FORMING A SCIENTIFIC AND PHILOSOPHICAL WORLDVIEW THROUGH TEACHING PHILOSOPHY IN THE CREDIT-MODULE SYSTEM

Abstract

The article examines methodological foundations for forming a scientific and philosophical worldview in pre-service teachers through teaching Philosophy within the credit-module education system. The study substantiates that Philosophy, when taught as a methodological and integrative discipline, functions as a core mechanism for developing epistemological awareness, axiological orientation, and reflective competence. Based on hermeneutic, phenomenological, and competence-based approaches, a structural model of worldview formation is proposed. The findings demonstrate that systematic philosophical education enhances analytical reasoning, methodological culture, and professional self-awareness of future teachers.