"Bildung" and Music Education: A Finnish Perspective

Autor/in	Heimonen, Marja
Titel	"Bildung" and Music Education: A Finnish Perspective
Quelle	In: Philosophy of Music Education Review, 22 (2014) 2, S.188-208 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
DOI	10.2979/philmusieducrevi.22.2.188
Schlagwörter	Music Education; Educational Philosophy; Foreign Countries; Music Teachers; Educational Legislation; Educational Theories; Finland + Suchen Sie Ihr Suchwort? Musikerziehung; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Music; Teacher; Teachers; Musiklehrer; Bildungsrecht; Schulgesetz; Educational theory; Theory of education; Bildungstheorie; Finnland
Abstract	The article addresses "Bildung" from a Finnish perspective and asks: Are there specific meanings of Bildung that are typical of a certain time and place? The author applies a multi-layered theory of critical positivism, adapting its three-level structure to music education and the concept of "Bildung." First, she discusses "Bildung" as a fundamental value in education, especially in the light of ideas presented by J. A. Hollo, a Finnish philosopher in education, who emphasizes a broad education, including the arts. Secondly, she examines "Bildung" as part of an expert culture of Finnish music teachers, and thirdly, as an educational aim in legislation. Although Bildung is under threat in today's society, the article stresses that a Finnish view of "Bildung" emphasizes its social dimensions, according to which everyone has a right to a broad education, including music. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01