Today higher technical education (particularly in Ukraine) is facing a number of very complicated problems. One of them is the discrepancy of existing technical paradigm with contemporary reality. Undoubtedly the «professional» deformations of personality owing to purely technocratic mentality are characteristic primarily to modern higher technical education.
The modern paradigm of higher engineering education must include a new holistic view of a diverse world as well as harmonic interaction between science, culture and technical activity.
The problem may be resolved effectively only by the creation in modern multilayered structure of learning and mentality spaces, being general for all layers of knowledge.

The aesthetical basics are traditionally considered as the prerogative of art. At the same time there are a lot of significant works (for example, Wigner, 1971; Heisenberg, 1987; Hargittai & Hargittai, 1989; Darvas, 2007; Weyl, 1968; Poincaré, 1983, Kline, 1988, et al), where the principal role of aesthetical principles (primarily their heuristic role) in the evolution of natural sciences — physics, chemistry, biology, as well as mathematics is revealed.
However, enormous world-view and aesthetical content of physics and other natural sciences as part of the modern training system is virtually inaccessible for the students of higher technical schools, particularly in Ukraine.
The course of history of sciences has great potential, because it gives wide possibilities for revealing a close interdependence of epistemological and aesthetical aspects of natural sciences, primarily physics. It also enables us to share the peculiarities of individual perception of the Beauty of Nature by great scientists, whose studies were epoch-making in the development of science.

The general task of the developed course of the history of physics is to reveal the idea of Beauty in physics and to show the principal role of some aspects of Beauty, namely Harmony and Symmetry in the evolution of physics.
Air Max 2018 KPU