At the crossroads of art, pedagogy, and history: the paradigm shift in art and pedagogical education in Ukraine in the 20th century

Abstract

This article aims to analyze the paradigm shift in Ukrainian art and pedagogical education within the framework of cultural, historical, and ideological transformations of the 20th and early 21st centuries. It examines the interaction between art, pedagogy, and national identity in shaping the conceptual foundations of Ukrainian professional art education.

Methods: The research applies a historical-cultural and comparative methodology, combining structural and systemic analysis of artistic-pedagogical models with the study of socio-political influences on educational strategies.

Results: The study identifies the principal historical stages in the development of a national model of Ukrainian art education, with particular focus on the pedagogical contributions and cultural legacy of key artist-educators, including M. Boychuk, O. Bohomazov, I. Padalka, brothers Krychevsky, A. Petrytskyi.

It is emphasized that the new Ukrainian style, proposed by these educators, was intended to be national in spirit and to deeply permeate everyday life across all levels of society. Through their distinct teaching methodologies and aesthetic philosophies, they introduced a new concept of artistic development, a reinterpretation of form, and thereby laid the theoretical foundations for a national school of art.

The article further explores the evolution of art education from avant-garde experimentation in the 1920s to the era of ideological conformity during the Soviet period, and later to the emergence of humanistic, culturological, and interdisciplinary approaches in the post-Soviet era. In the 21st century, the shift towards dialogical learning models, cultural pluralism, and value-based education has transformed the educational paradigm. The integration of national consciousness and spiritual values, rooted in Ukrainian philosophical traditions—particularly the "philosophy of the heart" developed by Hryhorii Skovoroda and Pamfil Yurkevych—is presented as a key foundation of contemporary Ukrainian art-pedagogical education.

Conclusions: The study positions Ukrainian art and pedagogical education not merely as a system of professional training, but as a cultural phenomenon that contributes to the formation of national identity and the preservation and renewal of cultural memory. This role becomes especially significant in the current context of geopolitical upheaval and cultural resistance.