In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 177-179MuseSearchJournalsThis JournalContents[Access article in PDF]Reviewed byLise Vaugeois University of TorontoHildegard C. Froehlich, Sociology for Music Teachers:Perspectives for Practice (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)Hildegard Froehlich's book, Sociology for Music Teachers, provides an important and much needed resource for undergraduate and advanced music education programs. Music students tend to see their interests and goals within a narrow framework, (...) one that is reinforced by the intensely personal nature of music-making as well as the material and psychological separation that inheres from our location in physically detached faculties of music. Froehlich's book provides a resource that directly addresses this tendency towards narrowness by inviting students to engage with sociological questions as they affect us personally, professionally, and in the context of questions much larger than ourselves.The book is organized into eight chapters, each of which explores a particular set of questions and introduces related studies and resources. She recommends that students actively engage with the material and provides suggestions for group discussion throughout the book. Each chapter introduces a comprehensive survey of related questions and the body of literature that investigates these questions. Thus, it can be used as the basis to structure an undergraduate course as well as a literature guide for graduate students.Undergraduate students are often resistant to exploring ideas beyond their [End Page 177] immediate conceptions of themselves as musicians and Froehlich addresses this resistance by discussing concepts about identity formation in the first chapter. Students are thus asked to consider a series of questions they can easily recognize as relevant to their own lives. She begins with the personal and the familiar and then brings in ideas that broaden the range of inquiry, gradually introducing concepts that challenge many of our assumptions about the meaning of music in different people's lives; the range of meanings possible within sounds and musical practices; the role of public education and various ways that music education functions within this larger system, and important questions about how we might conceive of ourselves as transmitters of extant cultural values or transformers of values and social relations.The chapter headings give an indication of the range of material introduced in her text: "The Performer and Teacher in You: A Matter of Identity"; "Teaching as Work: What Educational Sociologists Tell Us"; "Music Learning and Teaching as Socially Situated Acts"; "Music and Social Context: Macro, Micro, and Interactive Perspectives in Selected Texts on the Sociology of Music"; "Musical Meaning and Social Context: Thoughts by Selected Ethnomusicologists and Cultural Theorists"; "Sociology of Education: Major Theories and Their Connection to School Practice"; "Application of Sociological Constructs in Education to Music Schooling"; "Conclusion: You and the Big Picture." Each chapter gives a historical survey of the literature pertaining to the area of inquiry plus an introduction to contemporary writing. Competing discourses are introduced throughout.Froehlich's survey of disciplines that intersect with sociology is quite comprehensive. Amongst other disciplines, she includes foundational literature from musicology, philosophy of music education, sociology of education, and social psychology. The book is thus valuable as a resource for its bibliography alone. She also includes a glossary of terms, another feature that makes the book particularly helpful to undergraduate students. One writer I was surprised not to see included is Jacques Attali. His theoretical arguments on the relations of musical culture to economy provide a significant lens for considering the influence of music on social development and would have been an appropriate addition to the chapter on "Music and Social Context." I also missed work by musicologists and human geographers who have explored the role of race in music and music education.Related to these missing discourses, I have a major concern that is less a critique of Froehlich than an acknowledgement that this position has not yet been given sufficient consideration in our field, and to which Deborah Bradley refers as the "normative centering of whiteness."1 Froehlich bases her work on the assumption that her audience consists of a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 177-179MuseSearchJournalsThis JournalContents[Access article in PDF]Reviewed byLise Vaugeois University of TorontoHildegard C. Froehlich, Sociology for Music Teachers:Perspectives for Practice (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)Hildegard Froehlich's book, Sociology for Music Teachers, provides an important and much needed resource for undergraduate and advanced music education programs. Music students tend to see their interests and goals within a narrow framework, (...) one that is reinforced by the intensely personal nature of music-making as well as the material and psychological separation that inheres from our location in physically detached faculties of music. Froehlich's book provides a resource that directly addresses this tendency towards narrowness by inviting students to engage with sociological questions as they affect us personally, professionally, and in the context of questions much larger than ourselves.The book is organized into eight chapters, each of which explores a particular set of questions and introduces related studies and resources. She recommends that students actively engage with the material and provides suggestions for group discussion throughout the book. Each chapter introduces a comprehensive survey of related questions and the body of literature that investigates these questions. Thus, it can be used as the basis to structure an undergraduate course as well as a literature guide for graduate students.Undergraduate students are often resistant to exploring ideas beyond their [End Page 177] immediate conceptions of themselves as musicians and Froehlich addresses this resistance by discussing concepts about identity formation in the first chapter. Students are thus asked to consider a series of questions they can easily recognize as relevant to their own lives. She begins with the personal and the familiar and then brings in ideas that broaden the range of inquiry, gradually introducing concepts that challenge many of our assumptions about the meaning of music in different people's lives; the range of meanings possible within sounds and musical practices; the role of public education and various ways that music education functions within this larger system, and important questions about how we might conceive of ourselves as transmitters of extant cultural values or transformers of values and social relations.The chapter headings give an indication of the range of material introduced in her text: "The Performer and Teacher in You: A Matter of Identity"; "Teaching as Work: What Educational Sociologists Tell Us"; "Music Learning and Teaching as Socially Situated Acts"; "Music and Social Context: Macro, Micro, and Interactive Perspectives in Selected Texts on the Sociology of Music"; "Musical Meaning and Social Context: Thoughts by Selected Ethnomusicologists and Cultural Theorists"; "Sociology of Education: Major Theories and Their Connection to School Practice"; "Application of Sociological Constructs in Education to Music Schooling"; "Conclusion: You and the Big Picture." Each chapter gives a historical survey of the literature pertaining to the area of inquiry plus an introduction to contemporary writing. Competing discourses are introduced throughout.Froehlich's survey of disciplines that intersect with sociology is quite comprehensive. Amongst other disciplines, she includes foundational literature from musicology, philosophy of music education, sociology of education, and social psychology. The book is thus valuable as a resource for its bibliography alone. She also includes a glossary of terms, another feature that makes the book particularly helpful to undergraduate students. One writer I was surprised not to see included is Jacques Attali. His theoretical arguments on the relations of musical culture to economy provide a significant lens for considering the influence of music on social development and would have been an appropriate addition to the chapter on "Music and Social Context." I also missed work by musicologists and human geographers who have explored the role of race in music and music education.Related to these missing discourses, I have a major concern that is less a critique of Froehlich than an acknowledgement that this position has not yet been given sufficient consideration in our field, and to which Deborah Bradley refers as the "normative centering of whiteness."1 Froehlich bases her work on the assumption that her audience consists of a... (shrink)

