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The article highlights the urgency of the problem of forming the emotional intelligence of junior school children in the context of global trends in education in the XXI century concerning paradigmatic changes in the goals and objectives of education, shifting the focus of priority from the field of subject knowledge to socialization and personal development of students, successful self-realization in society. The emphasis is placed on the fact that the current trend of world educational practice is the evidence of overcoming the technological educational paradigm and strengthening the principles of humanistic-oriented education, recognized as a priority vector for the development of national educational policy of Ukraine. It is emphasized that the state normative documents on the reform of the Ukrainian school use the concept of “emotional intelligence” in the sense of personal, socio-emotional skills required for successful entry, adaptation and self-realization in the society. The essence and key idea of the theory of emotional intelligence are revealed, the scientific preconditions of its creation are specified. It is emphasized that the establishment of humanistic-oriented education aimed at personal development of students, in particular, formation of emotional intelligence of junior school children, requires the search for new approaches to the methodological support of this process. In particular, the unique potential of musical art as a methodological tool for the formation of emotional intelligence of junior school children in the educational process is revealed by its unique nature, functional significance and strength of influence. The main shortcomings in teaching of music in a modern school are outlined. Methodical advice on the use of the potential of musical art in the formation of emotional intelligence of junior school children is formulated.

Relevance of the study. The article shows the results of the analysis of normative documents of secondary schools and higher education institutions for the purpose of their consistency with the conceptual tasks of the New Ukrainian School. Literature review. The article focuses on the concept “emotional intelligence” being the key one in a new innovative type of learning – social and emotional learning (SEL) – which developed countries initiate and actively introduce to the national education systems worldwide. The development of emotional intelligence among students as joint cross-cutting skills belongs to one of the goals set by the New Ukrainian School Concept, and it serves to respectively guide the professional training of a future teacher and to raise his/her readiness to ensure the actual application of the up-to-date ideas of the state educational policy at a secondary school. Purpose: to analyze normative documents of general and higher education institutions that train specialists under the “Secondary education (Music)” program (program code 014) to assess the documents’ consistency with the conceptual tasks of the New Ukrainian School. Research methods. The methodology and methods of scientific research used a set of theoretical methods: study of scientific literature, analysis of the terminological apparatus and of the legal framework of general secondary and higher music and teacher education, citation. The comparative analysis revealed insufficient consistency and some contradiction between the conceptual tasks of the modern Ukrainian school and the content of educational and professional training programs for future teachers of music. Results. The analysis of the State Standard of Primary Education, a typical educational program, has helped define the notion of emotional intelligence as a joint skill for all the competences which pupils have to master according to the normative documents. Analysis of Ukraine’s Law “On Higher Education”, and of the educational and professional training under the “Secondary education (Music)” program (code 014) related to the “Education/Pedagogy” field (code 01), as of the normative documents that regulate the educational process of higher educational institutions, has shown that actual training of the specialists in this field only partially touches upon the targeted and systematic formation of emotional intelligence as a personally and professionally important skill of a teacher, as evidenced by the list of specific competencies. Conclusions. The study concludes that the existing contradiction between the need to introduce reforms into the educational process of the modern Ukrainian school and the lack of the appropriate normative framework that would allow the future teachers of music to undergo the respective training necessitates an urgent need to adjust the content of the current educational and training programs for the specialists in the mentioned field.

The article shows the results of a pedagogical experiment on the formation of emotional intelligence of future teachers of music. The author’s definition of the concept of “emotional intelligence of a music teacher” is given. The essence of the concept of formation of emotional intelligence as a personal and professional quality of a future music teacher is revealed, which consists in understanding this process as one that is carried out in the conditions of multilevel professional education and is provided by a specially organized system of professional training aimed at simultaneous introduction into the educational process of the developed content and selected forms and methods in accordance with sound theoretical-and-methodological and organizational-and-methodological principles of the study. The pedagogical experiment was conducted for five years (2016–2020) and consisted of ascertaining and formative stages. At the main stage of the formative experiment, organisational and methodological principles were introduced as a basis for formation of emotional intelligence of future music teachers by means of content, forms and methods of professional training, enriched with emotional and intellectual component. Quantitative and qualitative analysis of the results of the pedagogical experiment, determining the dynamics of changes in the formation of components of emotional intelligence of future music teachers according to certain criteria, was carried out during the analytical and productive stage of the formative experiment. To measure the formation of emotional intelligence of future teachers of music as a holistic phenomenon, and to form each of the structural components, the selection and modification of special diagnostic methods were made. Based on the results of the pedagogical experiment, the conclusion was made about the effectiveness of the developed organizational and methodological foundations for the formation of emotional intelligence of future music teachers in the process of professional training, which is confirmed by statistical processing using Fisher’s and Pearson’s criteria.

