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Archaeology Experiences Spirituality?
Editor: Dragoş Gheorghiu
Date Of Publication: Dec 2011
Isbn13: 978-1-4438-3368-4
Isbn: 1-4438-3368-1
This book’s aim is to go beyond the limits of the contemporary scientific paradigm of “material culture” by presenting some of the issues confronting archaeology, as it attempts to approach the spirituality of the past. It brings together archaeologists from Western and Eastern Europe, and the USA who, more or less obviously, have used their experientiality to approach the world view and mystic experience of ancient peoples. The book intends to present several arguments in support of an archaeology of spirituality through a series of seven case studies. What method should we use to approach spirituality? Are we still dependent on quantitative methods? Is phenomenology an appropriate instrument? Can experientiality approach a spiritual experience? Is the emic approach efficient enough to approach the spiritual side of a studied phenomenon? Are the analogous ethnographic models suitable instruments for this task? How much of the spirituality of the past is still accessible today? Could we build artificial contexts that would allow the recreation of the phenomenological condition analogous to the originals? Archaeology Experiences Spirituality? goes beyond the archaeological study of material culture, offering a fascinating lecture for the reader of the twenty-first century.
Professor Dragos Gheorghiu is an anthropologist and experimental archeologist whose studies focus on the process of cognition and material culture, of the Neolithic and Chalcolithic societies of South Eastern Europe. His most recent research is concerned with the reconstruction at large scale of prehistoric contexts and their analysis. He is the author, editor and co-editor of multiple books on archaic technologies and semiotics of material culture, and has a sustained publication activity on prehistoric Europe.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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