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Culture, Nature, Memes
Editor: Thorsten Botz-Bornstein
Date Of Publication: Sep 2008
Isbn13: 9781847186638
Isbn: 1-84718-663-7
This collection of essays on cognition, which involves continental as much as analytical approaches, attempts to observe cognitive processes in three areas: in culture, in nature, and in an area that can – at least from some point of view – be perceived as an “in-between” of culture and nature: memes. All authors introduce a certain dynamic input in cognitive theory, as they negotiate between the empirical and the conceptual, or between epistemology and the study of culture. In all chapters, culture, nature, and memes turn out to be dynamic in the sense of being non-essentialist, their significations and modulating functions always being multi-dimensional. The chapters shed new light on classical themes of cognitive theory as: ‘problems of creation, generation and emergence,’ ‘animals’ thoughts and beliefs,’ ‘minds and computing,’ ‘knowledge and its social dimension,’ ‘thoughts and emotions,’ ‘the innate state of lexical concepts’ and ‘memetics and stylistics.’
Thorsten Botz-Bornstein studied philosophy in Paris and received his Ph.D. from Oxford University. He teaches philosophy at Tuskegee University. His book publications are: Place and Dream: Japan and the Virtual; Films and Dreams: Tarkovsky, Sokurov, Bergman, Kubrik, Wong Kar-wai; Vasily Sesemann: Experience, Formalism and the Question of Being; Virtual Reality: The Last Human Narrative?; Space in Russia and Japan: A Comparative Philosophical Study.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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