METHODOLOGICAL FOUNDATIONS OF PROFESSIONAL TRAINING FOR FUTURE FINE ARTS TEACHERS: ANALYSIS OF KEY DICHOTOMIES IN THE PHILOSOPHY OF ART OF F. SCHELLING AND C. LÉVI-STRAUSS

Abstract

The article presents the theoretical foundations of the philosophy of art using the scientific theories of F. Schelling and C. Lévi-Strauss as examples, and also formulates a conclusion regarding the place and role of these theories in the methodological and conceptual understanding of the problem of professional training of future fine arts teachers. Based on the analysis of the theoretical provisions of the ideas of F. Schelling and C. Lévi-Strauss, as well as numerous scientific works of domestic and foreign philosophers, cultural scientists, and educators, it has been established that the philosophical concepts of F. Schelling and C. Lévi-Strauss can serve as a methodological foundation for combining the art of pedagogy in the process of training future fine arts teachers. It has been shown that the process of professional training of fine arts teachers occurs in the interaction of several dichotomous relationships: between the historical experience of professional training of future fine arts teachers and modern requirements for the pedagogical qualifications of graduates; between the philosophy and pedagogy of art, the philosophy of art and aesthetics; between the societal demand for the content of pedagogical training of specialists in general and the specifics of pedagogical training of fine arts teachers; between the classical and postmodern components of pedagogical training of future fine arts teachers. Attention is focused on the diversity of the image of the external world among representatives of different cultures, which give rise to special, unique artistic images and works of art, in particular Ukrainian (Ukrainian iconography and fresco; secular portrait painting; modern and postmodern Ukrainian fine art; Ukrainian primitivism, etc.). Ukrainian artistic thinking has been defined as a combination of traditions and innovation, which leads to the enrichment of the philosophy of art with new approaches to aesthetic-cognitive processes and multidimensional tasks of art education. The conclusion has been drawn regarding the influence of philosophical ideas of F. Schelling and C. Lévi-Strauss, adapted to the modern Ukrainian context, on the formation of worldview and methodological guidelines for future fine arts teachers.