DOI: 
http://dx.doi.org/10.15293/1813-4718.2601.12
UDC: 
37.018
Yang Yujin
raduate Student, Department of Decorative Arts and Crafts, Institute of Fine Arts, Moscow Pedagogical State University, yangyujin@mail.ru, Moscow
Tkalich Svetlana K.
Department of Decorative Arts and Artistic Crafts, Institute of Fine Arts, Moscow State Pedagogical University, amguema2026@mail.ru, Moscow

Syncretic Thinking as a Methodological Resource for Art Education Based on a Theoretical Model and Implementation Principles

Abstract: 
Abstract. The article foregrounds the challenge of ensuring the integrity of art education within an increasingly complex media environment and substantiates the necessity of syncretic thinking as a foundation that integrates intellectual, embodied-aesthetic, and creative practices. The aim of the article is to provide a theoretical justification of syncretic thinking as a methodological resource for art education and to identify its role in shaping a holistic pedagogical process that brings together art, science, and technological practices. The methodology rests on an interdisciplinary approach (philosophy of art, cognitive psychology, aesthetics) and includes comparative-analytical and hermeneutic analysis of scholarly texts, as well as pedagogical modeling; the source base comprises contemporary studies on syncretism in art, the dialogue of artistic paradigms, and art pedagogy. The research results show that applying the principles of syncretic thinking in educational modules ensures the integration of diverse forms of knowledge and experience, strengthens learners’ creative potential, fosters intercultural communication skills, and develops holistic artistic perception. In conclusion, syncretic thinking is argued to be a methodological resource that lends art education an innovative and resilient character in the post-digital era, uniting emotional, intellectual, and embodied practices within a single educational space.
Keywords: 
Keywords: syncretism; art education; creativity; interdisciplinarity; cognitive practices
References: 

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