Abstract
The article is devoted to the consideration of the art of clowning as a tool for diagnosing pedagogical competencies that are constantly transforming under the influence of the mass-media cultural paradigm.It is suggested that the image of a clown in modern culture translates a conglomerate of behavioral patterns historically entrenched in the mass consciousness, which have a high cultural and pedagogical potential. A hypothesis is proposed, according to which the attitude to the figure of a clown, as to a pattern of cultural and creative behavior, can be a marker of the teacher's professional competence. The teacher's ability to distinguish a fictional character (a set of situations in which the hero-clown finds himself; episodes in which he appears; his individual characteristics) from a real person; serious activity from play and comic creativity; find it possible to compare their behavior in some cases with the clown one; the manifestation of humorous reflection and laughter creativity are considered as such urgent modern pedagogical competencies as laughter reflection, laughter self-presentation and laughter creativity. The study is based on the provisions of the concept of resilience by S. Vanishtendael; researches devoted to culturological, art history analysis of the figure of a clown. The intermediate results of the pilot survey confirm that the figure of the clown is perceived by teachers as ambivalent, either as a creative person, or as an artistic image of art and media reality, or as their symbiosis. Humorous self-reflection and laughter self-presentation of the teacher can be considered as a predictor and correction of the further trajectory of his professional activity. The peculiarities of the perception of the figure of a clown as a pattern of cultural and creative behavior can be used as a diagnostic tool for determining the level of formation of the teacher's actual pedagogical competencies in the era of mass media.
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