THE PEDAGOGICAL ROLE OF PHILOSOPHICAL TEXTS AND SOURCES IN SHAPING MORAL AND EDUCATIONAL COMPETENCIES IN HIGHER EDUCATION

This article examines the epistemological and pedagogical significance of philosophical texts and primary sources in the formation of moral and educational competencies within contemporary higher education. Anchored in the theoretical interplay between hermeneutic analysis, critical pedagogy, and value-oriented instruction, the study conceptualizes philosophical texts not merely as cognitive-linguistic artifacts but as transformative instruments that cultivate ethical reasoning, spiritual awareness, and intellectual autonomy.