Frol Revin

Since time immemorial, many philosophical systems and schools of thought have viewed the intellectual nurturing of active, mentally, and spiritually developed individuals as their primary tasks. Accordingly, the authors of this article set the goal of elaborating some of the interconnected (philosophical and pedagogical) notions embedded in employing a problem-based teaching methodology as a guiding tool for the implementation of a nationwide educational reform aimed at supplying a fresh alternative to more perennial and didactic modes of instruction in need of serious review. The latter, in our opinion, proves to be extremely counterproductive to the genuinely Socratic method at the heart of the European and global educational spirit and practice. In contrast to predominantly mechanical accumulation and transmission prevalent in Post-Soviet teaching methodology, inquirybased education is suggested as an efficient cumulative approach necessary to achieve a beneficial functional dialectic allowing students to combine guided instruction with self-actualization as active members of a modern, sustainable society. When properly executed, problem-based learning is able to closely mimic real-life scenarios of issues arising in the process of civic engagement by cultivating an active knowledge acquisition attitude among the general public. Equipped with an efficacious know-what and know-how, such social actors are able to pursue civic virtues by coming up with ways to resolve social issues having acquired a broad educational skill set while fostering the constantly evolving personal and professional learning competencies. As the Ukrainian educational system enters a critically important era, ever more swiftly plotting its course towards a European pedagogical paradigm, a paramount role should be assigned to the efforts of reorganizing and reforming of our educational establishments, from kindergartens to Ph.D. programs. Consequently, our educators on all levels require a clear, structured vision of the philosophy that will inspire, underpin and guide this successful impetus away from the ineffective and ideologyladen remnants of the post-Soviet system and towards embracing globally recognized values and educational principles at the heart of progressive responsible citizenship. At the same time, the authors wish to caution that in pursuing this path, our educational system (if we aim to raise and improve the scope and quality of civic engagement) cannot simply change one set of overarching markers for another but must undertake an incremental approach to building up the general level of democratic, political and social awareness and adroitness.