Home – Home – Jornals – "Philosophy of Education" 2016 number 6

The article analyzes the possibility of aesthetic upbringing in the process of art education. The main attention is paid to the most pressing problems that require multilateral research. In the article, it is specified that esthetic perception develops in the course of contact of the person with esthetically significant objects and phenomena. Gradually there is an accumulation of various impressions: color, sound, tactile. On the basis of it, the feeling of harmony develops, esthetic selectivity by the principle of preference arises, then conscious acquisition of knowledge, the abilities promoting conscious deepening of esthetic assessment begins. It is emphasized that art creativity is based, first of all, on esthetic assessment of the represented reality, and emotions and feelings always intensify esthetic perception that affects formation of figurative ideas of the person. Full process of the depiction is based on a harmonious combination of the emotional and rational principles in the knowledge of surrounding reality and comprehension of figurative and expressive forms of its materialization using specific art materials. However, in special literature, due attention is not paid to this major methodical problem, because there are no obvious criteria for evaluation of this process that complicates experimental work. In the article, it is mentioned that still scientists have not come to a consensus about harmonious interaction of these principles in the dynamics of formation of the creative person of the child. Some methodologists make emphasis just on the emotional principles in graphic activity, others suggest developing creative activity through comprehension of the graphic diploma. However, the harmony of interaction of literacy and expressiveness of the image can be reached only in the context of the accounting for psychological and physiological features of development of the personality.