Thwarting the authority of purpose: Epistemic responsibility within collaborations

Authors

Cathy Benedict

Document Type

Book Chapter

Publication Date

1-2018

Journal

Musician Teacher Collaboration: Altering the Chord

First Page

62

Last Page

70

URL with Digital Object Identifier

https://doi.org/10.4324/9781315208756

Abstract

This chapter suggests that although powerful, the topic or question of the musician–teacher collaboration is the wrong one with which to begin. Rather, I advocate for the merits of epistemic responsibility, arguing it to be an impactful and meaningful way to challenge the primacy of purpose in any collaboration, whether poet/language arts or musician–teacher. This does not obviate the necessity of content decisions or accountability, but it does propose engagements with teaching and learning where responsibility is guided by moral issues of being with others.