DOI: 10.36871/hon.202002001
Authors
S. I. Kolbysheva
National Institute of Education, Minsk, Republic of Belarus
Abstract
The article analyzes the phenomenon of aesthetic and art education in the context of postnon-
classical culture, which most fully reflects the peculiarities of the worldview orientations
and values of a modern man, and is a kind of reference point for determining the scientific
and theoretical basis for the development of this phenomenon at the present time. The article
reveals the reasons for strengthening the social role of aesthetic and art education, which connects
it with the values of the family, leisure activities and informal education.
Aesthetic and art education is considered as a “living” organism that is in constant motion,
able to respond to sociocultural changes, and in its rhizomaticity does not ignore the heterogeneity
of the surrounding world; as an integral component of education in general, which is
found in the community of key tasks focused on “human creativity” in the context of value and
meaning categories of culture. It is justified the shift from information and knowledge pedagogy
to pedagogy of meaning, actualizing the importance of processes of self-identification, harmonizing
the relationship between man and the world, itself based on the parity of dialogical forms
of cognition; the transfer of dynamics of artistic and creative activities to the internal world of
the individual and the updating on this basis of strategies of irrational thinking.
In conclusion, the author is concerned about the level of humanitarian culture in the society
and studies aesthetic and art education as an effective mechanism for its development, as
a general cultural value internalized by society.
Keywords
humanitarian knowledge, art culture, culture of everyday life, art, emotional and sensual sphere of personality, dialogical forms of cognition, meaning formation, subjectivity
