20 found
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  1.  13
    Reading with Feeling: The Aesthetics of Appreciation.Iris M. Yob & Susan L. Feagin - 1996 - Journal of Aesthetic Education 32 (4):116.
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  2.  44
    Thinking Constructively with Metaphors.Iris M. Yob - 2003 - Studies in Philosophy and Education 22 (2):127-138.
  3. Deconstructing Deleuze and Guattari's A Thousand Plateaus for Music Education.Estelle R. Jorgensen & Iris M. Yob - 2013 - Journal of Aesthetic Education 47 (3):36-55.
    Gilles Deleuze and Felix Guattari’s work has been mined by writers about music and music education such as Ian Buchanan, Marcel Swiboda, Marianne Kielian-Gilbert, and Elizabeth Gould, as they have reflected on how music and music education should be construed. 1 Our present task is to examine critically Deleuze and Guattari’s ideas in our reading of their book A Thousand Plateaus: Capitalism and Schizophrenia, with a view to determining the merits of their ideas as a basis for a philosophy of (...)
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  4. Dance as Portrayed in the Media.Ishtiyaque Haji, Stefaan E. Cuypers, Yannick Joye, S. K. Wertz, Estelle R. Jorgensen, Iris M. Yob, Jeffrey Wattles, Sabrina D. Misirhiralall, Eric C. Mullis & Seth Lerer - 2013 - The Journal of Aesthetic Education 47 (3):72-95.
    This article attempts to answer a question that many dancers and non-dancers may have. What is dance according to the media? Furthermore, how does the written word portray dance in the media? To answer these ques-tions, this research focuses on the role that the discourse of dance in media plays in the public sphere’s knowledge construction of dance. This is impor-tant to study because the public sphere’s meaning of dance will determine whether dance education is promoted or banned in schools (...)
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  5.  6
    Editorial Reflections on Philosophizing in Music Education.Estelle R. Jorgensen & Iris M. Yob - 2023 - Philosophy of Music Education Review 31 (2):109-120.
    In lieu of an abstract, here is a brief excerpt of the content:Editorial Reflections on Philosophizing in Music EducationEstelle R. Jorgensen and Iris M. YobIn this article, we reflect on issues that go to the heart of teaching and scholarship in the philosophy of music education. After thirty years of editing Philosophy of Music Education Review, it is a good time to take stock of the philosophical work that has been and is being published and of challenges that remain.Over the (...)
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  6.  9
    Freedom and Responsibility: The Aesthetics of Free Musical Improvisation and Its Educational Implications—A View from Bakhtin.Iris M. Yob, Panagiotis A. Kanellopoulos, Karin S. Hendricks, Estelle R. Jorgensen, Patrick K. Freer & Phil Jenkins - 2011 - Philosophy of Music Education Review 19 (2):113.
    This paper aims to examine how specific aspects of Bakhtin's theoretical perspective might inform our understanding of improvisation. Moreover, it outlines the possible educational implications of such a perspective. Specifically, a sketch of a Bakhtinian conception of improvisation is proposed, a sketch which emphasizes the cultivation of an attitude of consciousness that leads to an understanding of improvised music making as an obligation to explore the unknown, to search for freedom through the responsibility to attend to the uniqueness of irrevocable (...)
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  7. 7. in memoriam.Deanne Bogdan, David Carr, Iris M. Yob, Anthony J. Palmer & Philip Alperson - 2010 - Philosophy of Music Education Review 18 (2).
     
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  8.  19
    A Response to David Carr, "The Significance of Music for the Promotion of Moral and Spiritual Value".Iris M. Yob - 2006 - Philosophy of Music Education Review 14 (2):209-213.
    In lieu of an abstract, here is a brief excerpt of the content:A Response to David Carr, “The Significance of Music for the Promotion of Moral and Spiritual Value”Iris M. YobDavid Carr has addressed a question that has been lurking in philosophical literature for centuries and, I might add, in our collective intuition as well: Just what is the connection between music and the moral and spiritual life? And as we have come to expect from his work, he brings a (...)
