A Conceptual Study of Spirituality in Selected Writings of Émile Jaques-Dalcroze

Autor/inn/en	Habron, John; van der Merwe, Liesl
Titel	A Conceptual Study of Spirituality in Selected Writings of Émile Jaques-Dalcroze
Quelle	In: International Journal of Music Education, 35 (2017) 2, S.175-188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761415620532
Schlagwörter	Human Body; Cognitive Processes; Holistic Approach; Philosophy; Hermeneutics; Phenomenology; Religious Factors; Music Education; Models; Aesthetics; Theories; Qualitative Research; Data Analysis; Interpersonal Relationship; Self Concept; Freedom; Creativity; Sensory Experience; Self Expression + Suchen Sie Ihr Suchwort? Menschlicher Körper; Cognitive process; Kognitiver Prozess; Holistischer Ansatz; Philosophie; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Musikerziehung; Analogiemodell; Ästhetik; Theory; Theorie; Qualitative Forschung; Auswertung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Freiheit; Kreativität; Sinnerfahrung; Ausdruck
Abstract	Several authors have noted that one of Émile Jaques-Dalcroze's aims was to dissolve the mind-body dualism, typical of Cartesianism. However, there has been little research on the spirit-body connection, as it appears in Jaques-Dalcroze's writings. The purpose of this document analysis is to understand how a hermeneutic phenomenological model for spirituality in music education can inform our understanding of spirituality in selected writings by Jaques-Dalcroze. In the adapted model holism, balance, aesthetic experience, and movement in time, space, and with energy emerged as core concepts. This gives us a much richer understanding of the Dalcroze approach than has hitherto been available and adds to a growing narrative about the spiritual as it pertains to Jaques-Dalcroze and the approach he initiated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01