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Instrumental Music Educators in a COVID Landscape: A Reassertion of Relationality and Connection in Teaching Practice

Leon R. de Bruin

Frontiers in Psychology 11 (2021)

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Introduction to Debates on Embodied Social Cognition.Shannon Spaulding - 2012 - Phenomenology and the Cognitive Sciences 11 (4):431-448.details Embodied social cognition (ESC) aims to explicate how our embodiment shapes our knowledge of others, and in what this knowledge of others consists. Although there is much diversity amongst ESC accounts, common to all these accounts is the idea that our normal everyday interactions consist in non-mentalistic embodied engagements. In recent years, several theorists have developed and defended innovative and controversial accounts of ESC. These accounts challenge, and offer deflationary alternatives to, the standard cognitivist accounts of social cognition. As ESC (...) Download Export citation Bookmark 5 citations
(1 other version)Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.details In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) Download Export citation Bookmark 37 citations
Sense-Making, Meaningfulness, and Instrumental Music Education.Marissa Silverman - 2020 - Frontiers in Psychology 11.details The purpose of this paper is to re-examine the nature of “meaning” and “meaningfulness” in the context of instrumental music education. By doing so, I propose to expand the ways in which instrumental music educators conceive their mission and the ways in which we may instill meaning in people’s lives. Traditionally, pursuits of philosophical deliberation have claimed that meaningfulness comes from either personal happiness (e.g., Jeremy Bentham and John Stuart Mill) or an impersonal sense of duty (e.g., St. Augustine, St. (...) Download Export citation Bookmark 4 citations

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