A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship between Theory and Practice"

Autor/in	Allsup, Randall Everett
Titel	A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship between Theory and Practice"
Quelle	In: Philosophy of Music Education Review, 13 (2005) 1, S.104-108 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
Schlagwörter	Stellungnahme; Theory Practice Relationship; Music Education; Educational Practices; Models; Educational Philosophy + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Musikerziehung; Bildungspraxis; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. Moreover, models of polarity, according to Jorgensen, accommodate dualities by buffering edges, emphasizing the interconnectedness of binary relationships. In this article, the author sets out to demonstrate that Jorgensen's dialectical model is an important one; there are moral or ethical reasons why one may wish to create tension in arenas where conflict is absent or goes unnoticed. Fragmentation, the result of democracy and free choice, is not such a bad thing either, serving as it does to dissolve the conflict inherent in modernist binaries. Moreover, the author suggests a fifth model, a new kind of relationship where the oppositional nature of binaries co-exists peacefully without tension. What this fifth model might mean for the theory and practice of music education is portentous in every sense of the word. Those concerned with "transforming music education" (to borrow the title of Jorgensen's latest book) may find many good reasons for reconceptualizing the practical and philosophical role of teacher and student. In a nonhierarchical setting, students and teachers may decide together the meaning of what they think and do, unrelated to standards handed down or measurements imposed. To share partial understandings, not across gulfs, bridges, boundaries, or dialectics, but in a dialogical fashion shaped by common, unconflicted goals would be, ironically, an enlightened accomplishment. (Contains 17 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10