The concept of nonlinearity in contemporary music and pedagogical discourse
The article is devoted to the problem of studying the peculiarities of nonlinear thinking, its manifestations in musical and pedagogical activity. The article presents the way of development of the concept of «nonlinear thinking» in the scientific literature, the analysis of historical preconditions of its origin and registration in the context of post-classical methodology. As a result of theoretical analysis of the works of modern philosophers, teachers, musicologists, the concept of nonlinear thinking of the individual in the field of music is substantiated. If we consider creativity, including music, as a process of evolutionary self-organization of the individual, we can find a successful application of the ideas of synergetics and nonlinear thinking in music pedagogy. In the process of professional training of musicians-teachers and concert performers in institutions of higher art education, the disproportion and ambiguity of the development of nonlinear thinking of the individual is especially noticeable. The practice of higher art education institutions shows that there are contradictions between the development of pedagogical innovations with a focus on changes in educational technologies and the lack of research related to the transformation of professional self-awareness of future professionals, the specifics of their thinking. Musical and creative activity has a harmonizing effect on the psychophysical and social processes of the individual, provides ample opportunities for pedagogical creativity. Correct and timely managerial influences on the part of the teacher allow to choose the optimal ways of self-development of the student's personality. According to the principle of resonant excitation, a small but accurately calculated energy injection at the required space-time point is enough for this. In the process of pedagogical regulation of the educational process should take into account their own trends in the development of the student's personality, strive to strengthen his abilities to work independently and to cooperate with the teacher. The presence of feedback, ie the active influence of the results of the student's activities on his personality is a necessary condition for the intensification of the educational process.