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Reason and Its Limits: Music, Mood and Education
In The Formation of Reason. Malden, MA: Wiley-Blackwell. pp. 123–148 (2011)
Abstract
This chapter contains sections titled: An Initial Response The Challenge Reconfigured Passivity Within Spontaneity Mood Mood, Salience and Shape Music Education Conclusion.Author's Profile
reason and its limits, music, mood and education ‐ socio‐historical conception of mind, implications for philosophy of education identifying education with Bildung ‐ thinking of education as part of what Bildung entails McDowell's emphasis on persons, ‘inhabitants of space of reasons’ ‐ unduly intellectualistic or rationalistic portrait of the kind of beings we are McDowell's critics, failing to appreciate this ‐ Hubert Dreyfus's attack on McDowell, perception and action being permeated with conceptual rationality distinction, with roots in Kant ‐ writing in Groundwork ‐ ‘man in one sense and relationship, free, in another as part of nature, subject to nature's laws’ sleeping on a problem, forms of ‘incubation’ ‐ graphic examples of passivity in creativity musical improvisation, subject ‐ actively speaking, or playing, with element of passivity mood, salience and shape ‐ conceptualising influence of moods distinction, between musical concepts ‐ and ordinary empirical concepts,
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