Philosophical and aesthetic foundations of the formation of cultural competence in the process of teaching world art culture and literature in high school

Abstract

In the context of globalization, the development of cultural competence among high school students becomes a key educational task that requires integrating philosophical and aesthetic foundations into the teaching of world art culture and literature. Traditional methods focused on the transmission of facts do not provide deep comprehension of cultural values and dialogue between eras, which leads to a fragmented perception of art and weak development of reflection. The study aims to substantiate and test a pedagogical model based on the principles of dialogism, historicism, and personal orientation, in order to overcome these limitations and foster a multidimensional worldview. The methodology includes a theoretical analysis of works on the philosophy of culture, aesthetics, and pedagogy, as well as a pedagogical experiment involving 240 students of grades 10-11, divided into experimental and control groups. Diagnostics were carried out at the ascertaining, formative, and control stages using questionnaires, tests, and analysis of creative works. In the experimental group, problem-dialogical methods, project activities, and interactive technologies were applied, while the control group was trained according to the standard program. The data were processed using methods of mathematical statistics, including the calculation of averages and standard deviations. The results showed significant growth in all components of competence in the experimental group: cognitive by 38,2%, value- semantic by 78,9%, activity-creative by 68,4%, compared to minimal dynamics in the control group (11- 15%). The tables demonstrate statistically significant differences, confirming the effectiveness of the model. The discussion highlights that the philosophical and aesthetic approach stimulates not only knowledge but also personal experience of art, contributing to the formation of a dialogical worldview. The obtained conclusions offer recommendations for updating school curricula, emphasizing the need to move from Eurocentrism toward multiculturalism.