Strategies of Philosophical Pedagogy: Between Doctrinal Traditions and Dialogical Practice

The traditional doctrinal methods of teaching philosophy face the challenge of a new paradigm that demands historical and cultural considerations in finding pedagogical strategies within the context of overall national needs. This study, therefore, aims to identify and evaluate the strategic model of philosophical pedagogy through a comparative analysis of the teaching practice of Philosophy in Russia and internationally. This study combines the conceptual-historical analysis method of the philosophy curriculum with typological research of the cross-cultural pedagogical model. This method is a case study of several Russian universities and international educational institutions, evaluating the practice of teaching philosophy in various universities. The syllabus archive, results of observations and interviews with philosophy educators, and a hermeneutic approach are employed to examine dialogue methods of teaching philosophy in the classroom. The main results of the research are presented in the form of a spectrum of hybrid pedagogical strategies that incorporate dialogically narrated philosophical thoughts, significantly shaping the philosophy culture among students. The main conclusion is that successful philosophical pedagogy demands an interaction between the depth of thought and dialogical openness, which can be adapted to the local educational culture. This research contributes the typology of philosophy teaching strategies for philosophy culture formation and the professional identity of philosophers in the education system.