Væren og makt. Om opplevelser og forståelser av instrumentalpedagogiske praksiser

Abstract

This article takes the form of a discussion about experiences and understandings of instrumental music teaching where Martin Heidegger's philosophy, that seeks an authentic being within art, and Michel Foucault's discourse-oriented philosophy are seen as two contrasting standpoints (Foucault 1999a, Heidegger 2000). Heidegger provides an existential reflection on the art experience, which has its place in instrumental music education. Foucault, on the other hand, offers a view to consider how music pedagogue's practices are formed through social and cultural mechanisms. Similarities in Heidegger's and Foucault's work are discussed, especially emphasising Foucault's later writings. Inspired by Derrida (1967), and Latour (1996, 2005), a juxtaposition of Heidegger's and Foucault's philosophies is suggested, through a narrative approach which crosses between academic borders and intersects such philosophical standpoints as Being and Power, Keywords: Instrumental music education – music pedagogy – philosophy in music education – narrative