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The concept of 'Bildung'
Örebro University, School of Music, Theatre and Art.ORCID iD: 0000-0002-5443-837X
2010 (English)In: Philosophy of Music Education Review, ISSN 1063-5734, E-ISSN 1543-3412, Vol. 18, no 1, p. 85-96Article in journal (Refereed) Published
Abstract [en]

In this article I will discuss the originally German term and concept of Bildung. The reason why I, as a Scandinavian, find such a discussion both interesting and important is that the trend of instrumentalism in modern educational politics and pedagogical thinking (at least in Scandinavian countries) is problematic; that is, looking on knowledge in general and school subjects in particular primarily as tools or means for reaching another goal or end. The discussion of the concept of Bildung has during the history of pedagogical philosophy in my cultural context given—and has still possibilities to give—impulses to fundamental discussions concerning the value and justification of teaching music (and in fact all other school subjects). I focus my discussion on three aspects which are central to the concept of Bildung: cultural heritage (or what could be called a normative aspect of the term culture); “the journey” as a metaphor; and last but not least a criticism of instrumentalism. Furthermore I discuss both content and teaching/learning methods in relation to the concept and tradition of Bildung.

Place, publisher, year, edition, pages
2010. Vol. 18, no 1, p. 85-96
National Category
Musicology
Research subject
Musicology
Identifiers
URN: urn:nbn:se:oru:diva-21499DOI: 10.2979/PME.2010.18.1.85OAI: oai:DiVA.org:oru-21499DiVA, id: diva2:490585
Available from: 2012-02-06 Created: 2012-02-06 Last updated: 2017-10-17Bibliographically approved

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Varkøy, Øivind

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Citation style
  • apa
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  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf