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Concertölogy: The New Philosophy
Author: Manas Roy
Date Of Publication: Apr 2011
Isbn13: 978-1-4438-2856-7
Isbn: 1-4438-2856-4
While Derrida deconstructed Husserlian phenomenology, he undertook phenomena as a constructed form of appearance; but it’s not in all the case that all appearance may have or presents the same pheno/photö-being-in-the-world form with respect to space-time-causation-absolute and photö-reflection/refraction relativity. It is found that necessity to introduce Absolute’s supremeness & the effects of Einstein’s Theory of Relativity as are the major determining factor-tools towards locating the “Existentio Phenomenologistic” loca-standi of any phenomenal reality of the universe. One may receive ‘photövita’ from a ‘phenomena’ in the form of Epoché-L reflective/refractive ‘pheno-drops’; One may receive ‘Photö-drops’ in the form of ‘Photö-syntagmatics’ or ‘Photö-vishown’ but can’t catch ‘photö’ atoms. It’s uncertain & impossible like Heisenberg’s atomic principle; as both the atomic criterias (photo and photö) fall under the same universal principle though varies from different disciplines. This way ‘Concertölogy’ launches as: The systematic study about photö-atomic determination of ‘Phenomenology’ by Déconcert Theory; presenting Pheno→Photö→Word→Art concertö with their respective-subjective value(s).
Manas Roy is founder Déconcertönist, introduced “Concertölogy”: as new doctrine for the 21st century Philosophy. His Déconcert Theory and the concepts of “Photö-Dynamics” (PD), “Photö-Vita” (PV) have opened new doors for the scientific analysis of philosophy; placing for the future scholars for further re-searcheable study of philosophy. Significant publications include “Transforming of Husserlian Phenomenology”, Revista Filosofía, Vol. 9(1), 2010. And recently “Concerting Déconstruction”, from Cambridge Scholars Publishing, U.K.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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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