Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning

  • Øyvind Lyngseth Aarhus Universitet, Institut for kultur og samfund, afd. for filosofi
Nøgleord: Music, instrumental teaching, philosophy of Science, epistemology, taste, tradition, instrumental pedagogy, knowledge, know-how, Hans-Georg Gadamer, Philosophical Hermeneutics.

Resumé

Abstract

The article argues that there is a need for a thorough philosophical inquiry into the epistemological basis of instrumental teaching. This kind of inquiry has not previously been undertaken. The way in which practitioners within the instrumental-pedagogical field are often making subjective and individual references to taste (taste-argument) and tradition (tradition-argument) in order to legitimize the self-understanding of the instrumental-pedagogical field, is critiqued.  Hans-Georg Gadamer’s Philosophical Hermeneutics and his opus magnum, Truth and Method, are primarily informing the hermeneutical and epistemological analysis and critique of the instrumental-pedagogical praxis. The aim of the article is not only to point to the absence of epistemological research, but also to sketch the foundation for a future constructive discussion about the cultivation of critical self-understanding of the instrumental-pedagogical field.

 

Forfatterbiografi

Øyvind Lyngseth, Aarhus Universitet, Institut for kultur og samfund, afd. for filosofi
Cand.Mag. i filosofi, Ph.d.-studerende ved Aarhus Universitet, Institut for kultur og samfund, afd. for filosofi

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Publiceret
2018-04-12
Citation/Eksport
Lyngseth, Øyvind. (2018). Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning. Studier I Pædagogisk Filosofi, 6(2), 15-40. https://doi.org/10.7146/spf.v6i2.96631
Sektion
Temaartikler