- Толочко, С.В. (orcid.org/0000-0002-9262-2311) and Хомич, В.І. (orcid.org/0000-0003-2641-5805) (2025) Structural dominants of education of multicultural personality of students in higher education institutions on the basis of aesthetics «Вісник науки та освіти (Серія «Філологія», Серія «Педагогіка», Серія «Соціологія», Серія «Культура і мистецтво», Серія «Історія та археологія»)», 1 (31). pp. 1834-1848. ISSN 2786-6165
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Abstract
The article examines the main structural dominants of the education of students' multicultural personality based on the principles of their aesthetic competence and determines their impact on the quality of the educational process. The conceptual and categorical apparatus of the study is defined, in particular, the terms "aesthetics", "aesthetic competence of students", "formation of aesthetic competence of students in higher education institutions", "aesthetic education" are studied. It is determined that the term "aesthetics" is identified with the science that studies the nature and laws of aesthetic phenomena, the nature of aesthetic consciousness and cognition, aesthetic human activity, as well as the discipline that studies the general laws of art development. It is proved that the idea of aesthetics as a way of knowing the world, which includes creativity, self-expression and critical reflection, can become a powerful tool in the professional training of students. The forms, methods, principles and approaches to the formation of aesthetic competence in students in higher education institutions are investigated. Based on the analysis, it is determined that the main forms are self-esteem, self-awareness, self-education, self-education, and self-development. The main methods of forming the aesthetic competence of students in higher education institutions include three groups: reproductive, creative and problematic. It is established that the main principles of forming the aesthetic competence of students in higher education institutions are: aesthetic and moral principles: unity of form and content, sensual expressiveness; freedom of the artist's individuality; personal aesthetic significance and activity, personal relevance in the process of aesthetic experience; conscious attitude to artistic creativity; responsible dependence; significance of the poet's image and poetry in the creation of personality; pedagogical principles: aestheticization of professional training and pedagogical activity of the teacher, creation of aesthetic and moral principles: unity of form and content, sensual expressiveness; freedom of the artist's individuality; personal aesthetic significance and activity, personal relevance in the process of aesthetic experience; conscious attitude to artistic creativity; responsible dependence; significance of the image of the poet and poetry in the creation of the individual; pedagogical principles: aestheticization of professional training and pedagogical activity of the teacher, creation of its aesthetic field; connecting learning with life and creating the foundations for tomorrow's joy, establishing positive pedagogical optimism in the team; external expressiveness of the teacher, pedagogical game, emotional learning; individual aesthetic approach to students.
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