Philosophical and anthropological foundations of moral and aesthetic education of the individual in the musical and educational space of the university

the article is devoted to identifying and theoretical substantiation of the philosophical-anthropological foundations of moral and aesthetic education of students by means of music in higher education. The study overcomes a narrow methodological approach and substantiates the need to rely on the fundamental categories of philosophical anthropology to understand the essence and mechanisms of the educational process. The methodological basis of the research was theoretical analysis and synthesis of philosophical, musicological and pedagogical works, as well as the hermeneutical method. As a result, key anthropological concepts relevant to music pedagogy (human as “homo audiens”, dialogical being, catharsis) are systematized. The ontological status of music as a unique art form capable of influencing the existential and value structures of the individual is revealed. Based on the analysis, a theoretical model of the educational process integrating the anthropological goal, relevant musical content and dialogical methods has been developed. It is concluded that the effectiveness of moral and aesthetic education is determined by its appeal to the existential foundations of human existence, which opens up new perspectives for designing the educational environment of a modern university.

philosophical anthropology, moral and aesthetic education, higher education, music pedagogy, dialogue, catharsis, hermeneutics, university educational environment, personal development