Silverman Marissa
John J. Cali School of Music, Montclair State University, Montclair, NJ, United States.
Front Psychol. 2020 May 5;11:837. doi: 10.3389/fpsyg.2020.00837. eCollection 2020.
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. Thomas Aquinas, and Immanuel Kant). However, philosopher Wolf (2010) criticizes these positions in favor of a broader perspective, one that arises from understanding that there is a third sort of value, namely "meaningfulness." Rightly understanding meaningfulness may help us engage more fully with a greater sense and understanding of the full potentials of eudaimonia: a life of significance and value for oneself and one's community. Therefore, this paper links meaningfulness to a 4E (embodied, embedded, enacted, and extended) account of "sense-making" in/for instrumental music education. In doing so, I discuss the aims of public-school music education; aims that engage teachers and students in meaningfulness-a meaningfulness that is ethical, embodied, enacted, and extended-in, with, and through musics and, more directly, "instrumental" music making.
本文旨在重新审视器乐教育背景下“意义”和“有意义性”的本质。通过这样做，我提议拓展器乐教育工作者构想其使命的方式，以及我们可以在人们生活中注入意义的方式。传统上，哲学思考的追求声称有意义性要么来自个人幸福（例如杰里米·边沁和约翰·斯图尔特·密尔），要么来自非个人的责任感（例如圣奥古斯丁、圣托马斯·阿奎那和伊曼努尔·康德）。然而，哲学家沃尔夫（2010）批评了这些观点，支持一种更广泛的视角，这种视角源于认识到存在第三种价值，即“有意义性”。正确理解有意义性可能有助于我们更充分地参与，更深刻地理解幸福的全部潜力：一种对自己和社区有意义和价值的生活。因此，本文将有意义性与器乐教育中/关于“意义建构”的4E（具身、嵌入、践行和扩展）解释联系起来。在此过程中，我讨论公立学校音乐教育的目标；这些目标让教师和学生参与到有意义性之中——一种道德的、具身的、践行的和扩展的有意义性，在音乐中、通过音乐并与音乐一起，更直接地通过“器乐”音乐制作来实现。