The article grounds the conceptual bases of formation of emotional intelligence of a teacher of musical art in the process of professional training. The emotional intelligence of a teacher of music is regarded as an integral, individual-personal and professionally significant quality, acting as a system-forming factor of professional activity. It is emphasized that the process of formation of this integral quality should be carried out in accordance with modern methodological guidelines, defined, in particular, by provisions of the Concept of development of pedagogical education and taking into account the complex influence of external (integration) and internal (innovative) tendencies of development of the higher education system. This article shows tendencies of development of art professional education and its component – music-pedagogical education, awareness of which contributes to the entry of this field of higher education into the world cultural and educational space. The innovative context of the artistic educational space is considered as a reserve for improving the professional training of future teachers of music, in particular, the formation of their emotional intelligence. It is concluded that the dynamic and unstable development of modern society requires from the teacher not only a high level of education, competence, innovation, but also possession of socially oriented skills, in particular, emotional intelligence, which will provide him with rapid adaptation to society, demand, success in professional activity. The substantiation of the basic provisions of the author’s Concept outlines the purpose, tasks, guiding principles and organizational and methodological conditions that highlight the innovative approach to the selection of content, methods, forms and means of formation of the emotional intelligence of future teachers of music in the process of professional training.

The problem of the unity of the rational and the sensorial, of the cognitive and affective processes in the human psyche has deep roots in prehistoric times, when the civilization originated in the form of the primitive society. That period is considered to be the basis, on which the historically original form of cognizance of the world was formed, i. e. the mythological and pagan worldview of the primitive people. In various forms of collective creativity, the syncretism of their thinking manifested itself that, in turn, testified to the undivided nature of their attitude to the surrounding world in its unity of intellectual, sensorial and volitional manifestations. With the advent of the naively spontaneous philosophical outlook characteristic of the philosophy of nature, the notion of «logos» appeared in the sense of the general law of being, the very foundation of the Universe and the human existence. Ancient Greek thinkers began the centuries-old Occidental tradition of exalting the reason over sensations. In medieval times, philosophical thinking depended on religion and, therefore, in the initial period of its development, the so-called patristic, the leading principle was the recognition of the primacy of faith over reason. At the same time, opposing views were also expressed about the identity of the above notions and their harmonious coexistence. During the era of the Renaissance, the role of the reason and logic was also exalted in contrast to the sensoria. The philosophy of the modern era led to the emergence of the two opposing schools of philosophical knowledge, i. e. empiricism and rationalism, whose representatives, respectively, showed the primacy of either sensory experience or reason in the process of cognition. In that period, the «logic of the heart» emerged that purported to be above both the sensoria and the reason. The heart was seen as a kind of an instrument of the faith endowed with the logic of its own. That period’s sensualist school of philosophy recognized sensations, sensual experience as the only source of knowledge. During the Enlightenment, the power of the human mind was asserting itself as the supreme ideal of the era, although some philosophical views did continue to espouse the «idea of the heart». In the self-same period, a tendency was observed to combine the advantages of rationalism and empiricism, the belief in the cognitive abilities of both the human mind and the human sensorial experience. In the German classical philosophy, with its dominant tendency towards the absolutization of the reason, there was also a parallel development of the tendencies towards the recognition of the priority of human sensations and the harmonization of the reason and sensoria. The whole set of epistemological problems of the modern philosophy is characterized by pluralism, the desire to synthesize the most fruitful ideas, theories, concepts, also including the idea of combining the opposite sides of the cognitive process, i. e. the rational and the sensorial.

The subject of special attention of scientists in the last more than two decades is the problem of emotional intelligence – a new psychological phenomenon, which in recent years has been identified by American psychologists as a problem of personality psychology. The practical interest in the problem, according to scientists, far outstrips the level of its theoretical development. The public demand for emotional intelligence came from the business sector, where it was found that academic knowledge in its pure form, intelligence does not always provide with the expected result. Public opinion is increasingly coming to the conclusion that in the development of the individual as an individual and groups of like-minded people, in solving the problems of emotional burnout, conflicts of any level, priority belongs not to reason, but emotions. From the way in which accurately and skillfully a person can recognize their emotions and reasonably manage them, its vital success depends to a large extent. The spectrum of interest in emotional intelligence is broad enough and encompasses academic science, management and business, applied psychology. The first studies of emotional intelligence as a psychological phenomenon, a theoretical understanding of its essence and essential features, the formation of scientific concepts on this basis belong to American scientists. The analysis of literature testifies to the lack of unambiguous scientific understanding of the phenomenon of emotional intelligence. American scientists have proposed three basic theories of emotional intelligence, which differ between developed model structures and corresponding methods of their measurement: the model of cognitive abilities; mixed model combining cognitive abilities and personality traits; a mixed model that combines non-cognitive abilities and is personal quality. Actuality, little research and discussion of the problem of emotional intelligence are increasingly attracted by the attention of domestic scientists.

