NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1117559
Record Type: Journal
Publication Date: 2016-Oct
Pages: 42
Abstractor: As Provided
ISSN: EISSN-1545-4517
Critical Ontology for an Enactive Music Pedagogy
van der Schyff, Dylan; Schiavio, Andrea; Elliott, David J.
Action, Criticism, and Theory for Music Education, v15 n5 p81-121 Oct 2016
An enactive approach to music education is explored through the lens of critical ontology. Assumptions central to Western academic music culture are critically discussed; and the concept of "ontological education" is introduced as an alternative framework. We argue that this orientation embraces more primordial ways of knowing and being, revealing the fundamentally self-organizing or "autopoietic" nature of the embodied musical mind. This enactive perspective is then contrasted with classic constructivist approaches and is developed within the context of care ethics. Ethical and practical possibilities for an enactive music pedagogy are suggested with the goal of helping music educators develop approaches based in possibility, imagination, and relationality, rather than in conformity to standardized practices and conventional ways of thinking. To conclude, the importance of critical ontology and the enactivist perspective is considered for music teacher education if our society is to open up to the full possibilities of music for human well-being.
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:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A