Keywords
semantics
humanistic philosophy
integrated education
creative potential
cultural heritage
interdisciplinary approach
How to Cite
Abstract
The article explores the philosophy of Mykhailo Chemberzhi as the theoretical foundation for innovative educational practices at the Kyiv Children’s Academy of Arts. Key concepts are analyzed, including lifelong learning, the development of cultural and communicative competence, and the role of the teacher as a creative mentor. The article highlights the specifics of shaping a holistic personality by combining traditional humanistic values with innovative approaches to teaching and upbringing. It examines the directions of development for the Academy as a unique educational institution that integrates art, science, and pedagogy, thereby contributing to the training of competitive professionals. The article emphasizes the importance of a comprehensive approach to education in the context of contemporary challenges and globalization trends. Particular attention is given to the interaction between the educational environment and students’ personal development, which is realized through active involvement in interdisciplinary projects, creative workshops, and exhibitions. Such an approach creates conditions for fostering creativity, critical thinking, and the ability to self-actualize in various sociocultural contexts.The article also considers mechanisms for integrating cutting-edge technologies and pedagogical innovations that ensure the dynamic development of the Academy and enhance the quality of education. Furthermore, the study demonstrates the significant impact of Mykhailo Chemberzhi’s philosophy on shaping the Academy’s strategy, which is based on the values of humanism, creativity, and lifelong learning. This philosophy supports not only the development of students’ professional competencies but also the formation of their social responsibility and active civic engagement. Thus, the article makes a substantial contribution to understanding contemporary educational paradigms and the prospects for their implementation in the field of arts education.
References
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