TY - JOUR AU - Pavlova, Olga PY - 2007/12/30 Y2 - 2024/03/28 TI - The Transformation of Educational Strategies in Non-classical Aesthetics JF - Filosofiya osvity. Philosophy of Education JA - Filos. osv. Philos. Educ. VL - 6 IS - 1 SE - DO - UR - https://philosopheducation.com/index.php/philed/article/view/244 SP - AB - <p>Article is devoted to a problem of research of aesthetic dimension of education.&nbsp;At the period of domination of classical ideals of science, which has been generated&nbsp;by new-European philosophy, an age of the Enlightenment in particular, the&nbsp;understanding of human nature has been substantiated by classical rationalism.&nbsp;Within such approach, the reason was considered not only as the main instrument&nbsp;of knowledge that dominates a history, but also as an example for process of education&nbsp;and training. The abstract understanding of the human productive forces’&nbsp;structure had led to a distortion of other human abilities. Their correlation cannot&nbsp;be rationalized completely. It had led to necessity of using in educational<br>research during Enlightenment (J.-J. Rousseau, I. Kant) such methodological tools&nbsp;as human productive abilities (aesthetic feeling and art taste). Aesthetic abilities&nbsp;allowed rethinking both structure of moral forces of a person, and a principle of&nbsp;his/her development in education and training. The discovery of an antecedent&nbsp;principle of reasonability allows the understanding of education as a process of person’s&nbsp;integration into a culture. It is not only rationalistic technology of whole complex&nbsp;of knowledge formation, but also reasonable activity of an all-around developed&nbsp;personality. The non-classical aesthetics completes process of educational&nbsp;strategies transformations. Their result gives a new sense and educational dimension&nbsp;for such categories as imagination, taste, and game.</p> ER -