Abstract:

In the article the philosophical and pedagogical contexts of the phenomenon of multicultural education are reasonable in artistic проєкції, illumination of her main markers, that is correlated with such concepts as «cultural values», «cultural identity», «cultural consciousness», «national culture». It is marked that modern in a civilized manner-civilization development in the conditions of globalization results in omnifying of cultural values. Universals of culture are the ontological and existential constants of human existence, fundamental categories of the world picture, create that «focus» round that and the standards of every culture are crystallizable in that.

Principle of multiculturalness envisages the construction of higher education on principles of cultural pluralism, where a cultural variety appears not only as a variety of ethnic cultures, it is a variety of cultural traditions, vital styles, valued orientations. The multiculturalness appears not only as certain strategy of educational space, him metaprincsple but also original property of consciousness of teacher that sends to application of polyparadigmatic approach in the created educational models. In this context a man becomes crossing of many cultures, and that is why it is necessary to talk about a presence for the individual of a few identities, id est man of multi- or polyidentical.

Understanding of artistic education becomes firmly established as to the process and means of deepening of cultural identity of personality of future teacher-musician. A cultural identity envisages the comprehension of the in a civilized manner-valued dominants of society; self-identifying of itself with cultural standards exactly of this society. A cultural identity equates with cultural consciousness that is characterized synthetic and appears as self-knowledge, self-relation, selfdetermination, self-appraisal.

Multicultural education does not contradict cross-country race to cultural literacy, vice versa she can be interpreted as a constituent of global education that provides multidimensionalness of approaches and cultural pluralism.

The distinguished structural components of multicultural artistic education are in the form of interconnected blocks, that line up on the basis of such levels of values as ethnocultural, national and common (planetary) to all mankind.

Keywords: multiculturalness, cultural values, cultural identity, cultural pluralism, higher artistic education, global education.

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