The dissertation conducts a philosophical-anthropological analysis of art, viewed as evidence of social circumstances and as an instrument of cultural diagnostics. The discipline that centers its studies on the philosophical interpretation of the phenomenon of art is anthropologically oriented aesthetics – the «philosophy of art». The anthropological approach to aesthetics interprets art as a practice of cultivating the human within humanity, as the human is unstable and unnatural, culture plays a fundamental role in shaping the spiritual world of both individuals and humanity as a whole.
Attention is given to interpreting the concepts of mimesis and catharsis, developed in ancient times by Aristotle , within the context of art's anthropological role. Mimesis emerges not as passive reflection but as active creative action through which individuals master different dimensions of reality and expand their own experience of being. Catharsis is interpreted ontologically as liberation from lower passions and needs. Its aesthetic function was later emphasized by Aristotle : art, particularly tragedy, purifies the soul through empathy and compassion.
The above-mentioned problematics of human existence also emerges through the opposition of objectivism and subjectivism. Objectivism views humanity within the context of natural-cosmic processes, termed ontologism, where mimetic practices are reduced to imitating natural forms, and the role of art is confined to copying reality. Subjectivism, which considers humanity as the foundational reality for explaining existence, turns to anthropologism, which contains reductive tendencies.
Humans are natural beings belonging to the world of nature, but through their creative-transformative activity, they master and alter their nature. The interaction between humanity and nature occurs through a specific form of activity: by transforming and humanizing nature, individuals are created by it. This mutual influence, which is a paradox, forms the essence of the concept of culture. Culture is a dialogical mode of being that constitutes humanity, as engagement with cultural objects creates a space for personal transformation.
Art is an anthropological practice, an «inorganic body of humanity», which frees individuals from natural limitations and promotes their emancipation within an existential-anthropological dimension. The study critically examines humanistic Marxism and its reinterpretation by representatives of the Frankfurt School, who view art in the context of existential emancipation. The concept of the culture industry is analyzed as evidence of incorporating phenomena of spiritual culture into the sphere of market relations, which reconfigures art into an entertaining-utilitarian dimension. Alienation, arising in response to the spread of mass culture, extends beyond the personal dimension of the human soul. Art opposes the active aggressive influence of mass culture on consciousness, fosters the development of sense perception and critical thinking.
In the contemporary world, the anthropological role of art is prominently highlighted in cinematography. The philosophy of art evolves within the philosophy of cinematography as a unique art form offering new possibilities for philosophical inquiry. Cinema can interpret philosophical concepts in visual form, making them understandable to broader audiences.
The practical significance of the research is revealed through the analysis of the educational situation, where education is viewed as Bildung – the process of cultivating humanity within individuals and the holistic development of personality. By examining the teaching of the history and theory of world cinematography, the study demonstrates the potential of integrating artistic practices into the educational process to comprehend the human condition in the world. Education fulfills two interconnected functions: preparation for professional life and personal development.
Philosophy plays a crucial role in education, adding depth and meaning. It fosters critical thinking, abstract reasoning, and analysis, encourages the search for answers to fundamental questions of existence. The philosophy of education should focus on exploring the inner world of a person.
Modern education often overemphasizes innovation and quick results, neglecting the importance of traditions and heritage. To deal with this issue effectively, traditional and innovative teaching methods must be combined, with greater emphasis on humanities such as philosophy and art. Integrating artistic practices, particularly cinema, into education is essential, as it serves as a powerful tool for developing empathy, critical thinking, and understanding of other cultures.
Keywords: art; humanity; philosophy of art; methodology; mimesis; catharsis; personality; identity; anthropological ideas; communication; personal identity; visual thinking; education; culture; creativity.
