The models of the artificial familiarization of the world in the educational practices of the orient and western countries
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The culturological analysis of the content of the basic models of the artistic education in the leading countries of the world, in particular, Japan, China, the USA, Canada, and Germany is done. Considering the object and the purpose of education, we can define the artistic education as the formation of a man’s artistic attitude to the reality. Combining human, epochal, regional, national, professional and individual features its content keeps a historically certain level of humanity. The author emphasises that the formation of a person’s ability to associate with reality is the multidisciplinary process vertically (from perception to artistic transformation) as well as horizontally (from the formation of an artistic attitude to nature — to the formation of the self-attitude). The latter is determined by the specifics of the values in different spheres of reality, which bring some features in the aesthetic familiarization of these spheres of the social life. The author pays attention to the following meanings of the artistic education and upbringing: 1) the provision of the broad opportunities to percept the diversity of contemporary artistic culture in its national identity and to open the world artistic processes; 2) the formation of the need for the creative self-realization of the individual in the sociocultural and artistic life of the society; 3) the upbringing and getting the necessary skills of the professional activities in the field of culture and art. The purposes of the article are to analyse the specific features of the functioning of the arts education system in the leading countries of the world and to highlight the main value concepts of its content. The methodology of the research includes the interdisciplinary approach to the theorizing of the identified issue in the field of cultural studies, philosophy, aesthetics, art studies, and pedagogy. The application of the methods of the comparative analysis, the artistic comparativism has allowed us to characterize the cultural field of the problem. The methods of abstraction and analysis have allowed the author to reveal the similarities and differences in the approaches of the essence of artistic education in the educational practices of the leading countries of the world. The scientific novelty of the work is fact that the analysis of the basic models of the artistic education of the leading countries allows us to state that artistic education opens the new aspects, and parameters. In addition, it is also contributed to the formation of the higher rationality. Therefore, the artistic education is the positive guiding spiritual activity that produces rather positive things and enriches the humankind with new accomplishments, ensures the development of civilization. In the process of the artistic education, the higher spiritual powers of the person find their place and develop his/her ability, mind, will, moderation, elegance, ethics, tolerance, and integrity. Finally, we can define the process of the artistic education and upbringing as the impact on the human development, which is determined by the combination of the institutional and non-institutional circumstances. They are the different spheres of the culture of the society, which involve each new generation in certain activities, defining its general conditions, character and content. Thanks to them it assimilates the public experience, produces certain views, ideals, etc.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it