ДОСЛІДЖЕННЯ НАВЧАЛЬНО-МЕТОДИЧНИХ АСПЕКТІВ ФІЛОСОФСЬКО-АНТРОПОЛОГІЧНОГО ДИСКУРСУ НА КАФЕДРІ СУСПІЛЬНИХ НАУК ТА УКРАЇНОЗНАВСТВА БУКОВИНСЬКОГО ДЕРЖАВНОГО МЕДИЧНОГО УНІВЕРСИТЕТУ (2001-2017 РР.)
STUDY OF THE EDUCATIONAL AND METHODOLOGICAL ASPECTS OF PHILOSOPHICAL AND ANTHROPOLOGICAL DISCOURSE AT THE DEPARTMENT OF SOCIAL SCIENCES AND UKRAINIAN STUDIES OF BUKOVINIAN STATE MEDICAL UNIVERSITY (2001-2017)

Summary/Abstract: The article is devoted to an important cluster of scientific and pedagogical activity - methodological work in a higher educational institution. The relevance of the topic is associated with the urgent need to improve the organization of the educational process, using the existing methodological arsenal. The purpose of the study is to systematize and structure the educational and methodological achievements of this study subject on the Department of Social Sciences and Ukrainian Studies and to demonstrate effective methods of teaching philosophy in special program for medical education in use. Educational and methodological philosophy teaching development in BSMU allows us to analyze the best methodological teaching practice among not so effective study principles, which were used in past of the educational process organization periods. It could be predicted, that conclusions of such study will be helpful to determine the priority tasks for improving the methodology of teaching issues of philosophy. The article reveals the main methodological ideas to highlight in teaching aids and publications. The period of the beginning of this century is characterized by the revitalization of the methodological work at the department. This fact allows us to highlight a set of methodological aspects in the presented study about organization of teaching the discipline “Philosophy”. Research methods are based on general scientific and special philosophical paradigms. In particular, it is worth noting the methods of induction and deduction, synergetics, dialectics and hermeneutics, which are actively used in the preparation of educational materials. Scientific novelty lies in the coverage of qualitatively new approaches to the organization of the educational process in the university as a whole and in the teaching of philosophy in particular. The use of distance learning forms only emphasizes the prospects for the development of the methodological cluster. Conclusions. The educational and methodical work of the philosophy section was carried out in the context of the requirements and allows for a holistic concept of the effectiveness of scientific and pedagogical activity.

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