Introduction

2018 ◽  
Author(s):  
C. Victor Fung
Keyword(s):  
Music Education ◽  
Chinese Philosophy ◽  
Human Spirit ◽  
Time And Space ◽  
Philosophy Of Music ◽  
Philosophical Inquiry ◽  
Book Of Changes ◽  
Ways Of Thinking

This chapter provides rationales for a philosophy of music education based on classic Chinese philosophies. The philosophy contributes to an array of ways of thinking in music education and emphasizes the quintessence of the human spirit that transcends time and space. The author points to the significance of early Chinese philosophies as postulated in Yijing (The Book of Changes), classic Confucianism (represented by ideologies of Confucius and Mencius), and classic Daoism (represented by ideologies of Laozi and Zhuangzi). Understanding these early classics is critical to understand a characteristically Chinese philosophy. An organismic worldview and a unique perspective in harmony characterize this philosophical inquiry. The author cautions readers about the developments of Confucianism and Daoism evolved after the classics, because their doctrines could be far removed from those of the classics, especially those indicated by prefixes such as “neo-,” “new,” and “contemporary,” or the adjective “religious.”

A Way of Music Education as a Way of Life

2018 ◽  
Author(s):  
C. Victor Fung
Keyword(s):  
Music Education ◽  
Way Of Life ◽  
Human Spirit ◽  
Time And Space ◽  
Musical Life ◽  
Philosophy Of Music

This chapter recaps the idea that a triad of classic Chinese sources (Yijing, classic Confucianism, and classic Daoism) forms the basis of a philosophy of music education, which is presented as a trilogy (change, balance, and liberation). It highlights the importance of persistent improvement and iterates that the human spirit is at the center of this philosophy. While the classic wisdoms are ancient, the human spirit transcends time and space. The human spirit is preserved regardless of the changes that occur in the society, culture, or everyday materials, and it is bestowed in music and music education. To live a proactive musical life is to enable musical liberation and to promote prosperity in life. In a state of liberation, humans are able to do anything as wished only within the bounds of humanly dao and heavenly dao.

A Way of Music Education

2018 ◽  
Author(s):  
Victor Fung
Keyword(s):  
Music Education ◽  
Educational Experiences ◽  
Well Being ◽  
Third Century ◽  
Human Spirit ◽  
I Ching ◽  
Philosophy Of Music ◽  
Book Of Changes ◽  
Extended Practice ◽  
Way Of Thinking

A Way of Music Education: Classic Chinese Wisdoms presents a philosophy of music education rooted in Yijing (I-Ching or The Book of Changes), classic Confucianism, and classic Daoism, which matured in the mid-sixth to mid-third century BC China (pre-Qin period). This philosophy puts the human at the center of an organismic world, in which all matters and events are connected, be they musical or non-musical. It is human-centric and dao-centric. Music educational experiences are key attributes to musical well-being throughout one’s lifetime. Concepts of yin and yang, deep harmony, and the teachings of Confucius, Mencius, Laozi, and Zhuangzi are applied to propose a “trilogy”—change, balance, and liberation—as a way of thinking and practicing music education. Music education is viewed as a lifelong endeavor; the philosophy therefore calls for a dynamic flexibility to maintain a balanced life in constantly changing situations. While principles suggested in this philosophy are simple, it is critical to practice them persistently to achieve continuous improvements. Through extended practice in being musically proactive, a musical liberation can be achieved and a humanly human spirit can be preserved and sustained.

Toward Practical Implications

2018 ◽  
Author(s):  
C. Victor Fung
Keyword(s):  
Music Education ◽  
Human Spirit ◽  
Philosophy Of Music ◽  
Practical Implications

To make the philosophy of music education presented in this book work, one must practice its principles persistently and to integrate them in the broader life. The philosophy is meant to work throughout anyone’s lifetime as situations and priorities change. The principles are simple and easy to understand, but the trick remains in persistent practice and working toward perfection. Maintaining the human spirit and reflecting on dao in the midst of constant changes are central to the practice of this philosophy. Continuous balancing acts should become habitual motions with dynamic flexibility. Living a life in the zone of musical proactivity is recommended if one wishes to have a prosperous, complete, satisfying, and liberating life.

Could There Be Deleuzian Assessment in Music Education?

2019 ◽  
pp. 121-136
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Education Policies ◽  
Philosophical Inquiry ◽  
Music Making ◽  
Musical Practices ◽  
Contemporary Education

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.

Philosophy of Music Education

1965 ◽  
Vol 52 (1) ◽  
pp. 58-177 ◽  
Author(s):  
Charles Leonhard
Keyword(s):  
Music Education ◽  
Philosophy Of Music
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