Landscapes: the Arts, Aesthetics, and Education 15 Frederik Pio Øivind Varkøy Editors Philosophy of Music Education Challenged: Heideggerian Inspirations Music, Education and Personal Development Philosophy of Music Education Challenged: Heideggerian Inspirations Landscapes : the Arts, Aesthetics, and Education VOLUME 15 SERIES EDITOR Liora Bresler, University of Illinois at Urbana-Champaign, U.S.A. EDITORIAL BOARD Eeva Antilla, Theatre Academy, Helsinki, Finland Magne Espeland, Stord University, Norway Chris Higgins, University of Illinois at Urbana-Champaign, U.S.A. Rita Irwin, The University of British Columbia, Canada Samuel Leong, Hong Kong Institute of Education, Hong Kong Minette Mans, International Consultant, Windhoek, Namibia Mike Parsons, The Ohio State University, U.S.A. Eva Sæther, Lund University, Malmö Academy of Music, Sweden Shifra Schonmann, University of Haifa, Israel Julian Sefton-Green, University of Nottingham, UK Susan W. Stinson, University of North Carolina at Greensboro, U.S.A. Christine Thompson, Pennsylvania State University, U.S.A. SCOPE This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, and knowledge. The books in this series present theories and methodological approaches used in arts education research as well as related disciplines – including philosophy, sociology, anthropology and psychology of arts education. More information about this series at http://www.springer.com/series/6199 Frederik Pio • Øivind Varkøy Editors Philosophy of Music Education Challenged: Heideggerian Inspirations Music, Education and Personal Development Editors Frederik Pio Øivind Varkøy Department of Education Norwegian Academy of Music Aarhus University Oslo , Norway Copenhagen , Denmark Örebro University , Örebro , Sweden ISSN 1573-4528 ISSN 2214-0069 (electronic) ISBN 978-94-017-9318-6 ISBN 978-94-017-9319-3 (eBook) DOI 10.1007/978-94-017-9319-3 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2014953789 © Springer Science+Business Media Dordrecht 2015 This work is subject to copyright. 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Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Contents 1 Introduction. An Ontological Turn in the Field of Music and Music Education .............................................................................. 1 Frederik Pio and Øivind Varkøy Part I Technical Rationality and Nihilism 2 Musings of Heidegger. Arts Education and the Mall as a ‘Debased’ (Dreyfus) Work of Art ................................................... 17 Frederik Pio 3 The Intrinsic Value of Musical Experience. A Rethinking: Why and How? ........................................................................................ 45 Øivind Varkøy 4 Ways of Revealing: Music Education Responses to Music Technology ............................................................................... 61 David Lines 5 Towards an Ontological Turn in Music Education with Heidegger’s Philosophy of Being and His Notion of Releasement ............................ 75 Hanne Fossum Part II Music and Being 6 Body – Music – Being. Making Music as Bodily Being in the World ............................................................................................. 101 Lars Oberhaus 7 Music as Art – Art as Being – Being as Music. A Philosophical Investigation into How Music Education Can Embrace a Work of Art Based on Heidegger’s Thinking .................................... 113 Susanna Leijonhufvud and Cecilia Ferm Thorgersen v vi Contents Part III Musical Experience 8 Music, Truth and Belonging: Listening with Heidegger ..................... 131 Erik Wallrup 9 The Phenomenology of Music: Implications for Teenage Identities and Music Education ............................................................. 147 Charles Ford and Lucy Green 10 Music Education as a Dialogue Between the Outer and the Inner. A Jazz Pedagogue’s Philosophy of Music Education ................................................................................. 169 Elin Angelo 11 Pendulum Dialogues and the Re-enchantment of the World .............. 185 Edvin Østergaard Part IV Bildung and Truth 12 Revisiting the Cave: Heidegger’s Reinterpretation of Plato’s Allegory with Reference to Music Education ...................... 201 Christopher Naughton 13 From Heidegger to Dufrenne, and Back: Bildung Beyond Subject and Object in Art Experience .................................................. 213 Einar Rusten 14 Practice as Self-Exploration ................................................................... 229 Morten Carlsen 15 Art and “Truth.” Heidegger’s Ontology in Light of Ernst Bloch’s Philosophy of Hope and Hans-Georg Gadamer’s Play-Metaphor. Three Impulses for a New Perspective of Musical Bildung .................................................................................. 243 Karl Heinrich Ehrenforth About the Authors Elin Angelo is Associate Professor in Music and Art Education at The Norwegian University of Science and Technology, Programme for Teacher Education (Trondheim, Norway). She holds a Ph.D. in education. Her main research interest is philosophy of music and arts education. She is especially occupied with the ques- tions of profession understanding and philosophies of work within and around the fi elds of music and art education, in school and society. Angelo has published a number of articles, chapters and books in this fi eld, and is a presenter on national and international conferences. During 2014 she will publish her book Profession Understanding and Art Pedagogy (Profesjonsforståelser og kunstpedagogikk) , and edits together with Signe Kalsnes (Norwegian Academy of Music, Oslo) the anthol- ogy Artist or teacher? Professional Dilemmas in Music and Art Teacher Education (Kunstner eller lærer? Profesjonsdilemmaer i musikk- og kunstpedagogisk utdanning). Morten Carlsen is Professor of Viola and teaches related subjects at the Norwegian Academy of Music. He is a regular visiting teacher at the University of Music in Vienna, where he studied, and the Paris Conservatoire. His career as performer involved orchestral positions, top-level chamber music and solo performances and recordings. Carlsen is fascinated also by the more philosophic aspects of teaching and performing and has written smaller articles and lectured on subjects such as instrumental practice, performer history and talent education. A collection of his advanced exercises for violin/viola, Vademecum , has been published. Karl Heinrich Ehrenforth is Prof. Dr. Phil. with studies in music education, musi- cology, German literature and theology. He has worked as teacher (1956–1972) and professor at Hochschule für Musik Detmold (Germany) (1972–1993). From 1981 to 1990 he was President of the “Verband Deutscher Schulmusiker” (VDS), since 2003 Honorary Chairman of VDS. Ehrenforth has among other works published the books Geschichte der musikalischen Bildung. Eine Kulturgeschichte in vierzig Stationen (2nd edition 2010), and Hinhören – Zuhören- Durchhören. Aspekte einer dialogischen Hermeneutik der Musik in vermittelnder Absicht (2014). vii viii About the Authors Charles Ford is an Associate Fellow at the Institute of Musical Research, School of Advanced Studies, University of London (UK). His recent book, Music, Enlightenment and Sexuality in Mozart’s Figaro, Don Giovanni and Cosi fan Tutte combines depth analysis with an exploration of how these operas ‘sound’ the European Enlightenment. He has also published articles on irregular rhythms in late 1960s popular music, and his current research is pursuing