Metodo

International Studies in Phenomenology and Philosophy

Series | Book | Chapter

178951

Pendulum dialogues and the re-enchantment of the world

Edvin Østergaard

pp. 185-198

Abstract

In this chapter, my main educational argument is that music can provide an entrance into aesthetic experience of nature. Based on my own experiences as composer and researcher with the ongoing art-science project Pendulum Dialogues, I discuss how artistic-scientific dialogues with the pendulum might reveal the world's ontological dimensions. I ground the argumentation in Heidegger's space analysis in Time and Being, his distinction between geometrical space and existential space, and the problem of the ontological reversal. I argue that an ontological re-reversal is a matter of both explicit philosophical investigations and innovative explorations of practical teaching efforts. Obviously, an ontological re-reversal also implies giving experience and sensing back their role in education. Discussing art and science, I argue that the differences between the artist's and the scientist's approach to one and the same phenomenon should be highlighted in order to create a dialogue between artists and scientists, teachers and students in a common learning space. The lesson to learn from music education is that science teachers should, in order to promote aesthetics in science class, intentionally cultivate a more open, unbiased kind of observation.

Publication details

Published in:

Pio Frederik, Varkøy Øivind (2015) Philosophy of music education challenged: Heideggerian inspirations: music, education and personal development. Dordrecht, Springer.

Pages: 185-198

DOI: 10.1007/978-94-017-9319-3_11

Full citation:

Østergaard Edvin (2015) „Pendulum dialogues and the re-enchantment of the world“, In: F. Pio & Ø. Varkøy (eds.), Philosophy of music education challenged: Heideggerian inspirations, Dordrecht, Springer, 185–198.