PHILOSOPHICAL PRACTICES IN EDUCATION AND CULTURE: THE PROBLEM OF THE DEPTH AND HUMANISTICITY OF CREATIVE ACTION

The research objective. The task of this article is to realize the essence and plurality of philosophical practices in the context of creative action in modern education and culture in general. The statement of basic materials. Speaking about the plurality of philosophical practices, we first of all state that there is no single correct philosophical practice, there are always many of them. However, we should find an obvious principle for their classification. I propose to make the classification based on two groups of parameters: • “Academic - non-academic” philosophical practices. • “Public - non-public” philosophical practices. As a result, we have four options for philosophical practices and, accordingly, creative action in them: 1. Academic public philosophical practices (for example, public lectures or philosophical essays by teachers or scientists, philosophical radio and television programs that they conduct). 2. Academic non-public philosophical practices (for example, philosophical projects discussed in a student group). 3. Non-academic public philosophical practices (for example, a speech by a person without philosophical education on worldview topics). 4. Non-academic and non-public philosophical practices (for example, a philosophical diary, essays or aphorisms written “on the table” to relieve existential tension). In each of these options, creative action is possible if the actor acquires a personal and philosophical worldview. But it is the academicism that is present in philosophical practices that fills creative action with both systematicity and creativity.