Artistic Potential of the Philosophy of Education: Sign and Symbolic Peculiarity of Art.


  • Svitlana Cherepanova


philosophy of education, ontology of art, text, context, artistic image, semiotics, sign, symbol, autocommunication, fractal, art virtuality, the versatility of the dialogue, synergetics, artistic work as a dynamic system


The author proves that ontology of art, semiotic-communicative post-non-classical approaches, synergetics, the mutual supplement of philosophical, scientific, spiritual-pragmatic exploration of the world are methodologically important for the solution of the highlighted problem. The integrity of the rational-figurative cognition, sensitive, esthetic experience, thinking by symbols find out the new cultural sense of sign systems. The objective background of the comprehension of the universal artistic picture of the world is created.
In the system of the philosophy of education art is intended to balance the sensitive and rational spheres of consciousness, to fill the existence of the person and the world spiritually and esthetically. The spiritual-pragmatic exploration of the world as a polyphonic process makes it possible to widen the artistic-creative practice of educational activity. The matter is in their realization — the organic blending of studying and cultural cognition. It will contribute to the enriching of the cultural-esthetic experience of the pedagogue, improving the methods of revealing the artistic potential of the philosophy of education.


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How to Cite

Cherepanova, S. (2012). Artistic Potential of the Philosophy of Education: Sign and Symbolic Peculiarity of Art. Filosofiya Osvity. Philosophy of Education, 11(1-2). Retrieved from






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