POLYLOGUE OF LAUGHTER THEORIES IN THE CONTEMPORARY PHILOSOPHY: METHODOLOGICAL AND METHODICAL ASPECTS OF TEACHING

Abstract

The article analyzes the methodological principles and main teaching methods of the «Philosophy of Laughter» course. This course is studied at the T. H. Shevchenko National University «Chernihiv Colehium» by the graduate students of specialty 033 «Philosophy». One of the focal points of the article is the disclosure of specific forms of education that help graduate students-philosophers master the practices of various paradigms based on the postmodern understanding of the philosophical discourse of laughter.
The purpose of the work: the authors aim to reveal the semantics of the contemporary philosophy of laughter as a polylogue of different theories, in which all positions, approaches and paradigms are important, as each of them can explain certain aspects of such an internally diverse and heterogeneous phenomenon as laughter. An attempt is made to demonstrate that the philosophy of laughter is the excellent educational material on which the postmodern methodology, in particular the principle of intertextuality, especially clearly presents itself.
Methodology. Based on the postmodern practices of intertextuality and deconstruction, in particular the deconstruction of the classical essential philosophy of laughter, the article demonstrates the complementarity and practically equal value of the most diverse approaches to the explanation of the phenomenon of laughter. Such general scientific research methods as analysis and synthesis are also used.
Scientific novelty. In the article, the postmodern method of philosophizing is revealed for the first time on the material of the philosophy of laughter. The educational goal is the assimilating the semantics of intertextual practices by students, as well as their specifying the method of deconstruction. Relevant concepts are revealed in a dialogic form using interactive teaching methods.
Findings. The philosophy of laughter is the area of philosophical and cultural discourse that allows demonstrating the expediency and success of postmodern methodology on the material of the national and personal history, within which different paradigms of laughter do not contradict, but complement each other; on the basis of which all methodological approaches are valuable and constructive. The resulting discourse of the philosophy of laughter is not an eclecticism of different views and approaches, but a harmonious polylogue of philosophical traditions.
The authors of the article offer some educational games and laughter practices for studying the «Philosophy of Laughter» course, which contributes to the creative atmosphere of seminar classes on the course and corresponds to the semantics of the subject.