Keywords
Abstract
This article presents a comparative analysis of the role and significance of artistic-pedagogical literature in the process of professional education within the context of Western and Eastern pedagogical traditions. The study explores two pedagogical approaches — the individualistic (Western) and collectivistic (Eastern) paradigms — and their potential in developing professional competencies through literary means. The results indicate that Western traditions prioritize personal development and critical thinking, whereas Eastern traditions emphasize moral values and the teacher–student relationship.
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