TO THE PROBLEM OF CRITICISM OF EURYTHMY AS A SCIENTIFICALLY UNFOUNDED METHOD IN PEDAGOGY

Abstract

The article is devoted to the analysis of criticism of eurythmy as a therapeutic and pedagogical method of psycho-emotional development of a personality. Exploring the scientific literature on this issue, the author comes to the conclusion about the insufficient development of the categorical-conceptual apparatus and eurythmy as a kind of pedagogical and therapeutic activity, as a component of Waldorf pedagogy. At the same time, relying on his pedagogical experience, as well as the results of official research, the author proves that the lack of scientific reliability in itself should not be considered as evidence of the complete inefficiency of the method.On the contrary, such insufficiency should be considered as an incentive for additional research that allows to «filter» the existing categorical-conceptual apparatus from «metaphysical concepts», to clarify the theoretical and methodological foundations of the process in order to more effectively adapt it to solving general and particular psychotherapeutic and pedagogical tasks of an individual.