Philosophy of Music Education Review最新文献_第6页

Emphasis and Suggestion versus Musical Taxidermy: Neoliberal Contradictions, Music Education, and the Knowledge Economy 强调与建议：新自由主义矛盾、音乐教育与知识经济

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Philosophy of Music Education Review Pub Date : 2020-04-21 DOI: 10.2979/philmusieducrevi.28.1.06

J. P. Louth

{"title":"Emphasis and Suggestion versus Musical Taxidermy: Neoliberal Contradictions, Music Education, and the Knowledge Economy","authors":"J. P. Louth","doi":"10.2979/philmusieducrevi.28.1.06","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.28.1.06","url":null,"abstract":"Abstract:For decades, education has been inundated with neoliberal policies described as enabling its structures to adjust to a global knowledge economy. Located at the intersection of such \"reform\" language and classical liberal economic theory is a troubling paradox–the idea that knowledge should be centrally concentrated in order to \"liberalize\" education along free market lines. This essay considers implications of centralized knowledge for music education in light of this contradiction and the rhetoric that obscures it. To raise awareness of this paradox, I briefly summarize some of the literature on neoliberalism and state intervention before examining the ideas of an individual skeptical of central knowledge planning despite his pivotal role in the birth of modern educational \"reform\": Peter Drucker. The ideological collapsing of Drucker's nuanced views by neoliberal interests stands in stark contrast with what could be a less instrumental argument for the development of problem-solving skills for lifelong benefit. Finally, I ask whether we reinforce this contradiction if we champion music's curricular legitimacy and relevance, yet fail to teach students to think musically for themselves as evidenced by prescriptive instructional methods or participation in standardizing musical knowledge through failure to resist the totalizing ideology of the audit culture.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"28 1","pages":"107 - 88"},"PeriodicalIF":1.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46441532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

We are All Haunted: Cultural Understanding and the Paradox of Trauma 我们都闹鬼了：文化理解与创伤的悖论

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Philosophy of Music Education Review Pub Date : 2020-04-21 DOI: 10.2979/philmusieducrevi.28.1.02

Deborah Bradley

{"title":"We are All Haunted: Cultural Understanding and the Paradox of Trauma","authors":"Deborah Bradley","doi":"10.2979/philmusieducrevi.28.1.02","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.28.1.02","url":null,"abstract":"Abstract:In this paper, I explore the question: What would it mean for history to be understood as the history of trauma? First implied by Sigmund Freud (2003/1920) in \"Beyond the Pleasure Principle,\" and later taken up the Cathy Caruth (1991, 1993, 1996), the question has broad implications for music education. The nature of trauma as an enigma, as something experienced but not fully grasped in consciousness that returns to \"haunt\" its survivors through repetitive phenomena such as flashbacks, nightmares, and unexplainable reactions to sights, sounds, smells, and other stimuli, has been documented to affect not only individuals who have experienced violent events but entire cultures that have experienced trauma such as war, natural disaster, genocide, colonialism, racism, and other forms of trauma that are passed down through generations. Trauma as an enigma raises a variety of paradoxes emerging from its relationship to history and to pedagogy, including the relationship of trauma to cultural understanding. My exploration is guided by the question: If history may be understood as the history of trauma, how does the nature of trauma as incomprehensible complicate our concerns for cultural or cross-cultural understanding in music education?","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"28 1","pages":"23 - 4"},"PeriodicalIF":1.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42696793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Challenge of History 历史的挑战

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Philosophy of Music Education Review Pub Date : 2020-04-07 DOI: 10.2307/j.ctvp2n4cv

B. Rainbow

引用次数: 4

Paul Woodford, Music Education in an Age of Virtuality and Post-Truth (New York: Routledge, 2018) Paul Woodford，《虚拟与后真相时代的音乐教育》（纽约：Routledge，2018）

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Philosophy of Music Education Review Pub Date : 2020-04-01 DOI: 10.2979/philmusieducrevi.28.1.07

Panagiotis A. Kanellopoulos

引用次数: 0

Disability and the Ideology of Ability: How Might Music Educators Respond? 残疾与能力意识形态:音乐教育者如何应对?

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Philosophy of Music Education Review Pub Date : 2020-03-01 DOI: 10.2979/philmusieducrevi.28.1.03

W. Churchill, C. Bernard

{"title":"Disability and the Ideology of Ability: How Might Music Educators Respond?","authors":"W. Churchill, C. Bernard","doi":"10.2979/philmusieducrevi.28.1.03","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.28.1.03","url":null,"abstract":"Abstract:How might identity and identity politics inform music teachers' practices and assumptions about disability? In this article, we engage in a critical discussion about how music educators might respond to disability. This article is presented in three parts as a collaborative dialogue between the two authors, using the landscape of identity politics to frame the discussion. In the first part, Warren Churchill discusses Tobin Siebers' theorizing of \"the ideology of ability\" as it relates to music education's dominant response to disability. Building on his idea of \"complex embodiment,\" Siebers lays out a justification for disabled individuals to actively engage in identity politics for self-advocacy. Churchill connects Siebers' ideology to Joseph Abramo's epistemology of sound. In the second part, Cara Faith Bernard makes a counter-argument against deploying identity politics in the music classroom, drawing upon Gayatri Chakravorty Spivak's notion of strategic essentialism to examine its potential risks with regards to music education curricula, in which essentialism may lead to establishing detrimental \"best practices\" for students. Thereafter, in Part Three, the authors join together to make sense of these seemingly contradictory philosophical outlooks on identity politics, in the hope of furthering conversation about music education's ongoing response to disability.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"28 1","pages":"24 - 46"},"PeriodicalIF":1.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42391282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Back Matter 回到问题

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Philosophy of Music Education Review Pub Date : 2020-01-01 DOI: 10.2979/philmusieducrevi.28.1.bm

引用次数: 0

First Chapter: The Art of the Muses 第一章:缪斯的艺术

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Philosophy of Music Education Review Pub Date : 2019-12-31 DOI: 10.1515/9783110627411-003

引用次数: 0

Fourth Chapter: Dissonances 第四章:不协和音

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Philosophy of Music Education Review Pub Date : 2019-12-31 DOI: 10.1515/9783110627411-006

引用次数: 0

Second Chapter: Harmony and Disenchantment 第二章:和谐与祛魅

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Philosophy of Music Education Review Pub Date : 2019-12-31 DOI: 10.1515/9783110627411-004

引用次数: 0

Third Chapter: The Century of Music 第三章:音乐的世纪

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Philosophy of Music Education Review Pub Date : 2019-12-31 DOI: 10.1515/9783110627411-005

引用次数: 0