HARMONIZING SPIRIT AND PERFORMANCE: A DIALECTICAL APPROACH TO THE PHILOSOPHY OF CONTEMPORARY MUSIC EDUCATION

Abstract

This paper examines the interplay between cultural backgrounds and educational methodologies in contemporary music performance education, using a dialectical pedagogical lens. Focusing on the challenges and developments in music performance education, it explores how dialectical thinking—where contradictions are synthesized to form a comprehensive understanding—can enrich the educational experience. Specifically, the study analyzes the experiences of Master of Music students from mainland China at the University of Liverpool, investigating the impact of their cultural and educational backgrounds, characterized by Confucian principles of diligence and memorization, on their ability to engage in reflective and intelligent musical practice. The research highlights how students from diverse linguistic, societal, and cultural backgrounds face unique challenges in adapting to Western pedagogical styles that emphasize critical thinking and creative independence. By detailing the struggles and strategies of these students, the study offers insights into the broader implications of integrating Eastern and Western educational philosophies in music education. This synthesis not only aids in addressing educational disparities but also fosters a deeper understanding of the spiritual and philosophical dimensions of music education, suggesting that such integration can lead to a more holistic approach to teaching music that respects and utilizes cultural differences as strengths rather than obstacles. Through this lens, the paper contributes to the philosophy of religion by discussing how music, as a form of cultural expression, can be a medium for spiritual exploration and ethical development, thus providing a richer educational experience that aligns with the existential and spiritual inquiries central to the European Journal for Philosophy of Religion.