Introduction. The relevance of the study is determined by the need to modernise supplementary art education through the creation of flexible pedagogical models that respond to contemporary challenges. The solution to this problem lies in the development of modern pedagogical models (PM) capable of replacing traditional linear hierarchical structures with flexible and dynamic ones.
The aim of the study is to develop a concept of a pedagogical model for organising open-type supplementary education in the sphere of artistic creativity, based on the theory of spiral dynamics.
Materials and methods. The research materials included international legal acts in the sphere of education, the Russian regulatory framework governing the organisation of supplementary art education, research on pedagogy and art education, as well as theoretical works in the field of psychophysiology and spiral dynamics theory.
The methodological basis of the study is represented by an interdisciplinary approach integrating philosophical comparativism and cultural-historical psychology. The work involves the methods of theoretical and comparative analysis of art education practices, as well as the method of pedagogical modelling.
Results. The theoretical result of the study lies in the justification of the concept of a humanistic PM, which overcomes the hierarchical nature of the approach. The model, which integrates the theory of spiral dynamics and the physiology of activity, enables a shift in focus from skill formation to the development of artistic vision. The proposed concept of a humanistic and equal PM in supplementary education assumes that it is possible to “start” from any level of awareness and any level of interpretation of the essential foundations of art forms, namely colour, line and space, which involves their expressive potential as well. The adduced examples of works of art by artists from different civilisations, times, as well as people with different levels of awareness and skills, testify to their artistic organicity.
Conclusion. The formation of artistic vision is a complex problem that requires the integration of various approaches based on modern pedagogical models of holistic personality development.
Keywords: C. Graves’ theory of spiral dynamics, N.A. Bernstein’s theory of the physiology of movements and activity, desired future image, art education, pedagogical model, supplementary education
For Citation: Blinova, E. K., & Gildina, T. A. (2026). Spiral dynamics as a basis for an open-type pedagogical model in supplementary art education. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (3), 333–347. https://doi.org/10.32744/pse.2026.3.21
Authors:
Elena K. Blinova [Corresponding author] (Russian Federation, St. Petersburg) — Professor, Dr. Sci. (Art History), Professor at the Department of Art History and Pedagogy of Art, Institute of Art Education. The Herzen State Pedagogical University of Russia. Email: elena-blinova@yandex.ru
Tatyana A. Gildina (Russian Federation, St. Petersburg) — Associate Professor, Cand. Sci. (Art History), Associate Professor of the Department of Art History and Pedagogy of Art, Institute of Art Education. The Herzen State Pedagogical University of Russia. E–mail: felmantanya@gmail.com
© Elena K. Blinova, Tatyana A. Gildina, 2026
The author’s declared no conflicts of interest
Received: 18 December 2025 | Approved: 27 March 2026 | Published: 30 June 2026
This is an open access article distributed under a Creative Commons Attribution-ShareAlike International License (CC-BY-SA 4.0)
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