DIALOGUE STRATEGIES IN TRANSFORMATIONS OF CHINESE MUSIC EDUCATION AT THE TURN OF THE XX–XXI CENTURIES

Abstract

The content of the article presents an examination of historical parallels in the precedent of institutional innovations in Chinese music education at the turn of the XIX–XX and XX–XXI centuries, where a special role belongs to the dialogic interaction of the conflicting components of the dichotomies “traditional/modern” and “national/foreign”. The original reincarnation of the ideas of the “theory of revolutionary education” predetermined the strengthening of the “traditional” and “national” in the social sphere of the People’s Republic of China and the active transformation of its music education system. It is the functionality of dialogue as a strategy for institutional innovations in music education that determines the effectiveness of such transformations in conditions of modern reality, the rapidity of social changes of which is largely due to the development of information and digital technologies.