Keyword: «concepts of philosophy of art»

The relevance of the study lies in the humanitarian component of education for building up competences necessary for students of creative specialties through the use of art. The aim of the article is to substantiate the methodological potential of the course "Modern Philosophy of Art," which has been introduced into the teaching practice at the Institute of National Culture of the National Research Mordovian State University named after N.P. Ogarev. The article defines the interdisciplinary nature of the philosophy of art (theory and history of art, aesthetics, philosophy, pedagogy, sociology, etc.), which contributes to the formation of students’ holistic attitude towards art. The main research approach is the ontological one, which considers art as a necessary condition for human existence in the world and it is significant for developing a holistic understanding of the humanitarian component in modern education. The proposed research methods for studying interdisciplinarity, the humanitarian component of the educational process for students of creative specialties, the problems of philosophy of art, etc. have determined the novelty of the author's course "Modern Philosophy of Art": the methodological significance of the opposition "classical - non-classical" lies in defining the specifics of classical and modern art; topological (boundary, shift, road, path, staircase, etc.) and chronological concepts (return, circle, life trajectory, intermediality, etc.) define the specifics of the chronotope of modern philosophy of art. The methodological significance of the course "Contemporary Philosophy of Art" lies in the definition of the axiological (justification of the semantic orientation of an artistic work and its ontological significance in the context of contemporary art); artistic and aesthetic (definition of the basic concepts of classical and contemporary art, reflecting changes in the artistic worldview); and worldview (formation of an analytical and contextual approach to contemporary art) potential. The author's experience in teaching the course "Contemporary Philosophy of Art" can be used by the pedagogical community to develop the humanitarian component of students’ education in creative fields.