В данной статье проводится сравнительный анализ подходов к музыкальному образованию в философии Гегеля и современных концепциях. Актуальность темы обусловлена необходимостью переосмысления роли музыкального образования в формировании личности с учетом классического наследия и новых вызовов. Цель исследования – выявить точки пересечения и расхождения между гегелевской трактовкой музыки как средства духовного развития и современными теориями музыкального обучения. Методология включает концептуальный анализ ключевых работ Гегеля и ведущих современных авторов, а также эмпирическое исследование практик музыкального образования в школах и вузах (n=120). Результаты показывают, что идеи Гегеля о музыке как воплощении диалектики чувственного и рационального находят отражение в современных подходах, синтезирующих эмоциональное и интеллектуальное начала (r=0,78; p<0,05). При этом акцент смещается с развития абстрактного мышления на формирование креативности и коммуникативных навыков. Делается вывод о продуктивности интеграции философских инсайтов Гегеля с новейшими достижениями педагогики и психологии музыкального образования. Намечаются перспективы дальнейшей разработки этой синтетической парадигмы.
This article provides a comparative analysis of approaches to music education in Hegel's philosophy and modern concepts. The relevance of the topic is due to the need to rethink the role of music education in personality formation, taking into account the classical heritage and new challenges. The purpose of the study is to identify the points of intersection and divergence between the Hegelian interpretation of music as a means of spiritual development and modern theories of musical education. The methodology includes a conceptual analysis of key works by Hegel and leading contemporary authors, as well as an empirical study of music education practices in schools and universities (n=120). The results show that Hegel's ideas about music as the embodiment of the dialectic of the sensual and rational are reflected in modern approaches synthesizing emotional and intellectual principles (r=0.78; p<0.05). At the same time, the focus is shifting from the development of abstract thinking to the formation of creativity and communication skills. It is concluded that the integration of Hegel's philosophical insights with the latest achievements in pedagogy and psychology of music education is productive. Prospects for further development of this synthetic paradigm are outlined.
This article provides a comparative analysis of approaches to music education in Hegel's philosophy and modern concepts. The relevance of the topic is due to the need to rethink the role of music education in personality formation, taking into account the classical heritage and new challenges. The purpose of the study is to identify the points of intersection and divergence between the Hegelian interpretation of music as a means of spiritual development and modern theories of musical education. The methodology includes a conceptual analysis of key works by Hegel and leading contemporary authors, as well as an empirical study of music education practices in schools and universities (n=120). The results show that Hegel's ideas about music as the embodiment of the dialectic of the sensual and rational are reflected in modern approaches synthesizing emotional and intellectual principles (r=0.78; p<0.05). At the same time, the focus is shifting from the development of abstract thinking to the formation of creativity and communication skills. It is concluded that the integration of Hegel's philosophical insights with the latest achievements in pedagogy and psychology of music education is productive. Prospects for further development of this synthetic paradigm are outlined.