This article examines the relationship between three different approaches to art: aesthetic, sociological and historical. The aim is to confirm the interdisciplinary connection between art education, on the one hand, and the status and role of discourse in contemporary art, cultural policy, educational reforms and institutional transformations that affect creative activity. The contemporary merger of art and theoretical discourse can be viewed from two interrelated perspectives. On the one hand, the “educational turn” in contemporary art shows a special interest in the production and dissemination of knowledge, which is marked by a focus on the educational aspects of artistic activity and its potential for mediation and intercultural communication. Using the method of literary analysis and processing of such databases as SCOPUS, Google scholar and Research Gate, the paper analyses the growing importance of the practice and spread of interdisciplinarity in contemporary art, its disadvantages and advantages. The results of the presented research indicate that in the contemporary context, the concept of “artistic research” is becoming the subject of increasingly complex discussions. Its use is becoming official and gaining scientific status, which makes it even more problematic. The relationship between the “educational turn” and “artistic research” can be seen in the context of the political economy of knowledge, as it determines the cognitive value of contemporary art. The conclusion is that the educational turn in art opens up new opportunities and challenges for artists in terms of combining professional activity and the creative process. Although there are problems of disproportionality between teaching and creativity, the analysis shows that openness to interdisciplinary discourse can contribute to the development of shared knowledge and communication between artists and the academic community.
SYDOR et al. (Sat,) studied this question.