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UDC 378.1
The article examines philosophy as a distinct form of reflective thinking that provides the methodological and worldview foundations of modern university education. The author argues that philosophy is not merely a set of theoretical concepts or historical-philosophical knowledge, but a specific mode of thinking directed toward understanding the very foundations and limits of human cognition. In the context of the technologization and pragmatization of education, philosophy serves to preserve the humanistic dimension of university culture by fostering in students the ability for critical analysis, self-understanding, and the formulation of meaningful questions. It is emphasized that the teaching of philosophy in higher education should not focus on transmitting ready-made truths but on developing the ability to think philosophically-that is, to initiate the process of reflection as an inner experience of understanding. The article proposes a methodological reorientation of philosophical education: from a disciplinary model to a model of philosophizing as a shared act of thought grounded in dialogue, problematization, and the existential involvement of the student. Philosophy thus appears as the core of university education, ensuring its spiritual integrity and capacity for self-reflection. In this function, philosophy retains its unique significance in shaping the culture of thinking and the humanistic foundations of contemporary education
philosophy, reflection, thinking, methodology, university education, philosophical education, critical thinking
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