METADISCOURSE ANALYSIS AS AN INNOVATIVE APPROACH TO TEACHING PHILOSOPHICAL TEXT COMPREHENSION

Philosophical texts, even when aligned with contemporary academic standards, often retain a complex structure that poses a significant challenge to students of philosophy – particularly beginners. This paper explores the potential application of a text-analytical framework based on metadiscourse markers to the field of philosophical propaedeutics, with the aim of enhancing specific aspects of philosophical text comprehension. The focus will be on sentence connectors and markers of propositional attitude, and their role in understanding relationships between textual units and their place within the text as a whole. This approach rests on the assumption that recognizing and analyzing metadiscourse markers – alongside an awareness of the diverse functions, relations, and modalities of smaller textual units within philosophical texts – can positively influence the development of the specific reading competencies required for engaging with philosophical literature. Consequently, the paper positions itself as an interdisciplinary contribution to improving philosophy instruction through a methodologically innovative and practically applicable approach.