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  9.  18
    In Dialogue.Iris M. Yob, Hermann J. Kaiser, Lenia Serghi, Lauri Väkevä, Patrick K. Freer & Paul Louth - 2006 - Philosophy of Music Education Review 14 (2):209-233.
    In lieu of an abstract, here is a brief excerpt of the content:A Response to David Carr, “The Significance of Music for the Promotion of Moral and Spiritual Value”Iris M. YobDavid Carr has addressed a question that has been lurking in philosophical literature for centuries and, I might add, in our collective intuition as well: Just what is the connection between music and the moral and spiritual life? And as we have come to expect from his work, he brings a (...)
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  10.  26
    Metaphors for a Change: A Conversation about Images of Music Education and Social Change.Estelle R. Jorgensen & Iris M. Yob - 2019 - Journal of Aesthetic Education 53 (2):19-39.
    Two common themes emerge in our writings over the past several decades. Estelle Jorgensen has focused partially and significantly on models and metaphors that undergird music education.1 Iris Yob has examined the role of higher education generally and music education specifically in creating positive social change.2 At times, and against the backdrop of recent writing on music education, social change, and social justice,3 we each have explored topics in the other's area of interest.4 Neither of us, however, has systematically brought (...)
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  11. The Cognitive Emotions and Emotional Cognitions.Iris M. Yob - 1997 - Studies in Philosophy and Education 16 (1/2):43-57.
    Israel Scheffler's "In Praise of the Cognitive Emotions" (1977, 1991) extends earlier analyses of the role of emotions in rational undertakings. It shows that some emotions – "rational passions," "perceptive feelings," "theoretical imagination" and "cognitive emotions" – are essentially cognitive in origin and may serve cognitive purposes. Though it analyszes the interplay of emotion and cognition, cognition is the focus and the emotions that are examined revolve about it. This prompts us to wonder about the effect of a "Copernican revolution." (...)
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  12.  14
    A feeling for others: Music education and service learning.Iris M. Yob - forthcoming - Philosophy of Music Education Review.
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  13.  23
    Cognitive Emotions and Emotional Cognitions in the Arts.Iris M. Yob - 1998 - The Journal of Aesthetic Education 32 (2):27.
  14.  17
    Religious Emotion in the Arts.Iris M. Yob - 1995 - The Journal of Aesthetic Education 29 (4):23.
  15.  21
    Religious Music and Multicultural Education.Iris M. Yob - forthcoming - Philosophy of Music Education Review.
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  16.  8
    The Arts as Ways of Understanding: Reflections on the Ideas of Paul Tillich.Iris M. Yob - 1991 - The Journal of Aesthetic Education 25 (3):5.
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  17.  6
    The Cognitive Emotions and Emotional Cognitions.Iris M. Yob - 1997 - Studies in Philosophy and Education 16 (1-2):43-57.
    Israel Scheffler's "In Praise of the Cognitive Emotions" (1977, 1991) extends earlier analyses of the role of emotions in rational undertakings. It shows that some emotions – "rational passions," "perceptive feelings," "theoretical imagination" and "cognitive emotions" – are essentially cognitive in origin and may serve cognitive purposes. Though it analyszes the interplay of emotion and cognition, cognition is the focus and the emotions that are examined revolve about it. This prompts us to wonder about the effect of a "Copernican revolution." (...)
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  18.  11
    The Form of Feeling.Iris M. Yob - forthcoming - Philosophy of Music Education Review.
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  19.  13
    Why is Music a Language of Spirituality?Iris M. Yob - 2010 - Philosophy of Music Education Review 18 (2):145-151.
    The basic thesis explored in this paper is that rather than seeing spirituality as a byproduct of music, the other arts, and religion, music, the other arts, and religion might be seen as a byproduct of spirituality—hence, the proposition that music is a language of spirituality. If that is the case, there are twin dangers: talk of “wholism” can obscure the distinctly human capacity of spirituality and constructions of spirit as one element of the old dualisms or tripartisms can separate (...)
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  20.  6
    Music and Women: The Story of Women and Their Relation to Music. [REVIEW]Iris M. Yob - 1997 - Journal of Aesthetic Education 31 (4):116.
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