Университетското философско образование в България през погледа на студентите
University Education in Philosophy in Bulgaria Through the Eyes of Students

Summary/Abstract: This text introduces the results of a sociological survey conducted in 12 Bulgarian universities that concerns the students' opinion on teaching philosophy in this country. The aim of the above was to establish the real state, as well as the possibilities for improving the teaching content and the methods of teaching philosophical subjects through consulting students whose major was not philosophy. The number of the student participants in the survey was 934, of whom women were 56.6%, men were 43.4%, and 26 persons did not indicate gender. In terms of age, the survey participants were divided as follows: under 25 years of age - 88.8%, over 25 years old - 11.2%, and 16 persons did not specify. The prevailing amount of students were first- and second-year students taking their bachelor’s and master’s degree - 87.9%, 12.1% were those taking a higher degree, and 21 persons did not state their year and course of study. The number of courses of studies in which students were taught was 67 grouped in four major groups: 26 courses of studies in engineering and natural sciences (403), 19 courses in economic and financial studies (177), 15 courses in the humanities, in social sciences, and arts (156), and 7 courses in medical and sports sciences (194). The sociological survey began with a question about the aims of philosophical education for university students in this country whose major is other than philosophy. The specific knowledge, skills and abilities included on the list determined the meaning of this education, no matter in what philosophical subject students were trained. Nine personality abilities and skills were in the focus of students’ attention. Those were taken from the "National Qualifications Framework in the Republic of Bulgaria" which is a variant of the "European Qualifications Framework for Lifelong Learning", and were to be acquired in the bachelor’s degree. Students arranged those according to the extent of development which teaching philosophy could contribute to. This form of training was assessed in terms of its contribution to the formation of selected abilities and skills. The results was presented in a descending order in five degree scale of contribution of this training for the formation of the respective skill or ability: ability to form and express their own opinion on matters of public and moral nature (4.16); development of logical thinking (4.04); skills to formulate ideas, issues, and solutions facing various audiences (3.98); skills for independent interpretation of the acquired knowledge (3.93); ability to analyse views in a broader social context (3.91); ability to understand others and express solidarity with them (3.85); ability to develop a broad personal worldview that spans far beyond the specific occupational training (3.83); abilities for critical perception, comprehension and voicing of theories and principles (3.81); developing creative skills in solving non-standard tasks (3.66). The second major ...

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