity, culturological, axiological, etc., which in turn contributed to the development of education. Third, within the framework of the philosophy of science from the 20th century, the problem of the features of social and humanitarian cognition, to which pedagogy belongs, was tackled and addressed. Different views on the solution of this problem led to the emergence of very different theoretical bases for the construction of the educational process. Fourthly, only an appeal to the philosophical method of cognition helps to comprehend the place of education, both in the being of the individual and in social life and find a way to reconcile these often conflicting aspects of the integral being of man.

The philosophical foundations of education and upbringing are already revealed in the reflections of the philosophers of antiquity, but as a special branch of knowledge, the philosophy of education began to be formed in the 19th century.

This process was closely connected with the formation of pedagogy as a science, in the course of which it was realized that the theoretical bases of the construction of the educational process are both the philosophical knowledge and the knowledge developed in the framework of other sciences. In the domestic philosophy, this idea was expressed most clearly by S.I. Hessen, who in his work "Fundamentals of Pedagogy. Introduction to Applied Philosophy "convincingly substantiated that philosophy in relation to pedagogy acts as its theoretical basis, and pedagogy is an applied philosophy (1). Thus, the interconnectedness of philosophy with pedagogy is not in doubt, since in analyzing the theoretical bases of any model of education, one or another philosophical doctrine is always found. The term "philosophy of education" was introduced by V.V. Rozanov in 1899 (6). In the system of modern education in general and in pedagogy as a science, the subject of which is education, the need arose to comprehend and systematize those philosophical knowledge that have an impact on the development of education, but the way to build a system of knowledge in the philosophy of education has not yet been determined. By now, the philosophy of education mainly consists of knowledge of the philosophical foundations of various models, or rather, of technologies of education of various levels of community. Thus, its content is a collection of knowledge about the philosophical foundations of certain models of education, or certain pedagogical technologies. And in each case, the philosophical foundations of any model of education are developed either by one person or by a group of people working together.

Thus, one can not speak of the development of the philosophy of education as a doctrine that develops an objectified system of knowledge that would be recognized as pedagogy as the theoretical foundations of modern education. It is no accident that there is an alternative understanding of the philosophy of education, not as a section of philosophy, but as either a theoretical justification of the generality and invariance of the criteria for the expediency of certain decisions in the field of education, or as the worldview of individuals that determines the nature of pedagogical activity or its evaluation (LP Mordovtseva) (7). Different points of view on the form of existence of the philosophy of education should be considered not as opposing, but as reflecting different levels and aspects of the existence of philosophical knowledge. Moreover, only the philosophy of education as a division of philosophy can claim a full-fledged realization of all the functions of theoretical knowledge-both cognitive (descriptive, explanatory and 9 predictive), and technological (projective, organizational, reflexive-corrective). The philosophical foundations of individual models of education are of a certain theoretical and practical significance, which means that the "philosophical foundations of various models of education" can enter into a special section of the philosophy of education, but they can not claim the basic content of the philosophy of education. As the main content of the philosophy of education can act that system of philosophical knowledge that will provide pedagogy forecasting trends in the development of education on the basis of accounting for all significant factors for this process and scientifically based design of the educational process in accordance with the identified trends. Thus, the main content of the philosophy of education should be determined by the needs of pedagogy and on the basis of studying the nature of the links between philosophical knowledge and pedagogy. Such a connection arises from the need for philosophical knowledge for pedagogy, which is revealed in the analysis of the components of the pedagogical theory. These main components include the following: 1) regularities and laws reflecting the objective, essential, necessary, common, stable and repeated under certain conditions interrelations between the elements of the educational process; 2) principles and rules for the study, design and organization of the educational process. The educational process is characterized by a certain set of interconnected regularities and laws of different levels of community, which are in relation to each other in hierarchical relations. By means of principles and rules, those patterns and laws are fixed, the action of which in the educational process is revealed and taken into account in its study, design and organization. To the first group of regularities (regularities of a particular level) one can include pedagogical regularities - those that manifest themselves between the elements of the educational process organized in accordance with a certain model (type) of education.

Used sources:

• 1.    Ўзбекистон Республикаси Президентининг 2017 йил 5 июлдаги

• 2.    Каримов И.А. Юксак маънавият енгилмас куч.– Т.: Маънавият, 2008.

• 3.    Нурматова М.А. Ахлоқий ва эстетик маданият эстетик маданият. -Т.:Турон-Иқбол, 2016. -100 б.

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