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Dolls & Clowns & Things: Essays for a Symbolic Self
Author: Lisa Pavlik-Malone
Date Of Publication: Apr 2011
Isbn13: 978-1-4438-2724-9
Isbn: 1-4438-2724-X
In this volume, the author explores the symbolic relationship between the self and the object through a potentially illuminating lense—cognition. From this perspective, objects in general, and dolls in particular, are studied as vehicles through which cognitive processes adapt and re-adapt themselves, in various and specific ways, to transform one’s understanding of Self as an ongoing, overarching imaginative endeavor. Although at least some aspects of thought and emotion can and do function consciously, both the “cognitive conscious” as well as the “cognitive unconscious” are interpreted as fundamental to the creation of Self. Here, the author explores three ways in which “Self” may be “nurtured” or developed by the mind: one, as my physical object, in which the “thing” becomes one’s “own” meaningful possession while retaining all the aspects of its physical nature; two, as my objectified being, in which the original physical nature of the “thing” includes its being alive, but it has since lost this phenomenological quality in a sense, as one’s “own” personal meaning has come to imbue it; and three, as my personified idea, in which the individual mind conjures up the object itself, while ascribing to it human qualities in various aspects that, in the mind of the creator at least, emanate from the object as fundamental to what it is. In each sense, the conception of Self through the object is considered as a mechanistically intricate, personally invaluable mental attribute.
Lisa Pavlik-Malone holds a PhD in Educational Psychology from Fordham University, New York, USA, with a specialization in cognition. Her doctoral work on the cognitive processes involved in imaginative thought has been published in the Journal of Creative Behavior. She teaches Developmental Psychology and Educational Psychology at her local college.
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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