PHILOSOPHICAL DISCOURSE IN ENGLISH: CHALLENGES AND STRATEGIES FOR STUDENTS

Problem statement. Modern learning of philosophy in English is characteriіed by significant challenges in integrating academic discourse with students’ language competencies. Philosophical discourse, as a form of cognitive and communicative activity, is distinguished by a high level of abstraction, complex logical structures, specialised terminology, and polysemy of concepts. This creates substantial difficulties for students, especially those for whom English is a foreign language. The main challenges include understanding the conceptual semantics of philosophical terms, accurately reproducing argumentation, analysing and critically interpreting texts, and formulating one’s own conclusions in written and oral forms. Learning philosophical discourse is further complicated by cultural differences, varying stylistic norms, and the difficulty of translating abstract concepts, requiring specialised learning strategies and adaptation of educational materials. Purpose of the article. The aim of this study is to determine the specifics of philosophical discourse in English, identify the main linguistic and cognitive challenges faced by students, and develop practical strategies to overcome these difficulties. Additionally, the study aims to analyse examples of philosophical discourse that illustrate comprehension and usage challenges and to evaluate the effectiveness of different teaching methods in developing students’ critical thinking and language competence. Research methodology and methods. The study employed text and discourse analysis methods to identify structural and semantic features of philosophical texts, comparative analysis to examine the specifics of translating and interpreting philosophical concepts into English, and pedagogical experiments and student surveys to assess the effectiveness of learning strategies. Elements of cognitive analysis were also used to study the thinking and reasoning processes of students while working with philosophical texts. Results. It has been found that the main difficulties for students are understanding abstract terminology (e.g., ‘ontology’, ‘epistemology’, ‘axiology’), analysing argumentative structures, critically evaluating authors’ positions, and formulating their own conclusions. Effective strategies to overcome these difficulties include the creation of glossaries, the use of concept maps, interactive discussions, paraphrasing and translation exercises, and gradual introduction of texts from simpler to more abstract levels. Analysis of examples shows that providing contextual explanations and practical illustrations helps students grasp the deeper meanings of terms and concepts and develop their own arguments in both written and oral forms. Special attention is given to intercultural aspects that influence the perception and interpretation of philosophical ideas in English. Conclusions and prospects. Philosophical discourse in English is a key element in developing students’ academic competence, fostering critical thinking, analytical skills, and language proficiency. The study demonstrates that integrating specialised learning strategies, pedagogical methods, and cognitive approaches allows for effective overcoming of linguistic and conceptual difficulties. Future research may focus on developing adapted educational materials, comparative analysis of philosophical discourse across different English-speaking countries, and the influence of digital technologies and online learning on students’ acquisition of philosophical concepts.