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Complicating, considering, connectin...

Richerme, Lauren Kapalka.

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Complicating, considering, connecting: Rhizomatic philosophizing in music education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Complicating, considering, connecting: Rhizomatic philosophizing in music education./
作者:	Richerme, Lauren Kapalka.
面頁冊數:	359 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559726
ISBN:	9781303050121

Complicating, considering, connecting: Rhizomatic philosophizing in music education.
Richerme, Lauren Kapalka.

Complicating, considering, connecting: Rhizomatic philosophizing in music education. - 359 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2013.

This philosophical inquiry explores the work of philosophers Gilles Deleuze and Felix Guattari and posits applications to music education. Through the concepts of multiplicities, becoming, bodies without organs, smooth spaces, maps, and nomads, Deleuze and Guattari challenge prior and current understandings of existence. In their writings on art, education, and how might one live, they assert a world consisting of variability and motion. Drawing on Deleuze and Guattari's emphasis on time and difference, I posit the following questions: Who and when are we? Where are we? When is music? When is education? Throughout this document, their philosophical figuration of a rhizome serves as a recurring theme, highlighting the possibilities of complexity, diverse connections, and continual processes.

ISBN: 9781303050121Subjects--Topical Terms:

1017808
Education, Music.

Complicating, considering, connecting: Rhizomatic philosophizing in music education.
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245 1 0 $a Complicating, considering, connecting: Rhizomatic philosophizing in music education.
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500 $a Adviser: Sandra Stauffer.
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520 $a This philosophical inquiry explores the work of philosophers Gilles Deleuze and Felix Guattari and posits applications to music education. Through the concepts of multiplicities, becoming, bodies without organs, smooth spaces, maps, and nomads, Deleuze and Guattari challenge prior and current understandings of existence. In their writings on art, education, and how might one live, they assert a world consisting of variability and motion. Drawing on Deleuze and Guattari's emphasis on time and difference, I posit the following questions: Who and when are we? Where are we? When is music? When is education? Throughout this document, their philosophical figuration of a rhizome serves as a recurring theme, highlighting the possibilities of complexity, diverse connections, and continual processes.
520 $a I explore the question "When and where are we?" by combining the work of Deleuze and Guattari with that of other authors. Drawing on these ideas, I posit an ontology of humans as inseparably cognitive, embodied, emotional, social, and striving multiplicities. Investigating the question "Where are we?" using Deleuze and Guattari's writings as well as that of contemporary place philosophers and other writers reveals that humans exist at the continually changing confluence of local and global places. In order to engage with the questions "When is music?" and "When is education?" I inquire into how humans as cognitive, embodied, emotional, social, and striving multiplicities emplaced in a glocalized world experience music and education.
520 $a In the final chapters, a philosophy of music education consisting of the ongoing, interconnected processes of complicating, considering, and connecting is proposed. Complicating involves continually questioning how humans' multiple inseparable qualities and places integrate during musical and educative experiences. Considering includes imagining the multiple directions in which connections might occur as well as contemplating the quality of potential connections. Connecting involves assisting students in forming variegated connections between themselves, their multiple qualities, and their glocal environments. Considering a rhizomatic philosophy of music education includes continually engaging in the integrated processes of complicating, considering, and connecting. Through such ongoing practices, music educators can promote flourishing in the lives of students and the experiences of their multiple communities.
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