Willis, J.W., (2007) Foundations of Qualitative Research, Sage, chapters 1-4.
The simplest way to define the difference between quantitative and qualitative research methods is that one uses numbers and the other uses words. But in reality, qualitative researchers use stats too, and all quantitative studies contextualize their findings with qualitative arguments. The real difference is not in the type of data being collected and studied; it’s the foundational assumptions behind each method, otherwise known as their underlying paradigms.
Public-facing note taking for Philosophy of Music Education with David Elliott
This week I’m reading about the social and ethical responsibilities of artists generally, and musicians and music educators in particular. That topic is especially relevant at the moment.
Before we get to the moral philosophy aspect, let’s talk about this performance. Why is it so good? Movies and TV have run “Hallelujah” into the ground, but for good reason. The song blends joy and pain together as well as any song ever has.It’s right there in the first verse: “the minor fall, and the major lift.” It’s the same reason we love “Amazing Grace,” and the blues.
You can hear Kate McKinnon’s Leonard Cohen tribute as the concession speech Hillary Clinton would have made in a perfect world. This verse in particular gave me chills:
I did my best, it wasn’t much
I couldn’t feel, so I tried to touch
I’ve told the truth, I didn’t come to fool you
And even though it all went wrong
I’ll stand before the Lord of Song
With nothing on my tongue but Hallelujah
You can also hear it as an expression of Kate McKinnon herself, a queer woman mourning the world of growing inclusiveness that she thought she was moving into, the one we all thought we were moving into. And you can hear Leonard Cohen’s bitter irony, too. SNL had Trump as its host just last year, and they’re as much to blame for normalizing him as anyone.
Why should music educators be concerned with the nature of personhood?
All forms of music, education and community music are personal. They involve social engagement, and emotions both personal and collective. Praxial music education considers the student as a holistic person, not just as a musician. Educative teaching aims for the flourishing of the whole person, not just supplying skills and knowledge. It is difficult to support the flourishing of persons without a clear idea of the nature of personhood.
This chapter deals with philosophy and music education. The word “philosophy” in this context means not just a credo or belief system. It’s the process of examining your thinking, beliefs, relationships, and so on.
If I’m going to understand progressive philosophies of education, then I need to understand John Dewey. So here we go.
Dewey is a progressive hero. He was a supporter of women’s suffrage, a founding member of the NAACP, and was ahead of his time on the importance of multiculturalism. Contrary to what I had always assumed, he did not invent the Dewey Decimal System. Given that I’m reading about him in the context of music education, it was amusing to learn that he had congenital amusia. Finally, a fun autobiographical fact: I attended a very fancy school modeled on Dewey’s Laboratory School at the University of Chicago.
Before we get to Dewey’s thoughts on art and education, here are some of his key political stances, as explained by the Stanford Encyclopedia of Philosophy. Classical liberals think of the individual as an independent entity in competition with other individuals. Social and political life are the arena in which individuals engage in the competitive pursuit of self-interest, preferably with minimal interference from the government. Dewey preferred to think of individuals as parts of a bigger organism, dependent on our relationships with each other for our survival and well-being. In Dewey’s model, freedom isn’t just the absence of constraints, but rather the positive fact of participation in an ethical social order.
The more I learn about biology, the less I believe in free will.
All of our behavior results from a bunch of molecules bouncing around according to the laws of quantum mechanics. Seen that way, we don’t have any more free will than pebbles being tumbled down a river. We think we have free will because we can’t predict the future, and because our immediate experience is full of so much ambiguity.