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The article structurally describes the methodology for studying the problem of the evolution of the creative potential of the individual in the 20th – early 21st centuries, which is built on the following levels: 1) general philosophical, ensuring the study of the evolution of the creative potential of the individual in the 20th – early 21st centuries in the space of dialectical laws and regularities; 2) general-scientific – analysis of the researched problem is provided by systemic, chronological, anthropological, axiological approaches upon which our research is based; 3) specifically scientific, which involves the study of the evolution of the creative potential of an individual in the 20th – early 21st centuries taking into account comparative, historical-genetic and personified approaches, which contribute to the reproduction of an objective picture of scientific and pedagogical knowledge about the past, provide an opportunity to penetrate into the essence of pedagogical phenomena and their various aspects. The research is based on general philosophical knowledge about the dialectic of the process of cognition, about being, nature, mankind, the world of everyday life; interdependence of pedagogical, socio-economic, cultural phenomena and processes and the necessity to study them in connection with specific historical conditions of social life; about the unity of the historical and logical, about the objective and historical approach to the analysis of the processes of the genesis of the creative potential of the individual in the 20th and early 21st centuries. The main place is occupied by the ideas of objective positivism, the main purpose of which is to understand the facts of the historical-pedagogical process as a set of theoretical and practical experience. All of these approaches are used comprehensively, since none of them is universal for the successful implementation of this goal. They are based on such general scientific principles as historicism, unity of the historical and logical, objectivity, comprehensiveness and integrity of the study of historical-pedagogical processes and phenomena. The principles used became the basis for defining a complex of complementary methods of researching the problem: general scientific: methods of theoretical analysis and synthesis – to organize the set of terms and concepts of musical culture, to form conclusions and generalizations; induction, deduction, generalization, retrospection, comparison – for the purpose of studying and analyzing normative-legal documents, archival and little-known sources. According to the historical and pedagogical methodology, such methods as narrative, the method of scientific classification, historical and structural (system-structural) method, historical and comparative (historical-comparative) method were used during the research.
Shabala et al. (Fri,) studied this question.