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Autor/in | Fossum, Hanne |
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Titel | From Relevance Rationality to Multi-Stratified Authenticity in Music Teacher Education: Ethical and Aesthetical Frameworks Revisited |
Quelle | In: Philosophy of Music Education Review, 25 (2017) 1, S.46-66 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1063-5734 |
DOI | 10.2979/philmusieducrevi.25.1.05 |
Schlagwörter | Music; Music Education; Music Teachers; Models; Teacher Education; Higher Education; Foreign Countries; Norway |
Abstract | Despite today's proclaimed open-mindedness, a certain uniformity of thought, followed by a flattening of practices, can be observed in the processes of quality improvement in higher education. This narrowing of thought, which I call "relevance rationality," is an offshoot of instrumental reason and represents a debased, utilitarian-influenced mode of thinking in terms of relevance. Through an analysis of the situation in Norwegian music teacher education as a case in point, this essay aims to show how relevance rationality spreads and actually undermines good intentions and efforts to secure quality in music teacher education globally. A counterpoint to relevance rationality is offered with the concept of "multi-stratified authenticity," which is a synergy of Charles Taylor's moral frameworks, including his notion of authenticity, and Frede V. Nielsen's concept of "music as a multi-stratified universe of meaning." (As Provided). |
Anmerkungen | Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://www.iupress.indiana.edu/catalog/index.php?cPath=519_701 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |