Мова, музика, освіта як складники національної культури

Abstract

(uk) У статті досліджено взаємозв’язок мови, музики, освіти як складників національної культури. Здійснено порівняльний аналіз картини світу, створеної засобами мови й музики, визначено роль мови, музики й освіти у формуванні національної культури. Доведено, що ціннісна семантика категорії «національна культура» полягає не тільки в можливості узагальнити рівні ієрархії музики, але й в урахуванні позамузичної специфіки: мови, освіти й науки як культурних феноменів окремого народу.

(ru) В статье исследована взаимосвязь речи, музыки, образования как составляющих национальной культуры. Осуществлен сравнительный анализ картины мира, созданной средствами языка и музыки, определена роль языка, музыки и образования в формировании национальной культуры. Доказано, что ценностная семантика категории «национальная культура» заключается не только в возможности обобщить уровни иерархии музыки, но и в учете внемузыкальной специфики языка, образования и науки как культурных феноменов отдельного народа.

(en) The article investigates the correlation of the language, music, education as components of national culture. There is a comparative analysis of the worldview, created by means of music and language designation of language, music, education in forming of national culture. Every new epoch gives its own volume and content of culture on the background of great historical time. All the changes take place during epochal socio-cultural moves, giving the birth to new quality of public conscience and practice of new type of culture and scientific thinking. The investigation of socio-cultural changes depends on the ability of system of education to reformate itself. Language is a mean, with the help of which a person faces the world and culture, but also language is a mean of culture as well: it forms a person, defines its behaviour, lifestyle, world-view, mentality, national character and ideology. As for music, this notion should be discussed through lingual worldview, including two interdependent but at the same time different ideas: 1.) the worldview suggested by language and music differs from the scientific ones (by means of the usage of the technical term «naïve worldview»); 2.) Every language depicts its own picture as conceptual reflection of reality by means of culturenims in different way if to compare with other languages. Music depicts the worldview by means of sensual images. It is proved that material and spiritual culture is the main source of culture-stipulated notions. Even though the world is the same for people, the worldview is individual for every nation. It recreates the view of world with maximum clearness for that or other folk, but doesn’t disfigure it, and on the contrary it gives it their own conscience and it urges to the forming of language divergence or realities. The worthily semantics of the category «national culture» is based not only in the possibility to generalize equal hierarchy of music, but also in consideration of above musical specific: language, education and science as cultural phenomenon of separate folk