The article contains the analysis of different models of philosophical education. The author analyses in axiological perspective dependence between conceptions of philosophy and the conventions of philosophical education. Basic problem concerns the choice between neutral education and axiological engaged education. The strong axiological orientations in philosophical education in Poland are presented by the formation of Catholicism, the analytic philosophy of the Lvov-Warsaw School and the currents of cultural and existential philosophy. In practice philosophical education is qualify hard, which axiological model one should be the first. Proposed in present didactics the activating method contribute to putting the renewed question about transfer of value in philosophical education. Different ways of understanding of philosophy seems to show the need of axiological alternative proposals in culture-educational transfer of philosophy.
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