20.500.12556/DKUM-97060 Sokrat med učenjem in poučevanjem filozofije Socrates between learning and teaching philosophy Razmislek o učenju in poučevanju filozofije izhaja iz prvoosebnih izkušenj, ki poskuša s pogledom k Sokratu utemeljiti smiselni metodološki pristop. Izhajajoč iz delfskega oraklja Sokrat razgrajuje svoj način iskanja resnice, ki je, skladno s platonskim naukom, skrita v zavesti vsakega posameznika. Spoznanje o lastni nevednosti in s tem spoznavni ponižnosti vodi osnovno smer sokratskega dialoga. A dejstvo, da sogovorca spravimo v zadrego, ko mora priznati svojo nevednost, še ne zagotovi prave vednosti. Potreben je korak naprej, ki razpre resnico, kot se v gozdu pokaže jasnina jase: v razgovoru, tako kot je bilo pri Sokratu, morajo biti jasno opredeljene metodologije in sprejeti standardi filozofskega dialoga, da se izognemo težavam, ki izhajajo iz nekonsistentnih drž ali prepričanj. Zavedati pa se moramo, da je ta dejavnost usmerjena na preoblikovanje življenja, na doseganje vrline skozi spoznanje, kaj vrlina je. Toda, učenje in poučevanje filozofije je lahko v običajnem svetu nevarno, za kar je najboljši primer Sokrat sam. The reflection on learning and teaching philosophy comes from first-person experiences, which, with a view to Socrates, tries to justify a meaningful methodological approach. Starting from the Delphic oracle, Socrates explains his method of searching for truth, which, according to Platonic teaching, is hidden within the consciousness of each individual. The realization of one's own knowledge-ignorance and thus cognitive humility guides the basic direction of the Socratic dialogue. But the fact that we embarrass the interlocutor, where in the end she has to admit her own ignorance, does not guarantee truth. A step forward is needed, which reveals the truth. In this case, as was the case with Socrates, the methodology must be clearly defined and the standards of philosophical dialogue must be accepted to avoid the difficulties arising from inconsistent attitudes or beliefs. At the same time, we must be aware that this activity is aimed at transforming life, at achieving virtue through the knowledge of what virtue is. But learning and teaching philosophy can be dangerous in the ordinary world, the best example of which is Socrates himself. sokratski dialog nevednost Sokrat učenje filozofije pouk filozofije Socratic dialogue ignorance Socrates teaching philosophy learning prilosophy true false true Univerza v Mariboru, Univerzitetna založba Slovenski jezik Angleški jezik Znanstveno delo 2026-02-14 03:11:35 2026-03-06 11:08:27 2026-03-07 03:08:51 0000-00-00 00:00:00 2025 0 0 Str. 281-304 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-12-16 1:37.091.3 261534467 268434179 10.18690/um.ff.11.2025.16 RAZ_Borstner_Bojan_2025.pdf RAZ_Borstner_Bojan_2025.pdf 1 E3698522457FD5404C8E151C48877509 fb6836c260aaf6700f119cd6e4ad87c8ccdbe98e057f3fccf8ef17c073f3263b 38f92a88-1945-11f1-96ca-00155d580e1a https://dk.um.si/Dokument.php?lang=slv&id=204332 https://doi.org/10.18690/um.ff.11.2025.16 0 4b0f6990-1945-11f1-96ca-00155d580e1a https://dk.um.si/Dokument.php?lang=slv&id=204333 Filozofska fakulteta Univerzitetna založba Univerze v Mariboru 0 0 0