On the issue of studying the value of worldview in the university philosophy course

This article explores the pedagogical possibilities of studying worldview issues in the university Philosophy course on the example of the topic Philosophy of the Renaissance. The unity of the material (socio-economic and socio-political factors) and the ideal (a system of ideas that allows transforming the world) in the structure of the worldview is shown theoretically and on the example of Italy in the XIV-XVI centuries. and Russia in the 1990s, a comparative analysis of these epochs was carried out. The expediency of presenting this comparison when studying the topic Philosophy of the Renaissance is substantiated, taking into account its clarity and imagery. Comparative analysis in the context of worldview issues is presented to students in the form of a conversation. The conversation showed that the students had a request for traditional Russian values and their deep implementation in the life of the person, society and the state. As part of the teaching of the Philosophy course, four pedagogical conditions for the formation of the worldview of students, the value self-determination of their persons can be noted. The first is the possibility of independent choice of the student in worldview issues. The second is qualitative (systemic and deep) informing students about worldview paradigms in the history of philosophy in connection with the specific historical circumstances of their formation and the development of students' thinking based on different ways of thinking that were characteristic of certain eras. The third is the personality of the teacher, the formation of the value, worldview core of his person. The fourth is the systemic policy of the state in the field of worldview and traditional Russian values, the creation of an institutional basis for their formation.