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Revisiting Mysticism
Editor: Chandana Chakrabarti and Gordon Haist
Date Of Publication: May 2008
Isbn13: 9781847185587
Isbn: 1-84718-558-4
The twelve essays in this collection promote scholarship on the rich and diverse subject of mysticism by examining the nature of its thought both from Eastern and Western and from philosophical and religious perspectives. These include studies of specific mystics, including Teresa de Avila, Lady Nijo, Hiroshi Motoyama, and Mirabai, and thinkers about mysticism, including Kant, Nietzsche, and Wittgenstein. The book opens with two descriptive studies of similarities in the life of Teresa de Avila and mystics of very different times and cultures. The issue of mysticism and ethics is addressed in three essays, and central concepts involving pure conscious events and primordial oneness in Nietzsche are addressed in two separate essays. Wittgenstein's comments on mysticism are examined in two essays, one that places them in the perspective of his overall development and the other that studies them in comparison with recent continental thought. The book concludes with two essays that look broadly at the supersensible, one from an examination of Kantian aesthetics and the other from quantum mechanical interpretations of reality. Taken together, these essays attest to the power of mysticism to provoke reasoned thought about ultimate matters.
Chandana Chakrabarti is the Director of the Center for Spirituality, Ethics and Global Awareness at Bethany College, Bethany, WV. She is Vice President of the Society for Indian Philosophy and Religion and Associate Editor of the Journal of Indian Philosophy and Religion.
Gordon Haist is Professor of Philosophy at the University of South Carolina at Beaufort.
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
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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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