Silence as a Phenomenon and a Method: Philosophical and Pedagogical Aspect
Author(s)
Yulia V. Andreeva, Candidate of Sciences (Pedagogy), Associate Professor of the Department of
Humanities and Natural Sciences, https://orcid.org/0000-0003-0377-8427, Author ID в РИНЦ: 876708, Web of ScienceNKO-9459-2025, Russian Institute of Cooperation (Bashkir Branch), Ufa
26 Lenin St, Ufa, 450000, Russia, tel:+7(347)2733951, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract:
Introduction. The article is devoted to the study of the multifaceted essence of silence as a phenomenon and a method in the philosophical and pedagogical aspect.
Research methodology: existential and humanistic approach.
Methods: analysis, comparison, description, philosophical and pedagogical reconstruction, and author’s interpretation. The novelty of the research lies in the interdisciplinary approach to the problem, involving the works of philosophers and educators. The purpose of the article is to identify the philosophical and pedagogical foundations of silence as a significant pedagogical resource and develop practical tools for its meaningful and ethically correct use in modern educational practice; to characterize silence as a philosophical phenomenon and a pedagogical method, highlighting its existential and humanistic aspects.
Research results. Based on an interdisciplinary philosophical and pedagogical approach to the research problem, it is shown that in the philosophical aspect, silence is a characteristic of existence that requires a person’s personal presence; a phenomenon that has existential and humanistic foundations. Thus, in an existential sense, silence is personalized and based on the principles of internal reliance on purpose and personal meaning. The phenomenon of silence is described as a measure of the greatness of existence and the recognition of human beings as the highest value, capable of comprehending truth, goodness, and beauty in silence. In the pedagogical aspect, the phenomenon of silence involves creating an atmosphere of silence that promotes spiritual growth and personal development. Silence serves as an educational opportunity, allowing individuals to hear the “quiet voice of their own mind”. Silence is a tool for knowledge and a space for meaning, associated with freedom, reminding us that life is not only about what we do, but also about who we become through self-discovery, self-improvement, and self-education. In pedagogical practice, the phenomenon of silence transforms into the method of silence. The existential-humanistic aspects of silence as a method manifest themselves in solving problems of discipline, academic performance, and communication in general.
Conclusion. Silence can be viewed as a philosophical phenomenon and as a pedagogical method, as a positive implicit action that expands the space of meanings of education and training, and creates the foundations of a favorable educational environment.
Keywords: silence, phenomenon, method, philosophy, pedagogy
For citation: Andreeva Yu.V. Silence as a Phenomenon and a Method: Philosophical and Pedagogical Aspect. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp.302-311. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-302-311
DOI: 10.32343/2409-5052-2025-19-3-302-311
UDС: 001.891:37
The article was submitted to the editorial office on 26.07.2025, approved after review on 28.08.2025, and accepted for publication on 30.08.2025.