Fenomenologinio muzikinio ugdymo diskursas: tarp etikos ir estetikos

Abstract

The article describes the concepts of musical educati­on in the historical context and uncovers the reasons due to which the problems of the value of the musical education have arisen. The approach of various philo­sophical schools’ representatives – Aristotle, I. Kant, A. Schopenhauer, F. Nietzsche as well as education specialists T. Clifton and D. E. Denton towards music and its practical application in the educational process is presented. The article points out how this approach had varied depending on the perception of art and ethical and aesthetic attitudes that existed in the era of a philosopher or education specialist.The article examines the possibility to apply the phenomenological method in the education process. The particularity of the phenomenological method and its suitability for the musical education is high­lighted. While explaining this method, it is sought to give a sense to the musical education emphasizing its significance and value.Pursuant to the paradigm of the phenomenological education, which states that education helps to reveal all the possibilities of an individual’s self-expression and that such revelation of the possibilities must not overstep the limits which would violate the space of another person, it is shown that essentially any form of the phenomenological education, including the musi­cal education as well, is based on the ethical attitude. The musical education, as well as the development of aesthetic education, is both ethical and aesthetical in the phenomenological education.Socialinių mokslų (edukologijos) doktorantėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LTLT-01513 VilniusEl. paštas: [email protected] siekiama atskleisti muzikinio ugdymo sampratas istoriniame kontekste. Pristatomas filosofų Aristotelio, I. Kanto, A. Schopenhauerio, F. Nietzsche’s ir ugdymo specialistų T. Cliftono ir D. E. Dentono požiūris į muziką ir jos praktinį taikymą ugdymo procese. Šis požiūris paprastai priklauso nuo laikotarpio, kuriuo filosofas ar ugdymo specialistas gyveno, meno suvokimo, etinių ir estetinių nuostatų. Šio straipsnio naujumas yra tas, kad jame atskleidžiamas fenomenologinis metodas, kuriuo siekiama išryškinti muzikos ir muzikinio ugdymo reikšmę ir vertę