Section I - The Past is Our Future / The Past is Not Our Future
Place of Publication
London, Ontario Canada
Estelle Jorgensen, continuous critique, dialectical pairs, juxtapositional pedagogy, musical thinking and learning, epistemology of emergence
Numerous scholars have provided philosophical perspectives to justify the inclusion of music education in public schools. The philosophical work of Jorgensen offers a framework that allows educators to move beyond singular agendas and apply eclectic approaches to meet the needs of unique teaching environments. This chapter offers commentary on her concept of dialectics and how Jorgensen’s philosophy nurtured innovative curricular approaches to music teacher preparation in a university teacher certification program.
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Citation of this paper:
Heuser, F. (2019). Of dialectics, juxtapositions, and flexible thinking: A tribute to Estelle Jorgensen. In R. E. Allsup & C. Benedict (Eds.), The road goes ever on: Estelle Jorgensen’s legacy in music education, (pp. 3-9). London, Ontario: Western University. https://doi.org/10.5206/q1144262.jorgensen.2019.ch01