The Musicality of M. M. Bachtine’s the Aesthetics in Creating an Actual Educational Model

I. V. Sazina


New educational models will have to respond to the need for a person to preserve himself as a living holistic being and as a person with an “inner Logos” growing spiritually. When there are no “pattern” like the “musical ethos” and “paideia” that are philosophically meaningful in ancient culture, it becomes a matter of theory to create an actual educational model and determine in its space the corresponding “value center” related to the “infinity of the universal culture-creative task”. The article argues that a productive step in this way can be the understanding of the experience in the history of the national school of creating educational models with a pronounced «value center». This is, first of all, the project of the “school of the dialogue of cultures”, defined by the authors (V. S. Bibler) in relation to the ideas of M. M. Bakhtin, and carried out at the end of the 20th century by a circle of humanities scholars and domestic school practices. The author believes the quality of M. M. Bakhtin’s aesthetic terminology is its “musicality” that will help to preserve the practical (project) potential and the ability to inspire the creation of relevant educational models in the new Russian conditions. The corresponding conclusion is drawn from M. M. Bakhtin’s explanation of the “speech genre of lyrics”, based on its musical basis (from the “spirit of music”) and consideration of the concept of “architectonics” in the analysis of music as an art form. The main “value center” in Bakhtin’s textes is a person in the “uniqueness” of his being; and the definition finds its resolution in the “musicality” of thought in the essay “On the Philosophy of Act” when M. M. Bakhtin talks about the “architectonic center of aesthetic vision”. The project of an educational model with such a “value center” (while retaining all the practical significance of real educational procedures, including, as today, in the form of digital educational platforms) appears as a “unity” that affirms: integrity, creativity, authenticity, dialogue, understanding, “participativeness”, “principles of humanitarian thinking” (opening, among other things, opportunities for a better understanding of the terminology by the project executors). The musicality of thinking in the design of an educational model means not only an appeal to human feeling, it implies not only “musical education” in an elementary and formal educational sense, but also refers to one of the key conditions for education and “educationality”, the formation in school everyday life of what Bakhtin formulated as “the architectonic center of aesthetic vision”.


architectonic center of aesthetic vision; value’ center; musicality of thinking; musical nature of dialogue; human education; pattern of education; V. S. Bibler; school of dialogue of cultures; pedagogical reality; actual educational model


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