In this article, the authors link the discussion of differing musical experiences to Frede V. Nielsen's exploration of music as a multifarious universe of meaning, which, in encounter with the listener's receptive consciousness, presents different layers of musical meaning. The focal point of the article is that which Nielsen refers to…

Spirituality and religion are not synonymous and, in fact, require not only different definitions but also appropriate vocabulary. A deeper discussion of the issues concerning spirituality ensues in several sections: 1) fundamental differences between spirituality and religion; 2) brain operations relative to transcendent states; 3) a definition…

Issues of desire in music education are integral and anathema to the profession. Constituted of and by desire, we bodily engage music emotionally and cognitively; yet references to the body are limited to how it may be better managed in order to produce more satisfactory (desired) sounds, thus disciplining desire as we focus on the content of…

In this paper Kirsten Fink-Jensen suggests how a phenomenological-hermeneutic perspective can contribute to the knowledge of learning and teaching processes in music education in school. The philosophical frame is Danish philosophy of life, represented by Knud Ejler Logstrup, and Merleau-Ponty's philosophy of body, both pointing to the wholeness…

Reiterates the common wisdom of teaching the musical sounds before the corresponding signs in early music education. Stresses the phenomenological importance of teaching the relationships among the sounds as part of a tonal unit. Advocates beginning music education with the students' specific musical culture. (MJP)