Chapter 2 and 3: Philosophy

Chapter 2
1. Rationalism, empiricism, and Pragmatism.
Rationalism: Rationalism can be described as knowledge is a fixed body of truth that applies in all times and places. Physical objects that can be touched, smelled or tasted are only fleeting and imperfect embodiments of the ideas they represent, that are universal and eternal. Rationalists search for truth through intellectual examinations for logic and consistency. Rationalists constantly question everything around them to search for truth. One rationalist was Georg Hegel (1770-1831). Hegel felt that historical evolution happened through a series of questioning and learning from this search for truth. While Hegel lectured at the University of Berlin, he would answer his students questions with another question, to better their understanding of peeling away outside factors in determining an ‘absolute truth’.
Empiricism: Empiricism, often called realism, is the acceptance of things being what they appear to be, not a representation of some greater and invisible reality. Empiricists felt that the road to truth is through the senses, observation, and scientific evidence. One empiricist was Rousseau. He felt that humans as individuals were naturally good but in put in society they become corrupt. Rousseau felt that if humans stayed close to the ways of nature this would lead to an acceptable life. Rousseau stated that nature yielded many good things, but society and government would misuse nature. He was also influential in Thomas Jefferson’s thinking while writing the Declaration of Independence: “the separate and equal station to which the laws of Nature and of Nature’s God entitle them...”
Pragmatism: Pragmatism initially was an idea that all things in life change, and nothing is permanent. Pragmatists viewed meaning of ideas through an idea being tested and used in everyday life situations. A main view of pragmatists was also that the best approach to finding truth was through the testing and scientific method. At the time the scientific method was only used for science and intellectuals but pragmatists felt that the scientific method was to be applied in all possible situations. One pragmatist was John Dewey (1859-1952). Dewey felt that ‘means as being equal to ends’. This means that the way one gains information is as important as the information itself. Dewey argued that values are derived from the experiences of society and life. He viewed all experiences as having some sort of aesthetic side and practical side. That if everything were perfect and complete, there would be no unknowns or struggles to reflect on and also no moments of satisfaction to enjoy.

Chapter 3

1. The practical effects of these philosophical viewpoints on education, in general, and music teaching and learning.
Rationalism: Teachers using the rationalistic philosophy will have a great interest in the organization and planning of what students are to learn. They feel that good discipline is key to a student having values and interest in the learning process. This philosophy really depends on the student having the skills and values to learn what the teacher has prepared and modeled for them. Music educators would only like to teach and perform the music that has stood the ‘test of time’. Music educators will also not place as much emphasis on the performance of music but on the acquisition of concepts and broad understandings.

Empiricism: The teacher’s role in this philosophy is more of a helper/guider towards the learning process. They feel that the acquisition of life skills in order to better function in society are most important The learning method will depend on the student’s interest and may be altered to each individual. Individuality is key in the learning process and grading is a conformity that detracts from individual interests. Music educator roles are ones that are focused on the final product. How a band plays at the concert, sings at contest, etc… The process of learning certain notes and rhythms differ from student to student. This philosophy has the students interests in mind and using as many different types of teaching tools that are necessary is fine as long as the students are engaged and learning.

Pragmatism: Teachers of the pragmatist philosophy teach students how to meet new situations that will inevitable arise in life. The students are taught how to deal with change and the process within. The process of learning through the scientific method is used as an example for how to use this method in everyday life situations. Music educators teach students to learn how to learn. Pragmatist music educators give their students as music responsibility for learning as they can handle. Music educators teach their students how to teach themselves because they know they will not always be around to tell the students what to do or how to encounter a new musical difficulty.

2. What is aesthetics? How do philosophers define aesthetics?
Aesthetics are experiences that have no practical or utilitarian purpose but are valued for the satisfaction and enjoyment that it provides. Aesthetics are feelings, a reaction to what is seen and heard. Aesthetics are intellectual because they require thought and awareness of the sound or sight and the reactions that relate. Aesthetics also need a focus of attention. Passing by an artwork very quickly will not lead to an aesthetic experience of much quality. Aesthetics are also something that much be experienced. It is very difficult to have an aesthetic experience explained to you with the same feelings that were initially experienced. Finally aesthetics provide a richer and more meaningful life. Without aesthetics the world would be sterile and not have any feeling or humanness qualities.

3. What is “aesthetic mode of thinking”? Which aspects of music evoke this kind of thinking?
“Aesthetic mode of thinking” is the necessary and opposite of rational thinking. Rational thinking is doing day to day chores because they are necessary to sustain life while aesthetic thinking is the taking time to let your imagination go with music, art, etc… in order to escape the tedium of life. Music evokes an aesthetic mode of thinking because we listen and have certain expectations that are fulfilled through this process that are not evident in mundane tasks. Music has opposite and complimentary factors that keep arousal and reduce it to keep our aesthetical ideas attention.
4. What are the non-musical values of music?
One of the non-musical values is that music provides students with the ability to process sound information related to language or music. Music is also helpful in aiding persons who stutter. Music also aids students in their attitude towards school because it offers an interesting change of activity during the school day. Music is also a way of participation within a group, performing before an audience, knowing a teacher for more than one year, and wearing a uniform or formal concert attire.
Which philosophical perspective is responsible for this extremely high regard of non-musical/extra musical functions music play in a society?
Plato explained in the doctrine of ethos that music in schools was justified almost entirely on the basis of its non musical values. Plato and then Lowell Mason’s reasons for justifying music in the curriculum were to teach music because music helps students achieve goals beyond the learning of music.