MUSICAL REGIONAL ETHNOGRAPHY IN THE SYSTEM OF SCIENTIFIC KNOWLEDGE: HISTORICAL AND PEDAGOGICAL ASPECT

Abstract

The article deals with the place of musical history in the system of scientific knowledge. The author states that in the progressive scientific process two tendencies, on the one hand, synthesis of the sciences and creation of generalizing theories, and on the other - differentiation of the sciences and the emergence of a narrow scientific specialization, clearly stand out. In both trends, the application of the methods of related and non-related sciences is important. After all, the science that emerges at the boundary of the two sciences first uses the methodology of both sciences, and then develops its own methodology.

The author argues that, along with traditional studies, the problematic nature of the orientation of modern science, social ordering of society have caused a wide deployment of interdisciplinary and complex research, carried out on the basis of methodological foundations of several sciences.

Thus, today musicology is characterized by the need for a comprehensive study of the musical and cultural heritage, using the assistance of various specialists – historians, ethnographers, sociologists, local historians, teachers, psychologists, musicians, local lore and others. Music history uses the methods and sources of pedagogy, psychology, musicology, local history, ethnography, ethno-pedagogy, ethno-psychology, etc. At the same time, the local history of music has formed their own methods, which first synthesize the features of the methods of "butt" sciences, and then – transform them, become specific for this area of scientific knowledge.

The findings emphasize that ethnography of local lore is connected with ethnography (folklore) and musical ethnography; local history of music with such parts of historical musicology as general history of music, history of music of particular countries and peoples, etc.; music-pedagogical studies in the component of musicology (with musical pedagogy and psychology) and psychological and pedagogical disciplines; ethno-pedagogy is associated with both folklore studies and music-pedagogical studies. All the components of musical history are closely interconnected, both with complex and with local history: historical, literary, geographical and other.