ABSTRACT

As a part of efforts to clarify the value of music education that can be named as practical-aesthetic education, the purpose of this study is to explore the educational value of aesthetic music education as a practical approach in the post-human era, while conceptually shedding light on the understanding selfness and otherness in the context of music education. To this end, after exploring the characteristics of music education as aesthetic education, the researcher delves into the meaning of ‘understanding selfness’ and ‘understanding otherness’ in relation to the musical experiences that can be provided from practical-aesthetic education. In addition, the researcher articulates the specific roles of music education as practical-aesthetic education, while discussing the ethical nature inherent in the concept of ‘feeling’ from Antonio Damasio. The roles of music education as practical-aesthetic education can be summarized in the following three points: First, as practical-aesthetic education, music education should prioritize teaching and learning approaches that begin with musical sounds as their foundation. Second, as practical-aesthetic education, music education should provide students with the experience of “artistship.” Third, as practical-aesthetic education, music education should place significant value on the process of publicly sharing musical experiences. In conclusion, the researcher proposes that the music educational approach as practical-aesthetic education can be an educational practice suggesting the way of music education required in the contemporary era.

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