인간행동과 음악연구 (Journal of Music and Human Behavior)

  • 제21권3호
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  • Pages.1-18
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  • 2024
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  • 2288-2774(pISSN)
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  • 2799-9076(eISSN)
한국음악치료교육학회 (Korean Music Therapy Education Association)
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체화인지 관점에서 바라본 실천적 음악교육의 윤리적 가능성 탐구

Exploring the Ethical Possibilities of Praxial Music Education From the Perspective of Embodied Cognition

  • 최진경 (서울대학교 교육연구소)
  • Choi, Jin Kyong (Education Research Institute, Seoul National University)
  • 투고 : 2024.07.29
  • 심사 : 2024.10.21
  • 발행 : 2024.12.31
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초록

본 연구의 목적은 체화인지 관점에서 실천적 음악교육의 윤리적 가능성을 탐색하는 것이다. 실천적 음악교육학자들은 유기체가 환경과 상호작용하며 생성한 의미를 인지로 간주하는 체화인지에 기대어 공감과 돌봄을 음악교육의 윤리적 가치로 제시하고 있다. 하지만 이들은 음악이 윤리로 나아가는 지점들에 체화인지가 어떻게 적용될 수 있는지를 구체적으로 논의하고 있지 않다. 이에 연구자는 음악이 타인에 대한 공감과 돌봄으로 나아가기 위해 어떠한 조건들을 거쳐야 하는지를 논의함으로써 실천적 음악교육의 윤리적 가능성을 탐색하였다. 체화인지는 인지를 참여적이고 관계적인 것으로 간주하기에, 참여적 음악 만들기와 듣기에서 타인의 정서를 이해할 수 있는 음악적 상상력으로 공감을 형성하고, 이러한 공감이 상호주관성으로부터 생성된 변증법적 공감을 형성할 수 있다면 실천적 음악교육은 윤리로 나아갈 수 있다. 이에 따라 실천적 음악교육은 관심과 돌봄에 기반한 참여적 음악 만들기와 듣기를 강조하게 되는데, 이는 다음과 같은 시사점을 제시한다. 첫째, 주의 깊은 듣기에서 출발하는 참여적 음악하기가 필요하다. 둘째, 교수-학습의 결과보다는 과정에 집중해야 한다. 셋째, 음악을 위한 앎보다는 삶을 위한 음악적 앎을 강조한다. 넷째, 교사는 윤리적 태도와 전문성을 갖추어야 한다.

The purpose of this study is to explore the ethical possibilities of praxial music education from the perspective of embodied cognition. Praxial music educators rely on embodied cognition, which views cognition as meaning generated through the dynamic interplay between a living system and its environment, to present empathy and care as ethical values in music education. However, they do not specifically discuss how embodied cognition can be applied at the intersection where music transitions into ethics. Therefore, this study explores the ethical possibilities of praxial music education by discussing the conditions under which music can advance toward empathy and care for others. Since embodied cognition views cognition as participatory and relational, if musical imagination can foster empathy by understanding others' emotions through participatory music-making and listening, and if this empathy can develop into dialectical empathy generated from intersubjectivity, then praxial music education can move towards ethics. Consequently, praxial music education emphasizes the importance of participatory music-making and listening grounded in concern and care, which presents the following insights: First, participatory music-making should begin with attentive listening. Second, the emphasis should fall on the process of teaching and learning rather than outcomes. Third, the focus should be on musical knowledge that enriches life rather than solely acquiring knowledge for the sake of music. Fourth, teachers must possess both ethical attitudes and professional expertise.

키워드

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