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ERIC Number: EJ951064
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1063-5734
The Philosophy of Shinichi Suzuki: "Music Education as Love Education"
Hendricks, Karin S.
Philosophy of Music Education Review, v19 n2 p136-154 Fall 2011
This article attempts to bridge the philosophical gap between Western music education philosophers and practicing Suzuki music teachers. Specifically addressed is Estelle Jorgensen's critique of Suzuki-trained educators who may rely too heavily on rote pedagogical methods without careful reflection of the philosophical principles underlying their approach. By first discussing the cultural relativity of philosophical expression, this article suggests that Suzuki's philosophy may be better (although differently) articulated than Western scholars give it credit. On the other hand, this article also invites contemporary string pedagogues who use Suzuki's methods to candidly consider how much attention they pay to Suzuki's (and their own) educational philosophy as they teach. Finally, this article articulates Suzuki's philosophy of music education, named here "Music Education as Love Education" (a play on words with the familiar term "Music Education as Aesthetic Education," to reflect Suzuki's principal focus on the nurturing of students)--in order to offer a fresh look at a philosophy that may be often, though differently, disregarded by both sides of the debate. Suzuki's writings and interviews with individuals who worked with Suzuki are used to demonstrate his belief in the spiritual nature of musical tone, and the high priority he placed upon character development.
Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://www.iupress.indiana.edu/catalog/index.php?cPath=519_701
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A