Synergism of the Interaction of Cultural-Philosophical Aspects of Postnonclassical Knowledge in the Content of Higher Art Education

Abstract

In the article the research of cultural-philosophical aspects of post-non-classical knowledge in the content of higher art education has been made. For a deeper understanding of the mentioned processes, a systematic theoretical analysis of the stages of the development of scientific knowledge and the types of scientific rationality was carried out in accordance with the established periodization in the philosophy of science: classics – non-classics – post-non-classics. It has been found out that the phenomenon of rationality is a unique reflective and conceptual principle of culture that organizes it, provides its integrity and enables the rationalization of elements of culture in the education system.
It was established that the model of knowledge within the classical paradigm with its centuries-old cultural tradition of thinking does not meet the challenges and realities of the modern world. In the focus of modern post-non-classical knowledge, new characteristics of the professional worldview of an individual appear: "non-linearity", "fragility", "instability", "self-organization", "formation", which are provided by the new methodological toolkit of synergy as an interdisciplinary scientific direction. In this regard, education has come to understand the need for new professional orientations, since such characteristics as adaptability, flexibility, creativity, critical thinking, readiness for changes, etc. should be included in the professional profile of a modern specialist.
In the process of research, it has been determined that the ideas of synergy have not lost their paradigmatic significance even to this day. In order to identify the synergistic interaction of philosophical and cultural aspects of post-non-classical knowledge, it has been established that it is the interdisciplinarity that creates a synergistic basis for the implementation of human-dimensional matter in the content of higher art education, since a disciplinary-constructed university education, including art, contradicts its innovativeness. Therefore, directions for the implementation of interdisciplinarity in the content of higher art education for the formation of students' integral professional knowledge in the context of post-non-classicism have been outlined.