PHILOSOPHICAL-EDUCATIONAL DIMENSION OF AESTHETIC CULTURE IN THE PROFESSIONAL FORMATION OF FUTURE TEACHERS

Abstract

In a modern transitive society, characterized by rapid technologization, information oversaturation and the crisis of classical humanistic ideals, the problem of preserving spirituality is of extreme importance. In the conditions of cultural polyparadigmality and the challenges of postmodernism, it is aesthetic culture that acts as a reliable reference point capable of harmonizing human existence. This phenomenon acquires particular importance in the context of professional training of future teachers, who are direct translators of cultural values to the next generation.
The article analyzes modern philosophical approaches to understanding the nature of culture as a multi-level social phenomenon. It is proved that aesthetic culture is an organic component of the general culture of mankind, which structurally encompasses aesthetic consciousness, aesthetic activity and aesthetic education. The basic functions of aesthetic culture in pedagogical activity are identified and substantiated: worldview, axiological, cognitive, translational and spiritual-creative. The influence of the postmodern paradigm and mass culture on the transformation of classical aesthetic ideals is considered, which creates new challenges for the education system. It is proven that aesthetic culture is the fundamental basis of modern humanistic education and an integral attribute of the professional skills of a teacher. A high level of aesthetic development allows a teacher to transform scientific truth through emotional and sensory perception, to resist the destructive influences of pseudoculture and to act as a true architect of the spiritual world of youth.