On being musical: Education towards inclusion

Abstract

This article questions educational practices that undermine ‘being’ musical. Where Western misconceptions about the nature of human musicality distance many individuals from meaningful engagement with an intrinsic part of their humanity, I challenge the status quo to argue for an inclusive educational practice which gives everyone an opportunity to ‘be’ musical. Despite evidence from neuroscience now supporting the understanding that humans are a musical species, the widespread neo-liberal oriented focus on vocational training fails to recognise music as an essential aspect of healthy human being. Where current polarised music education provision supports a discriminatory system that leads to widespread underdeveloped musicality, I draw on Gadamer and Dewey to explore how musicking integrates cultural development and to question the value of a practice that leaves many of us musically disabled. Including examples of teaching practices that engage and transform, I argue the case for an enriched, broader curriculum that no longer sees music as a ‘frill’.     

Blackbelts in biochemistry: On being and becoming

High precision lab work is feasible and all students can be inducted into such practices from day one. This is also required by the more commercially/industrially oriented laboratories, though no compendium of such practices exists. Based on experience in imparting such instruction and analysis to teaching labs as well as larger laboratories, some immediately relevant ideas are put together here. While the ideas may appear simple, there is danger in thinking that the underlying statistical theory is also simple, which is often not the case. But even without the relevant theory, much can be achieved in the lab.     

孟浩然"仕"与"隐"的矛盾心态探微

长期以来,人们一直认为孟浩然是一位纯粹的隐逸诗人,但近年来却有一些学者认为他有强烈的入仕之心.文章从文本入手探寻孟浩然"仕"与"隐"的矛盾心态,认为孟浩然的入仕情结是时代精神的充分体现.     

Learning for being: an ontological and existential approach

This paper will investigate the ontological and existential learning experience of a group of laterlife computer learners in Sydney, Australia. The research, undertaken as a PhD project, focused on the interpretation and understanding of the learning experience from the perspective of the learners. Hence, a qualitative method was used because it enabled existential insights into the learning experience and privileged the voices of the participants. A hermeneutic phenomenological method was considered suitable because of its emphasis on understanding the lived experience of people. The research found that participants wholeheartedly believed in the worth of the learning they were undertaking. They felt that the outcomes from learning would lead to greater opportunity for participation in their lifeworld. Without computer skills and knowledge they believed they would be ignored and relegated to a peripheral position as observers in their lifeworld. Their purposes and expectations in undertaking learning were situated in the changing nature of the world and a desire to continue to live their lives authentically, as participants and not spectators. Learning for the people in the study provoked both ontological and existential questions that demanded answers. The author believes that the findings from this particular research could be used to inform other studies involving both adult learners and lifelong learning.     

论学习型编辑团队的建设

面对知识经济和市场经济管理体制的挑战,学术期刊可持续发素质的编辑队伍.学习型编辑团队的建设,对提高学术出版机构核心竞争力、提高编辑人员综合素质具有重要意义.依据学习型编辑团队的四个特征,提出了学习型编辑团队建设的策略.