UTILIZING NATIONAL HISTORICAL FACTS IN TEACHING PHILOSOPHY THROUGH INTERACTIVE METHODS

Abstract

The contemporary pedagogical landscape necessitates innovative approaches that intertwine cognitive development with cultural and historical consciousness. This study examines the integration of national historical facts into philosophy instruction through interactive methodologies, aiming to enhance students’ critical thinking, ethical reasoning, and contextual understanding of philosophical concepts. By bridging national heritage with philosophical inquiry, the research explores how interactive strategies—such as problem-based learning, collaborative discussions, and digital simulations—can foster active engagement and epistemic curiosity among learners. The study emphasizes the transformative potential of historical contextualization in philosophy education, demonstrating that embedding national narratives within interactive pedagogical frameworks not only enriches comprehension but also cultivates civic awareness and moral discernment. Methodologically, the research combines qualitative and quantitative approaches, including classroom observations, structured interviews, and analytical assessment of student performance, thereby ensuring a rigorous evaluation of pedagogical efficacy. The findings suggest that leveraging historical facts within interactive pedagogies significantly enhances both cognitive and affective dimensions of philosophical education, offering a replicable model for culturally grounded, inquiry-based learning.