G. Khorbaladze

Gori State Teaching University (GEORGIA)
In the process of the philosophy analysis of the fiction we meet some of the problems, as they are connected with some characteristics and understanding of the fiction. They are: individual understanding, details of its content, actuality of the idea, philosophy aspect, value and so on. The strong-sense mind seeks to actively, systematically, reflectively, and fair-mindedly construct insight with sensitivity to expose and address the many obstacles that compromise high quality thought, teaching and learning. Using the strong philosophy analysis we might evaluate an argument, for example, as worthy of acceptance because it is valid and based on true premises. The philosophy analysis can occur whenever one judges, decides, or solves a problem in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way.
In this article is considered the steps of the research of the philosophy analysis of the fiction in the frame for the modern teaching. There are presented an approach which united the next criteria: idea, philosophy, critic, literator, and all these must be directed to the correlation of teaching and learning and accumulate knowledge that need for understanding of the modern teaching. The main questions that discussed in this work in to this direction are:

1. Fiction as the result of thoughts;
2. Teacher, as a mediator between students and fiction’s understanding ;
3. The philosophy analysis as the complete process for understanding a fiction by student;
4. Practical using of the philosophy analysis in the teaching process

The relationship between the philosophy analysis skills and critical thinking dispositions is an empirical question. Educational programs’ aims are to develop critical thinking in students and adult learners individually or in group, problem solving and decision making context. In this case this article analyzes the task mentioned above.