Considering that communication is an extremely important element in modem university education, it is of utmost importance to know how successful student-teacher communication can be achieved. In an attempt to explain...Considering that communication is an extremely important element in modem university education, it is of utmost importance to know how successful student-teacher communication can be achieved. In an attempt to explain it, this paper gives a definition of educational communication focusing on key aspects of student-teacher relationship and development of skills necessary for complete and independent communication. Student-teacher relationship is mostly determined by the first contact, as explained in Heider＇s attribution theory, because assigning attributes to other people and trying to understand their behavior is essential part of human nature. Through the example of pedagogical workshops, the paper demonstrates the importance of the interactive learning at university level, which leads towards establishing effective communication between teachers and students.Considering that communication is an extremely important element in modem university education, it is of utmost importance to know how successful student-teacher communication can be achieved. In an attempt to explain it, this paper gives a definition of educational communication focusing on key aspects of student-teacher relationship and development of skills necessary for complete and independent communication. Student-teacher relationship is mostly determined by the first contact, as explained in Heider＇s attribution theory, because assigning attributes to other people and trying to understand their behavior is essential part of human nature. Through the example of pedagogical workshops, the paper demonstrates the importance of the interactive learning at university level, which leads towards estabhshmg effective communication between teachers and students.展开更多
Within the field of music education, there is a need of approaching the holistic view of musical experience from different angles. Therefore, the aim of this article is to investigate the phenomenon of multi-dimension...Within the field of music education, there is a need of approaching the holistic view of musical experience from different angles. Therefore, the aim of this article is to investigate the phenomenon of multi-dimensional musical experience from a life-world-phenomenological perspective and indicate its benefits to music education. The analysis is informed by Dufrenne＇s philosophical writings regarding the phenomenology of aesthetic experience and also draws on Merleau-Ponty, Heidegger, interpreted by Benson and Ford, together with Schutz. These philosophers provide tools for understanding musical experience from a bodily, existential, and sociological perspective, and their complementary ideas about being and learning can be applied to musical experience in the first case and secondly its influences for music educational praxis. Firstly, the concept of lived music is defined through a discussion of dimensions of musical experience; the phenomenology of aesthetic experience; the use of several senses; the heard and the hear-able; apperception; and musical dwelling. Then, the sharing of experience in musical dwelling and its relevance to the concept of imagination is highlighted. I will also emphasize the importance of the view of human beings as holistic bodily subjects. Finally, the article includes a discussion regarding the implications of a life-world-phenomenological view of musical experience to music education.展开更多
文摘Considering that communication is an extremely important element in modem university education, it is of utmost importance to know how successful student-teacher communication can be achieved. In an attempt to explain it, this paper gives a definition of educational communication focusing on key aspects of student-teacher relationship and development of skills necessary for complete and independent communication. Student-teacher relationship is mostly determined by the first contact, as explained in Heider＇s attribution theory, because assigning attributes to other people and trying to understand their behavior is essential part of human nature. Through the example of pedagogical workshops, the paper demonstrates the importance of the interactive learning at university level, which leads towards establishing effective communication between teachers and students.Considering that communication is an extremely important element in modem university education, it is of utmost importance to know how successful student-teacher communication can be achieved. In an attempt to explain it, this paper gives a definition of educational communication focusing on key aspects of student-teacher relationship and development of skills necessary for complete and independent communication. Student-teacher relationship is mostly determined by the first contact, as explained in Heider＇s attribution theory, because assigning attributes to other people and trying to understand their behavior is essential part of human nature. Through the example of pedagogical workshops, the paper demonstrates the importance of the interactive learning at university level, which leads towards estabhshmg effective communication between teachers and students.
文摘Within the field of music education, there is a need of approaching the holistic view of musical experience from different angles. Therefore, the aim of this article is to investigate the phenomenon of multi-dimensional musical experience from a life-world-phenomenological perspective and indicate its benefits to music education. The analysis is informed by Dufrenne＇s philosophical writings regarding the phenomenology of aesthetic experience and also draws on Merleau-Ponty, Heidegger, interpreted by Benson and Ford, together with Schutz. These philosophers provide tools for understanding musical experience from a bodily, existential, and sociological perspective, and their complementary ideas about being and learning can be applied to musical experience in the first case and secondly its influences for music educational praxis. Firstly, the concept of lived music is defined through a discussion of dimensions of musical experience; the phenomenology of aesthetic experience; the use of several senses; the heard and the hear-able; apperception; and musical dwelling. Then, the sharing of experience in musical dwelling and its relevance to the concept of imagination is highlighted. I will also emphasize the importance of the view of human beings as holistic bodily subjects. Finally, the article includes a discussion regarding the implications of a life-world-phenomenological view of musical experience to music education.
