Dewey's Theory of Experience, Traumatic Memory, and Music Education

Autor/inn/en	Hess, Juliet; Bradley, Deborah
Titel	Dewey's Theory of Experience, Traumatic Memory, and Music Education
Quelle	In: Studies in Philosophy and Education, 39 (2020) 4, S.429-446 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hess, Juliet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-020-09706-z
Schlagwörter	Educational Philosophy; Trauma; Memory; Music Education; Experience; Music Therapy; Learning + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Gedächtnis; Musikerziehung; Erfahrung; Musiktherapie; Lernen
Abstract	Trauma's ubiquity in society leads to an acknowledgement that damaging experiences likely affect more students than they leave untouched. Dewey acknowledged the importance of the past throughout his theorizing of experience and simultaneously recognized that students need to draw upon past experiences in new learning encounters. In this paper, we argue that Dewey may have opened the door to account for the possibility of traumatic experience affecting learning. We acknowledge the potential of music to prompt a trauma response and seek to explore ways that music education may also provide a mechanism for working through difficult and traumatic pasts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01