Art education in the context of the new educational paradigm

Abstract

DOI:     https://doi.org/10.28925/2518-766X.20172.37

The essence of modern paradigm, aimed to foster practical orientation and instrumental direction of the education is discussed in the article. From the philosophical point the situations of paradigmatic changes in the Arts education is characterized. The necessity to overcome  bsolutization of competent approach and transition to multidisciplinary positions in education are proved. Competent approach in Arts education is somehow the precursor of new, practice-oriented educational paradigm, of new type of education, that responds to demands of modern society.
The change of paradigm happens under the influence of two iinterconnected factors: external (development of science) and internal (sustainability of views of scientists, professors, coaches) — the processes of selfdevelopment of educational system, that occurs due to the growth of innovational experience, that contradicts scientific principles of the old paradigm.

Important meaning in the frameworks of social-economic changes gets anthropo-measurablity in the education, aiming to anthropocentrism. In this regard we can assume that substantiation of anthropologic dimension of modern pedagogical reality and conceptualization of its discussiveness are percieved as the important conditions to overcome paradigmatic crisis in education. New pedagogical paradigm is positioned as dialogic / polylogic variant of organization of a teaching process in the higher arts educational institutions. Dialogic communication it the process of professional preparation of professionals of arts direction principally changes positions of the members of educational process. The proposed conception of discussive learning aims to organize polyphony by engaging students to the activity, the main role of which plays sociocultural norm. The existence of value-meaning aspect always considers taking decisions, situation of choice.

Educational process is implemented in the conditions of intersubjective interconnection of a professor and a student with the usage of methods of discussion, round table, method of project, synectics, inversion etc. The forms of dialogue are getting into one spiritual-energetic source, giving by that to all the sides of the pedagogical process more emotional and moral power, value-content coloration.
Formation of value-content self-identification of students youth is realized along with acquaintance with mechanisms of self-regulation and self-actualization, that create new opportunities for the development of a personality.