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- W1964621122 abstract "Let me begin by acknowledging what is about to become obvious: I am not a musicologist, music educator, or a philosopher of music education. I am, however, a philosopher of education and a devoted student of music, so I found Frede Nielsen's paper both intriguing and rewarding. It is intriguing because it positions the theoretical study of music educationwhat he calls didactologyin relation to the practice of teaching music and exemplifies, if you will, the practice of didactology. As a philosopher, and one who has worked at philosophy of science as well as philosophy of education, I became intrigued by the conceptual ground-clearing and ground-construction that Nielsen undertakes in his paper. I found the paper rewarding for two reasons. First, it is about musicat least I think it is about music, and music is about my favorite topic. Like many good works on aesthetic subjects, it seems to offer another way into a beloved yet ultimately mystifying domain and, thus, another glimpse into the unfathomable. Second, the paper offers a complex and rigorous analysis. I had fun wading through its parts and beginning to view them in relation to one another. I think that I have begun to understand not only the difference between didactics and didactology but also something about the contribution the latter might make. So to begin these remarks, let me offer a brief overview of some key points in the paper. I will then go on to raise a question or two with the hope that these will prompt Nielsen to further elaborate his ideas. To begin, Nielsen separates the topic of music pedagogy into two partsthe" @default.
- W1964621122 created "2016-06-24" @default.
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- W1964621122 date "2005-04-01" @default.
- W1964621122 modified "2023-09-26" @default.
- W1964621122 title "IN DIALOGUE: RESPONSE TO FREDE V. NIELSEN'S ?DIDACTOLOGY AS A FIELD OF THEORY AND RESEARCH IN MUSIC EDUCATION?" @default.
- W1964621122 doi "https://doi.org/10.2979/pme.2005.13.1.95" @default.
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