Language, Empathy, Archetype: Action-Metaphors of the Transcendental in Musical Experience

Autor/in	Winter, Richard
Titel	Language, Empathy, Archetype: Action-Metaphors of the Transcendental in Musical Experience
Quelle	In: Philosophy of Music Education Review, 21 (2013) 2, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
DOI	10.2979/philmusieducrevi.21.2.103
Schlagwörter	Music; Emotional Response; Theories; Experience; Empathy; Figurative Language; Music Education + Suchen Sie Ihr Suchwort? Musik; Emotionales Verhalten; Theory; Theorie; Erfahrung; Empathie; Musikerziehung
Abstract	This paper proposes a theory to explain the remarkable emotional power of our response to abstract music. It reviews and rejects metaphysical arguments derived from notions of a divine spiritual realm and from absolute forms of human reason. Its conclusion is that musical experience is always essentially inter-subjective and potentially empathetic, and arises from "action-metaphors," through which we link musical performances, as forms of action, to subconscious, archetypal dimensions of our awareness of ourselves and of our feelings towards others. It ends with a discussion of the implications of this theory for music education. (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