PHENOMENOLOGY OF AESTHETIC FEELING AS A BASIS FOR TEACHER TRAINING

Tetiana Pirogova

Abstract


The article substantiates the phenomenology of aesthetic feeling as a conceptual foundation for the formation of aesthetic culture of the prospective teacher under the conditions of digital and posthumanist transformation of education. The relevance of the topic stems from the fact that the proliferation of generative artificial intelligence, algorithmic educational environments, and telepresent forms of pedagogical interaction radically changes the ontology of educational experience and calls into question the very nature of aesthetic experience. The traditional understanding of the teacher’s aesthetic culture as a body of knowledge about art, aesthetic tastes, and skills in organising artistic-creative activity proves insufficient to address these challenges and requires philosophical-anthropological reframing.

The aim of the study is to substantiate the phenomenology of aesthetic feeling as a conceptual foundation for the formation of aesthetic culture of the prospective teacher. The methodological framework comprises the phenomenological method in its Husserlian-Heideggerian articulation, hermeneutic analysis of philosophical and pedagogical texts, comparative juxtaposition of phenomenological, aesthetic-pedagogical, and posthumanist perspectives, as well as methods of conceptual modelling and theoretical typologisation.

The analysis of contemporary theoretical sources has revealed that aesthetic feeling in the phenomenological tradition appears not as a subjective "colouring" of cognitive content but as a primary mode of the human being’s intentional openness to the world. The Heideggerian notion of attunement (Befindlichkeit) substantiates the existential status of aesthetic feeling as a fundamental structure of being-in-the-world. Applied to pedagogy, this means that cultivating aesthetic feeling is not a peripheral but a central task of teacher preparation. The digital transformation of education, described through the concepts of "digital Gestell", "artificial intelligibility", and "semi-aura", confronts the teacher with the task of distinguishing authentic experience from its algorithmic simulation, which becomes a new dimension of professional competence.

A three-tier typology of the prospective teacher’s aesthetic culture is proposed: the pre-perceptive-attunement level (fundamental sensory openness to the world as an anthropological habitus), the intentional-perceptive level (directedness of aesthetic feeling towards concrete objects of perception), and the reflective-hermeneutic level (the capacity to articulate and interpret aesthetic experience within a cultural-philosophical context). Each of these levels requires specific forms of cultivation – from existential-philosophical education of sensory presence to methodological work on the articulation of aesthetic experience.

The conclusions demonstrate that the phenomenology of aesthetic feeling retains its relevance precisely through its capacity to preserve the specificity of human experience under conditions of its technological contestation, and enters into a productive dialogue with posthumanist pedagogy, not opposing it but offering it a philosophical-anthropological foundation. Prospects for further research are linked to the empirical validation of the proposed typology and the development of concrete educational practices for each of the identified levels.

Keywords: teacher’s aesthetic culture, phenomenology of aesthetic feeling, intentionality, prospective teacher preparation, posthumanist pedagogy, artificial intelligence in education.


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DOI: https://doi.org/10.26886/2414-634X.3(72)2026.3

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