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On Professional Self-Determination of Philosophy Teachers in Russia

In the beginning of this paper, the author presents a critical analysis of “The Carnival Time: Russian High School and Science in the Postmodern Era” by P. A. Orekhovsky and V. I. Razumov who scrutinize ongoing degradation in Russian science and education. This crisis is a local variation of deep global crisis (described among others by B. Readings (1996)). Their article represents such a particular feature of humanities in Russian higher educational institutions, as systematic lack of attention to personal educational interests of students that unavoidably leads to certain monologicity. Before now, there has been gnoseological inequality between teachers and students. Thereby, objectives and content of education were predetermined. Global crisis of education is grounded by factual disappearance of this inequality. However, one can appreciate new possibilities for philosophy teachers to live on according to their professional self-determination. In the second part of the article, it is proposed to evaluate the situation from the standpoint of dedicated philosophers for whom teaching is the most appropriate way to fulfill their professional self-determination. Philosophy is a unique profession, where it is barely impossible to separate professional thinking of a philosopher from the practice of teaching Philosophy. To teach philosophy is to philosophize. In this paper, the author considers the term ‘self-determination’ as creation of general value grounds of the philosophy teachers’ practical (everyday) activity, which provides every professional activity with justification as reasonably necessary to establish these values. Self-determination establishes a bridge between personal ethics and everyday practical life decisions. In order to implement their self-determination, philosophers need educational situations. Therefore the main proposition of this paper is that philosophy teachers have a chance to take advantage of the ongoing situation if they develop self-determination and explore educational interests of prospective students.