THE DIALOGUE WITH THE STUDENT AS PHILOSOPHICAL PRACTICE

Modern education is in crisis. This crisis, in particular, is expressed in the monologue mode of education. The lecturer can not listen and hear his (or her) student. Permanently changing world, at the same time, requires individuals, who can not only listen, but also have the ability to respond. An adequate way to prepare students for life in this world is the dialogue. The problem of displaying philosophical disciplines is compounded by the fact that philosophical knowledge is neither true, nor pragmatic. It seems that this knowledge is not necessary or even detrimental to modem practice. However, only the philosophical knowledge is able to induce a person to search for him-(her-)self, to make sense of things, to find life orientation, to form the principles and beliefs, to dive in the area of Enigma. In other words, the philosophical dialogue can make a human the human. The modem world requires new forms of translation the philosophical knowledge. The philosophical practice and philosophical counseling are new forms of philosophical dialogue in the XXI century. For example, philosophical practice is focused on dialogue and polylogue. Philosophical practice meets the specifics of displaying philoiophy and related disciplines in universities. So, the purpose of the manuscript is to prove the thesis, that there is a need in educational system to change roles: being a "warden" panopticon, a philosophical practitioner has to "go down" to the student audience, has to change monologue to a dialogue and to transform the faceless I / It (He, She) in unique I / Thou. To achieve this goal general theoretical methods (analysis, synthesis and method of historical retrospection) were used in the manuscript.