The essence of the concept of “aesthetic education”

The article presents a comprehensive theoretical and pedagogical analysis of the concept of “aesthetic education” in the context of contemporary educational needs and the value-spiritual development of the individual. The relevance of the study is determined by current social challenges, which intensify the need for fostering spirituality, morality, sensitivity, and the ability to perceive and create beauty. Based on the generalization of historical and philosophical traditions, the pedagogical legacy of Ukrainian scholars (K. Ushynskyi, V. Sukhomlynskyi, I. Ziaziun), and modern scientific approaches, the article examines various interpretations of aesthetic education as a multidimensional and integrative process. The significance of aesthetic education for the harmonious development of the individual is revealed, emphasizing its connection with moral, civic, intellectual, and creative growth. The article outlines that aesthetic education encompasses emotional-sensory, cognitive, evaluative-axiological, creative-activity, motivational, perceptual, behavioral, and practice-oriented components that shape the ability to perceive, experience, evaluate, and create beauty in art, nature, culture, and everyday life. Particular attention is given to the role of art as a key means of developing aesthetic feelings, taste, imagination, and creative thinking. The article highlights contemporary Ukrainian and international research on the topic, including philosophical-aesthetic, cultural, pedagogical, art-studies, and ecological perspectives. The importance of aesthetic culture, sensitivity, and the cultural-creative potential of aesthetic education is emphasized, especially in the context of globalization, technological transformations, and sociocultural changes. Based on the conducted analysis, the author proposes a generalized definition of aesthetic education as a purposeful and systemic process of forming aesthetic consciousness, taste, values, and creative abilities aimed at the spiritual-moral, emotional-sensory, and cultural development of the individual and at fostering their capacity for harmonious interaction with the world. The results of the study can be used in further theoretical research, in refining the content of aesthetic and artistic education, and in the educational practice of institutions of general secondary and higher pedagogical education.