• Can We Buy Virtue? Implications from State University Funding On Musical Instrument Performance Teacher Mandate

    Author(s):
    Robin Rolfhamre (see profile)
    Date:
    2021
    Group(s):
    Education and Pedagogy, Performance Studies
    Subject(s):
    Education, Higher, Music--Instruction and study, Music--Performance, Ethics, Rhetoric, Teaching, Learning
    Item Type:
    Book chapter
    Tag(s):
    musical instrument, mandate, Higher education, Music education, Music performance, Teaching and learning
    Permanent URL:
    http://dx.doi.org/10.17613/0g04-ps79
    Abstract:
    Recent world developments have put a strain on the humanities in general, and higher education music performance study degree-programmes in particular. In an educational system currently promoting consumer product relationships where the music performance teacher is very much accountable for the students’ development into professional musicians and, recently, also sustainable world citizens, we must give more attention to what, whom and why we educate? This chapter is an armchair analytical philosophical continuation of a paper published elsewhere (Rolfhamre, 2020). Taking the lead from Julia Annas’ (2011) virtueas-skill, I will, here, elaborate on what implications the Norwegian state higher education funding system may have on the higher education music performance teacher’s perceived mandate from the perspectives of music pedagogy, rhetoric and virtue ethics. First, I pursue three different usages of the verb “to buy” to exemplify why I find the chapter’s title to be relevant and valid. This sets the premises for the following turn to rhetoric to highlight the starting point’s persuasive functions and incentives. Subsequently, I briefly relate the argument to Butlerian performativity to emphasise its relation to normativity, inclusion-exclusion and the theoretical possibility of “breaking free”. From this position, I draw on Aristotelian phronesis, mainly through the position held by Hansen (2007) to sketch up an ecology in which I ask how this all affects the teacher’s mandate?
    Metadata:
    xml
    Published as:
    Book chapter     Show details
    Pub. DOI:
    10.23865/noasp.119.ch4
    Publisher:
    Cappelen Damm Akademisk/NOASP
    Pub. Date:
    2021-1-21
    Book Title:
    Higher Education as Context for Music Pedagogy Research
    Author/Editor:
    Robin Rolfhamre
    Chapter:
    4
    Page Range:
    95 - 112
    ISBN:
    9788202711818
    Status:
    Published
    Last Updated:
    2 years ago
    License:
    All-Rights-Granted
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