Metaphorization of the communicative process in the content of higher art education

Abstract

The modern postnonclassical stage of scientific cognition development necessitates a new view of the educational and upbringing potential of art. The study of the transdisciplinarity phenomenon in the Western European and domestic scientific discourse shows the emergence of a new strategy for solving real practical problems, which correlates with the principles, styles of thinking, value of postnon-classical science. The research methodology is complex and is based on inter- and transdisciplinary approaches using theoretical and empirical methods. The metaphorization of the educational process is directly related to the mechanism of thinking: it is an integral part of it. Metaphor is seen as part of the cognitive processes, which provides the path from the artistic image perception to the concept formation. It is emphasized that the metaphor allows us to appreciate positively the organization of the educational process. Metaphorical thinking is seen as thinking based on moving from specific objects to understanding value ideas and their associative connections. In order to study in practice how to solve this problem, the storytelling “We both grieved with one grief and rejoiced with one happiness” based on the life and work of Borys Grinchenko is presented and analyzed. Pedagogical observations have shown that the form of storytelling created an open atmosphere for transdisciplinary transfer of pedagogical skills, which combined the intellectual and creative potential of the teachers and students of the Institute of Arts of the Borys Grinchenko Kyiv University and proved the expediency of reorientation.