IMPLIKASI-IMPLIKASI FALSAFAH PENDIDIKAN MUZIK 1. Naturalisme Asaskepadafalsafahiniadalahpendekatandirikepadaalam. Pendidikanharuslahseimbangmeliputiaspekfizikaldan mental manusia. Pengalamanbelajarmestilahmenyeronokkan.

Galakanaktivitispontanakan menggalakkankreativitipelajar. Peluangbelajarmestilahdiperbanyakkan. Penggunaanpendekatangeneratif: membentuksatukonsepumummelaluidanmerangkumimaklumat -maklumatkecil yang diperolehi. Pengalamannegatifdalambelajarharusberlaku.

2. Idealisme Kewujudanobjekmauju ddalamalamdifikirkanmelaluifikiran logic danberteraskanintelek. Hanyamuzik yang bermutu (muzik yang mengandunginilai -nilai) yang dianggapkekal. Pelajarharusberfikirsecarakeseluruhanmengenaisesuatufaktadansesuatufakta ataupengetahuanitulahmestilahdianalisism elalui proses sintesis.

3. Realisme Idea dipraktikkanterlebihdahulu agar satubentukpembuktiandapatdihasilkan. Maklumatdiperolehimelaluipemikirankritis. Pengalamanbelajardanaktivitibelajaradalahpentingsebagaisatubentukdidikanb agimendapatkankemahirandalammengh arungikehidupan.

KEPENTINGAN FALSAFAH PENDIDIKAN MUZIK

Persekitaran P&P penuhkesih sayang. Membolehkanpendidikmemahamiisu isuasaskehidupandanmembuatkeputusan. 3. KAEDAH & PRINSIP PESTALOZZI 1. di manasubjeksepertigeografi. 3. Proses pembelajaranberasaskanmuriddilaksanakan agar pelajardigalakkanuntukmenjadilebihaktifbagimembetulkankesilapan. Memudahkanpendidikmenghuraikanrasional&justifikasikepentinganPendidika nMuzik. 8. Pendidikanmestilahbertujuanmenujukearahpembentukan JERIS. Proses P&P bukanhanyadenganperkataan. dengardanlihatsekelilingmerekabagimembentukpengalamanpembelajaran yang berkesan. Membolehkanpendidiklebihtekal di dalam&luarkelas. Proses P&P kurangmenggunakanbukusahaja. 2. Pendidikanadalahpendedahan ataukebolehansemulajadibagimanusia.1. 4. 6. KEPENTINGAN TEORI. muzik. 5. TEORI. 2. Membolehkanpendidikmempunyaifahamansistematik&komprehensif. Digunakansebagaiasassistempendidikan di seluruhdunia. KAEDAH & PRINSIP PESTALOZZI . Menggalakkankearahlanjutankurikulumasas . 4. 7. pendidikanseni visual dansainsmuladiwajibkan. tetapipelajarboleh rasa.

PRAGMATISME . Persekitaranemosikanak-kanakhendaklahsentiasadipastikanselamat. 2.1. PREMIS / ASPEK TERPENTING DALAMTEORI. P&P akanmembawa kea rah proses pendidikan yang progresif. KAEDAH & PRINSIP PESTALOZZI 1. Meransangintelektualharmoni. Arahan-arahan yang diberikanmestilahmenurutkonsepumumkemanusiaan yang bermuladenganpenggunaanderia. 2. perkembanganfizikaldan moral pelajar.

for Dewey. whereas the latter believe that it is a meaningful empirical question. O. and that no determinate interpretation can be given. conceptual relativity. and fallibilism. a denial of the fact-value distinction. is or should be a part of everyone's creative lives and not just the privilege of a select group of artists. in a less orthodox manner. [1] Through the early twentieth century it was developed further in the works of William James. James. Quine and WilfridSellars) put forth a revised pragmatism criticizing the logical positivism dominant in the United States and Britain since the 1930s. the most influential of the late 20th-century pragmatists. He defines a work of art as "a physically embodied. V. The former (Rorty among them) want to do away with the problem because they believe it's a pseudo-problem. . He also emphasizes that the audience is more than a passive recipient. Aesthetics John Dewey's Art as Experience. Important positions characteristic of pragmatism include radical empiricism. a high regard for science. when a new analytic school of philosophy (W.instrumentalism. IEP) Art. They argue instead that there is no need to posit the mind or mindstuff as an ontological category. known sometimes as neopragmatism. based on the William James lectures he delivered at Harvard. and "neo-classical" pragmatism (such as Susan Haack) that adheres to the work of Peirce. He emphasizes that works of art are complex and difficult to fathom. Pragmatism has enjoyed renewed attention since the 1960s. gained influence spearheaded by the philosopher Richard Rorty. culturally emergent entity". Pragmatists disagree over whether philosophers ought to adopt a quietist or a naturalist stance toward the mind-body problem.Pragmatism is an American philosophical tradition which began in the late nineteenth century with Charles Sanders Peirce and his pragmatic maxim. a human "utterance" that isn't an ontological quirk but in line with other human activity and culture in general. verificationism. A notable contemporary pragmatist aesthetician is Joseph Margolis. Contemporary pragmatism may be broadly divided into a strict analytic tradition. while a new brand infused with themes from the analytic and other traditions. culture and everyday experience. was an attempt to show the integrity of art. Dewey's treatment of art was a move away from the transcendental approach to aesthetics in the wake of Immanuel Kant who emphasized the unique character of art and the disinterested nature of aesthetic appreciation. (Field. John Dewey and. and Dewey. Both John Dewey in Nature and Experience (1929) and half a century later Richard Rorty in his monumental Philosophy and the Mirror of Nature (1979) argued that much of the debate about the relation of the mind to the body results from conceptual confusions. by George Santayana.

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