Literaturnachweis - Detailanzeige
| Autor/inn/en | Allsup, Randall Everett; Westerlund, Heidi |
|---|---|
| Titel | Methods and Situational Ethics in Music Education |
| Quelle | In: Action, Criticism, and Theory for Music Education, 11 (2012) 1, S.124-148 (25 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Teaching Methods; Music Education; Ethics; Learning Theories; Music Teachers; History; Moral Values; Self Concept; Educational Attitudes; Reflective Teaching |
| Abstract | In this article the authors examine the history of a basic logic in educational thought, that of "teaching method," with the hope of relocating the teacher as a vital and ethical agent in the educational process. They use as a starting point John Dewey's view that when predictability or certainty are pursued as ends-in-themselves or as "a priori" goods, the ethical action and moral imagination that is required in teaching--the options, deliberations, and decisions that are part of daily life in schools--are curtailed, and this serves to disempower teachers. In the present cultural conditions in which teachers operate, Dewey's naturalist meta-ethics of valuing and value judgments offer tools for practical reconstruction within changing environments. It rejects the dichotomy between facts and values while avoiding judging specific choices (per se) as better or worse, right or wrong. This theory is not subsumed under one single set of concepts, based on any single interest or aim, or reducible to any one rule or system of rules. Rather, Deweyan ethics is "a project of inquiry" concerned with the solution of practical problems based on a variety of "morally transformed" interests and aspirations. With this in mind, the authors view teacher professionalism and teacher agency as bound by the moral demands of education. Methods are a logical place to locate moral concerns because a teacher's method of choosing acts and activities, and the intelligence and care with which she acts, arises from how she sees herself, her students, and the social and musical problems they share. This article considers the ways in which "ethics" and "morality" are related to music teacher envisioning and action, in the imaginative capacity to interact purposefully within the unique social sphere called school. The authors show that the recent turn in professional discourse, away from teacher-directed music education methods toward theories of learning based on the self-evolving socio-cultural musical practices that occur outside the school, has shifted attention away from the vital and ethical features that are unique to schools and classrooms. They further argue that in the current climate of teacher de-professionalization, there is a need for reflecting on the "whats," "hows," and "whys" of teaching and learning, not only from musical perspectives, but also from educational and ethical perspectives that emerge from within educational situations. (ERIC). |
| Anmerkungen | MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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