Abstract
The article is devoted to the allocation of determinants and interaction tracing between the factors of axiological ordering of artistic and educational space in their interaction with mechanisms and factors of context environment. One of the ways to achieve the goal chosen is the selection of meaning-building factors that set the direction and motivation of artistic and educational activity and influence the specific functioning of the space, the study of which is conducted by theoretical reflection. It is concluded that the discourses of the artistic and educational space are designed to structure knowledge about key issues of contemporary culture and art, to model the theoretical base in accordance with different contexts or projects. It turned out that in different educational contexts, the regulation of the use of discourses analyzed in the article, paradigms and models are the standards of academic education, and the basis is the values associated with certain models of the world. Peculiarities of the axiological nature of the space under consideration are determined by the completeness of synthesis of values, fixed in traditions and different discourses
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