Dynamics of Scientific Rationality Types in Development of Pedagogy of Art

Abstract

Changes in our society in the second half of the twentieth and beginning of the present century led to the change of ideals and values, the emergence of new educational ideas, rethinking some of the pedagogical theories and concepts, which contributed, in turn, changes in the requirements to graduates of higher art schools. The focus of musical art teachers training shifts to fundamentalization, encouraging students to scientific work, formation of cultural system analysis,
ability to adapt to different changes, to predict development of a situation.
Among the main pedagogical reasons for the low level of musical art teachers’ readiness to the profession it should be highlighted the dominance in the teachers’ practice traditional knowledge-oriented paradigm which do not correspond to the new realities of the postnonclassical education.
Paradigmatic nature of changes in contemporary art education is associated primarily with the concretization of spiritual values, harmonious personality’s development. Thus, from the position of non-classical ideas art education is not only purposeful, but value-oriented process of knowledge development, ways of activity, art experience and personality’s cultural identity. Today postclassical understanding of art pedagogy enters to the phase of stabilization. The peculiarity of this stage is partners’ equality of global and local reality. Stabilization
of these processes requires certain valuable basis. The development of these principles in combination with the conceptualization of educational standards can be seen as a transition to a new type of scientific rationality in art education.