Russian Journal of Education and Psychology (Oct 2024)
PEDAGOGY OF UNIVERSAL ARTISTIC THOUGHT
Abstract
Background. The article examines the phenomenon of artistic and imaginative thinking and its formation in humans as a pedagogical reality. The problem is as important as it is poorly studied in the literature. The purpose of the study is to develop the pedagogy of artistic thinking (its content, orientation, and nature of human impact). Materials and methods. The material of understanding in the article is works on the problem of man, the phenomenon of artistic and figurative creativity (as a universal reality), the pedagogy of artistic thought, the experience of pedagogical activity based on an appeal to the category of beauty. The methodology of the research is the idealistic–substrate reflection of A.A. Gagaev. The methods are phenomenological analysis and substrate synthesis. Results. Imaginative thinking is interpreted as the oldest form of consciousness expressing the presence of a personalizing universe in the human psyche and its desire to harmonize itself. The basis of imaginative thinking is the belief of the surrounding as universal spirituality, which has acquired the contours of its ideal (measure). Imaginative thinking is understood as a reality that has a beneficial effect on human spirituality (its development and improvement) and his behavior. The pedagogy of imaginative thought is understood as a non-interfering effect on the psyche of the educated from the side of actualization of universal meanings, semantics and intentions inherent in it (retention of everything and everything, search for the unity of everything and everything, etc.). The actualization of this is carried out through the creation of a special value-epistemological context of interaction between the teacher and the student (attribution of the perceived to everything and everything),comprehension of the image as a universal reality, the category of measure as the median in the experience of the image and the student himself as discovering the reality of beauty in himself, minimizing the purposeful in interaction, through an appeal to the classical text, as well as with the participation of a specially trained teacher (the universality of his psyche and tact). The general inattention of modern schools to the problem under discussion is stated, which entails serious consequences for the education of students.
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