The article deals with the modern assessment of the role of philosophizing by the representatives of the primary school teachers. In their opinion, the study of philosophy is necessary according to the level of development of children in primary school. In the future, this will provide an opportunity to increase their life competence significantly compared with today's training of senior high school graduates.The article assumes the definition of philosophizing as a way to increase the social adaptation of the younger generation through its initiation into the system of philosophical knowledge.Primary school teachers are directly connected with junior school pupils on a daily basis, with their problems and searches, observe their intellectual and ideological development, and are most interested in answering the questions of their training and education. Most of them noted that primarily the formation of thinking, attitudes, needs, orientations of children are influenced by the characterological behavior of the parents, the family atmosphere, the degree of parental pedagogical literacy, and then comes the importance of the personality of the teacher, his or her worldview, value system and professionalism. In the school environment, the teacher directs the cognitive activity of students, fulfilling a number of roles such as gnoseological, motivating, searching, informational, axiological, communication. Some of the respondents among the primary factors of productive learning include the natural inclinations of the child, the degree of his or her overall development, mental health, the absence or presence of mental adequacy, the ability to be surrounded by pupils for a long time and productively perform communication functions. In the subsequent rank, the role of the curriculum, the nature of the classroom and school partnership, the extra-curricular sphere of communication, the activities of the media, the Internet and the general state of culture in society are noted. School head teachers are worried about the growing lack of spirituality of society, the loss of value of moral and ethical standards, the devaluation of values, the absolutization of the role of money, indifference to evil, and lack of concern for fellows. They indicate the danger of a change in the nature of needs, the development of a new hyper-consumer orientation by the society, on the children's world perception. In this regard, in the course of school or out of school communication, it is impossible to strengthen the sense of welfare among young people, to build self-confidence, to increase self-evaluation, and the ability to navigate in existing conflicts of interest.The school education system focuses not only on obtaining knowledge, but also on the importance of nurturing the competence of the individual for productive life and life support.In the new state standard for teaching pupils the following tasks are set: development of emotional intelligence, critical thinking, understanding of one's feelings, feelings of others, ability to interact in a team, flexibility, innovativeness, financial and environmental literacy.It is impossible to solve the tasks indicated by the Ministry of Education without introducing various levels of philosophical culture. Teachers say about this, stating the need to develop philosophical thinking of children, since it corresponds to the nature of the child, allows curiosity to be turned into cognitive interest and create an integral picture of his/her world. Otherwise, he/she will remain routinely limited, deprived of a purpose in life (people who have it, live longer), who do not see his/her own prospects.
ФІЛОСОФІЗАЦІЯ ТА ІНТЕЛЕКТУАЛЬНИЙ РОЗВИТОК