The article analyzes the evolution of the idea of human mind and feelings correlation in the history of Ukrainian philosophical thought from pre-Christian times till modern times. It is proved that this idea has a long tradition in the history of Ukrainian culture and its components – religion, philosophy, science, art. In historical sequence, the views of the great Ukrainian thinkers of different historical epochs on the problem of mind and feelings correlation in the integral human nature, their role in the cognition of the world are set forth. According to the researchers, from ancient pre-Christian times, the ancestor Ukrainians were interested in the vital issues of their own being, which they associated primarily with the notions of spirit and soul, which for Ukrainians were always «sacred» and identified with the heart as the centre of the spiritual life of a person occupying the world of his feelings, experiences, thoughts and faith. The image of the heart is central in the ancient monuments of oral folk art, which points to their cordocentric problematics, which is manifested in emotionality, sincerity, benevolence, mercy, and the like. The ideological concept for Ukrainians, from the times of KievanRus to our days, is cordocentrism, which represents the Ukrainian spiritual tradition and fulfils the function of a mental dominant. In KievanRus with the birth of philosophical thought (I.Kyivskyi, V. Monomakh, F. Pecherskyi), within the Christian faith there is a tendency that a special role in the cognition of the Divine essence was given to the heart. In Holy Scripture (the Bible), there are 851 references to the heart as one of the central images in the Old Testament texts.The concept of the heart, which takes its origins in the religious worldview of Ukrainian-Rus people from the times of KievanRus, gradually transformed into a «philosophy of the heart», becoming its distinctive feature that expressed the originality and uniqueness of the Ukrainian cultural tradition and its spiritual history. «Philosophy of the heart» as a doctrine in its ontological, theoretical and moral and ethical aspects is most fully expounded in the heritage of the outstanding Ukrainian thinkers G. Skovoroda, P. Yurkevych, T. Shevchenko, N. Gogol. A modern philosophy of human-centrism has been created on the basis of the philosophy of cordocentrism as a strategic direction of the humanization of society, in which one of the central places is child-centric education - the leading direction of the national education reform in Ukraine.

The article deals with the historically conditioned philosophical aspect of the formation and the development of the concept of «emotional intelligence» from the pre-Christian times to the Antiquity. This concept, as a complex of mental properties of an individual, was first formulated and introduced into the psychological theory by the US scholars P. Salovey and J. Mayer in 1990. However, the origins of ideas on the problem of the unity of the emotional and the rational can be found in religious and philosophical teachings. The Bible contains examples that testify to the role of intelligence in emotional self-regulation of a human being and confirm the existential, «emotional wisdom of mankind». Our research has proven that the idea of the relationship between emotions and the reason as the essential manifestations of an individual is recurrent at all stages of the history of mankind, its roots date back to the time of the primitive society. In various periods of history, that problem was interpreted differently depending on cultural-historical, religious and philosophical traditions, world outlook views regarding the role of human emotions and human reason in the cognizance of the surrounding world, the nature of their interconnection, and attributing parity or priority features to them. The mythical and pagan views of primitive people, their animistic beliefs testified to the undivided nature of their thinking, and were embodied in various visual-sensory forms of collective creativity that combined intellectual, emotional and volitional attitude to the world. As the human civilization developed and the social relationships changed, also changed mythological and philosophical views of primitive people that were opposed by the naive-spontaneous philosophical world outlook of ancient thinkers. The image and the symbol of the primitive society were supplanted by the Logos, i. e. the reason, by means of which the naive-spontaneous philosophy tried to solve world outlook problems. Still, the representatives of the Pythagorean philosophical school can claim the credit for using, for the first time, emotions as the basis for the comprehension of aesthetic phenomena. During that period, for the first time within the ancient Greek philosophy, aesthetic knowledge was formed, to which the notion of «sensuality» was central. The classical period of the ancient Greek philosophy testifies to the priority of the «rationalized world outlook» of the ancient philosophers, who approached the solution of the world outlook issues from the standpoint of reason.