Language, Empathy, Archetype: Action-Metaphors of the Transcendental in Musical Experience

Philosophy of Music Education Review 21 (2):103 (2013)
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Abstract

This paper proposes a theory to explain the remarkable emotional power of our response to abstract music. It reviews and rejects metaphysical arguments derived from notions of a divine spiritual realm and from absolute forms of human reason. Its conclusion is that musical experience is always essentially inter-subjective and potentially empathetic, and arises from “action-metaphors,” through which we link musical performances, as forms of action, to subconscious, archetypal dimensions of our awareness of ourselves and of our feelings towards others. It ends with a discussion of the implications of this theory for music education.

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When the Project is Not Understanding: Music Education for the Incomprehensible.Juliet Hess - 2022 - Studies in Philosophy and Education 42 (3):261-282.

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