Augustine was convinced that the Bible is meant to promote one thing: the love of God and neighbor. Although the human language of the inspired scriptures constitutes a formidable challenge, studying the Bible may be the best use of our limited life span. God the master rhetorician will teach, delight, and move anyone who takes it up and reads.

Since the 1980s scholars have been increasingly confronted with expectations to orient themselves toward societal and economic priorities. This normative demand for societal responsiveness is inscribed in discourses aimed at increasing the usefulness, competitiveness, and control of academia. New performance criteria, funding conditions, and organizational forms are central drivers of this debate – thereby, they change the conditions in which scholars conduct research and advance their careers. However, little is known so far about the impact these institutional changes have on (...) the habitus of academics. This article analyzes how stable and consistent habitus formations among academics turn out to be in the course of institutional changes. We compare the habitus formations of two generations of German scholars before and after institutional changes gained pace in Germany. Three distinct habitus formations can be identified, which we refer to as “self-fulfilling,” “self-surpassing,” and “self-asserting.” These habitus formations hold across the two generations, but the lines between them become blurry in the new generation. (shrink)

De Interpretatione is among Aristotle's most influential and widely read writings; C. W. A. Whitaker presents the first systematic study of this work, and offers a radical new view of its aims, its structure, and its place in Aristotle's system. He shows that De Interpretatione is not a disjointed essay on ill-connected subjects, as traditionally thought, but a highly organized and systematic treatise on logic, argument, and dialectic.

