Search for methodological benchmarks in humanitarian studies in the context of artistic pedagogy

Abstract

The article states that post-neoclassical rationalism, which is approved, not only significantly expands, but also complicates the worldview of a modern person, changes his outlook positions, causing the need to develop new methodological approaches and value-purpose objects in scientific knowledge. Today there was a need to rethink the issue of methodological benchmarks in the humanities research, which is actualized by the leading role of humanitarian knowledge in the socio-cultural development of modern society. To study this issue, the following research methods are used: analytical-synthetic, inductive-deductive and generalized, and modelling ones. On the basis of scientific reflection, the essence of methodological approaches in the humanities research, which are diversified and acquire new meaningful characteristics in the conditions of changing the paradigm of humanitarian knowledge, is considered. The theoretical and methodological positions in relation to the value dominant in humanitarian knowledge, which is oriented towards subjectivity and existentialism and provides in-depth reflection on artistic phenomena, are singled out. It is noted that in the humanitarian methodology the following research methods are found: ideographic method (research of individuals, events), methods of hermeneutics (interpretation of meaningful personal actions), qualitative analysis (understanding of the phenomenon, and not its calculation), method of phenomenology (knowledge of the causes and essence of artistic educational phenomena), methods of self-understanding, allowing to understand subjectity and spirituality of a person, humanitarian expertise, humanitarian design, existential dialogues, etc. The article outlines promising vectors of the epistemological environment of artistic pedagogy, which serve as the basis for developing new scientific strategies at the methodological, theoretical and methodical levels.