Interaction of philosophic-anthropological and aesthetic-dialogical approaches in the study of problems of the historyof music education

The paper is devoted to the problems of methodology of the historical-pedagogical study in the sphere of musiceducation. Since the problems of music education are not considered the most important in the theory of music the article deals with methodologicalapproaches of the history of pedagogics. The author observes different methodological approaches in modern history of pedagogics:anthropological, culturological, cultural-anthropological, philosophic-anthropological, civilizational, orthodox-historical. The importance of thetendency of autonomisation of the educational system from social influences and from the general line of the development of pedagogics increasesin the sphere of the history of music education. The author pays special attention to the methodological approaches of regional (provincial)historic-pedagogical studies (dialogue, homochronous approach). Methodological approaches in the study of the history of national musiceducation include the axiological aspect and the factor of individual perception of some historical events. The interactive approach allows thereconstruction of the system of music education based on individual characteristics (ideology, artistic taste, social circle). This is especiallyimportant for the study of music education in the province where the person or family determines the ways and the points of the development ofprofessional and mass music education. The author suggests that the study of music pedagogical theory should deal with two approaches: philosophic-anthropological and aesthetic-dialogical. The comparative analysis of the two ways of development of music education in the secondhalf of the 19th century in the Russian capitals (Petersburg and Moscow) and in provinces (Vladimir) shows the priority of different types ofeducational ideals. These different types are: on the one hand - a creative musician who serves the interests of art itself (in Petersburg and Moscow),and on the other hand - a musician, who sings in the church and serves God with his loving heart (in the province). Interaction of philosophic-anthropological and aesthetic-dialogical approaches is presented on the basis of the history of the Chantal School by the Brotherhood of St.Prince Alexander Nevsky in Vladimir in 1883. The aesthetic-dialogical approach allows connecting the disassociated facts into an integratedsubjective-artistic system, and the philosophic-anthropological approach helps to create the frames of this system.

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