The Criteria of Transformation of Classical and Neo-classical Cognition

Abstract

With rare exceptions, contemporary programs and courses of philosophy teaching in post-Soviet countries continue the traditions of Soviet philosophy school, if not in their outward appearance, then in their essence. This means that as a rule they touch upon the classical stage of philosophy development and are practically silent about the neo-classical stage. This is in spite of the fact that this stage is associated with revolutionary changes in the whole cognition. But even leaving aside this omission, much in contemporary philosophy courses remains incomprehensible or bypassed by explanations. Because these incomprehensibilities begin at the very starting of teaching, students lose the logical connection of the sequence of understanding of the subject, and hence their interest in it. Thus, the usual beginning of philosophy is a vague explanation of the "love of wisdom", which inexplicably originated in the heads and hearts of some members of a small people called the ancient Greeks. It is reasonable to ask why today, not only in the heart, but often in the mind of modern man, such love is usually limited to the formation of his own "philosophy", which has meaning only for its creator.