O objetivo do presente artigo consiste em apresentar uma reflexão sobre os paradigmas existentes e emergentes frente a um contexto teórico-científico e a necessidade de mudança devido aos desafios enfrentados em determinados momentos. Assim, o texto, de abordagem qualitativa e caracterizado como uma revisão bibliográfica, contextualiza acerca deste braço da filosofia que trata da natureza da pesquisa científica, do conhecimento no campo educacional, não somente do âmbito da epistemologia, mas também da fundamentação dos paradigmas das ciências e da educação, e (...) do conhecimento científico. As questões metodológicas estão diretamente relacionadas com essa reflexão sobre os resultados significativos e o que precisa ser modificado a partir de uma análise sobre o contexto social em que se está inserido. Para fundamentar este artigo, se apresentam as contextualizações que dialogam em torno de autores como Alda Judith Alves-Mazzotti, Pierre Bourdieu, Boaventura de Sousa Santos, Bernard Charlot, Edgar Morin, Thomas Kuhn e Mario Osório Marques. Portanto, o artigo expõe no seu panorama científico uma resposta às imposições das ciências na contemporaneidade, sem o rompimento com o passado e suas tradições, mas apresentando um olhar voltado para o futuro. A partir dessa perspectiva, precisamos ter clareza do campo científico em que estamos inseridos, conhecendo de fato suas peculiaridades para optarmos por um método que contemple as necessidades apresentadas, tendo segurança do que estamos fazendo. Enfim, pode-se concluir que os profissionais da educação precisam de uma base de pesquisa científica sólida para terem subsídios necessários ao experimentarem novas metodologias em suas práticas pedagógicas que sejam significativas para os estudantes. (shrink)

Name der Zeitschrift: Klio Jahrgang: 96 Heft: 1 Seiten: 67-92.

Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve (...) their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic. (shrink)

Both Carnap and Quine made significant contributions to the philosophy of mathematics despite their diversedviews. Carnap endorsed the dichotomy between analytic and synthetic knowledge and classified certainmathematical questions as internal questions appealing to logic and convention. On the contrary, Quine wasopposed to the analytic-synthetic distinction and promoted a holistic view of scientific inquiry. The purpose of thispaper is to argue that in light of the recent advancement of experimental mathematics such as Monte Carlosimulations, limiting mathematical inquiry to the domain of (...) logic is unjustified. Robustness studies implemented inMonte Carlo Studies demonstrate that mathematics is on par with other experimental-based sciences. (shrink)

Das typologische Spektrum der Denkformen von Alterität ist breit. Es erstreckt sich zwischen leerer Gleichheit und unzugänglicher Fremdheit. Eine besondere Zuspitzung erfährt das Thema in der Theologie im Gottesgedanken. Das Buch behandelt diesen Problemzusammenhang anhand von Fallstudien zu Schleiermacher und Luther. Bei der Interpretation geht es zugleich um die Frage nach Genese und Quellen von Alterität in übergreifenden Zusammenhängen. Im Mittelpunkt stehen hierbei die grossen theologischen Gegensatzverhältnisse zwischen Gott und Sünde im Horizont, ebenso die vielfältigen Differenzkorrelationen von Selbst und Welt. (...) Dies findet eine Zuspitzung in der Fokussierung von Entsprechungen zwischen Gottes-, Sozial- und Selbstverhältnissen: Theologie wird mit der Logik von Soziologie und Psychologie verknüpft."-- Back cover. (shrink)

This is the second volume in what will be a translation with full scholarly apparatus of the entire correspondence of St. Hildegard of Bingen. The translation follows Van Acker's definitive new edition of the Latin text, which is being published serially in Belgium by Brepols. As in that edition, the letters are organized according to the rank of the addressees. The first volume included ninety letters to and from the highest ranking prelates in Hildegard's world: popes, archbishops, and (...) bishops. Volume II comprises letters 91-217, in which Hildegard addresses lower-ranking spiritual leaders offering advice and consolation, and is particularly noteworthy for the correspondence with Guilbert of Gembloux, who provides a wealth of information about the saint and her spiritual gift. (shrink)