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ERIC Number: EJ1143109
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1063-5734
From Relevance Rationality to Multi-Stratified Authenticity in Music Teacher Education: Ethical and Aesthetical Frameworks Revisited
Fossum, Hanne
Philosophy of Music Education Review, v25 n1 p46-66 Spr 2017
Despite today's proclaimed open-mindedness, a certain uniformity of thought, followed by a flattening of practices, can be observed in the processes of quality improvement in higher education. This narrowing of thought, which I call "relevance rationality," is an offshoot of instrumental reason and represents a debased, utilitarian-influenced mode of thinking in terms of relevance. Through an analysis of the situation in Norwegian music teacher education as a case in point, this essay aims to show how relevance rationality spreads and actually undermines good intentions and efforts to secure quality in music teacher education globally. A counterpoint to relevance rationality is offered with the concept of "multi-stratified authenticity," which is a synergy of Charles Taylor's moral frameworks, including his notion of authenticity, and Frede V. Nielsen's concept of "music as a multi-stratified universe of meaning."
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A