THE IMPORTANCE OF ANTHROPOLOGICAL KNOWLEDGE IN THE PROCESS OF TEACHING THE "BIOPOLITICS" COURSE: THEORY AND PRACTICE

Abstract

Fundamentally, the primary objective of higher education extends beyond the simple, mechanical transmission of specialized knowledge; it centers on fostering critical thinking, analytical reasoning, and an interdisciplinary perspective among students. Key among 21st-century competencies is the ability to make sense of complex socio-political processes through the lens of human experience and subjectivity, alongside cultivating skills to apply these insights in real-world contexts. Crucially, anthropological concepts should not be introduced in isolation—as merely an additional theoretical branch—but rather dynamically integrated into the core logic and instructional framework of the "Biopolitics" course.

Building upon these premises, we offer potential approaches to addressing these educational challenges within the teaching framework of "Biopolitics." As part of this research, several instructional design models were developed, blending academic-theoretical analysis with interactive pedagogical methods. Primary emphasis was placed on research-based learning, the case-study method, the exploration of everyday biopolitical manifestations, and the application of an "Anthropological Lens" strategy.

The relevance of this study stems from the fact that, to date, the teaching of biopolitics in university curricula has lacked a systematic synthesis of anthropological knowledge and modern applied pedagogical methods. Our findings lead to the conclusion that applying an anthropological approach when teaching "Biopolitics" effectively stimulates students' analytical thinking and fosters practical skills. The data clearly demonstrate that embedding an anthropological toolkit into the instructional process significantly enhances student motivation and engagement with the subject matter.