MAINSTREAMS OF AESTHETIC PERSONALITY DEVELOPMENT IN CRISES CONDITIONS IN THE MODERN WORLD

Abstract

The article identifies crisis factors that affect personality aesthetic development, such as: the pandemic, related quarantine restrictions, revision of values and approaches to the balance of individual and social, voluntary or forced social isolation of people, loss of communication skills, reassessment the process of direct communication as the value and basic condition for development; tectonic shifts in the world’s economies, military conflicts, labour and crisis migration, changes in priorities in the labour market, and accordingly changes in the education system, which must quickly adapt and respond to these challenges.
An attempt has been made to systematize separate studies on the personality aesthetic development in order to determine the main directions in overcoming the problems of its implementation in modern crisis conditions.
Modern features in the implementation of the aesthetic development of the personality at the current stage of the development of society are analyzed, it allowed to determine the mainstreams among which the dependence of the personality aesthetic development on external social conditions; search for tools for harmonious personality aesthetic development in the conditions of distance education and virtual communication through all available components of development (cognitive, sensory and practical); problem of determining the place of personality aesthetic development in different types of education; applied directions of aesthetic development due to the rapid change of social factors of influence in conditions of crises and others. The analysis was carried out from the position that aesthetic development is the complex process that finds its implementation in many disciplines, accordingly, certain pedagogical tools are needed, which would have actual manifestations of the dualism of aesthetic development in reality.