AESTHETIC CULTURE OF THE FUTURE TEACHER IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

In the modern information society, the rapid development of generative artificial intelligence (AI) technologies provokes a fundamental crisis of classical humanistic ideals and traditional understanding of artistic creativity. Algorithmic generation of aesthetic objects blurs the boundaries of authorship, transforms the authentic «aura» of a work of art and creates risks of depersonalization of spiritual space. In this context, the aesthetic culture of the future teacher acquires the status of a key mechanism for preserving human subjectivity. The system of higher pedagogical education is faced with an urgent need to modernize its approaches in order to teach future specialists ethical and critical interaction with the latest technologies without losing the existential depth of art. The purpose of the article is to provide a socio-philosophical and phenomenological understanding of the theoretical and methodological principles of the development of the aesthetic culture of future teachers in the context of the expansion of artificial intelligence and postmodern civilizational transformations. The study is based on a phenomenological approach to the analysis of the life world, a critical theory of modernity and the philosophy of technology. Methods of conceptual synthesis of domestic and foreign pedagogical experience in the field of general art education are applied. The impact of AI technologies on the architectonics of the modern educational space (the concept of «AI-driven classroom») is analyzed. It is proven that excessive algorithmization of the educational process carries the threat of emotional deafness and atrophy of critical thinking of higher education students. The transition from the classical “aura” of art to the algorithmic “semi-aura” is conceptualized, which requires updating the criteria for aesthetic evaluation. Ambivalence in the perception of generative AI by young students is revealed (from its perception as a tool for digital cocreation to a feeling of an existential crisis of professional identity). The need to integrate innovative technologies for the development of an artistic and aesthetic worldview directly into the process of studying professional disciplines is substantiated. It is established that aesthetic culture acts as a reliable safeguard against the dehumanization of education in the digital age. The task of a modern university is to create a safe space for creative reflection, where technologies function exclusively as a tool in the hands of a spiritually mature artistteacher. Maintaining a balance between machine efficiency and authentic human experience is the key to the harmonious development of the future intellectual elite.