SAMUEL SILVA
Samuel Silva is a public music teacher with experience in music literacy and choral music coming from the Brasilia School of Music (Brazil). He holds a degree in Arts Education with a major in music (Brazil, 1996), a Specialization in Brazilian Music (Brazil, 2004), and two master's degrees, one in Music, Creation and Expression (Brazil, 2009), and the other in Music Education (Canada, 2015). Presently in the second year of the music education graduate program at Western University, Samuel is interested in philosophical issues related to music and music education.
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Gnosticism & Music Education Philosophy
This presentation investigates lines of action in music education philosophy and argues their
association with gnosticism (Voegelin, 1968). Through three examples, Gould (2004, 2006,
2010), Jørgensen (1993, 1994, 2008) and Allsup (2016) five gnostic strategies are addressed: (a)
the substitution of the ontologic for the ontic, (b) the denial of the Logos, (c) the deification of
desire, (d) the omission of main or peripheral concepts, and (e) the prohibition of the
examination of premises. Overall, I suggest that the philosophical perspective implied by
gnosticism may be associated with an intellectual framework limited to the political.
association with gnosticism (Voegelin, 1968). Through three examples, Gould (2004, 2006,
2010), Jørgensen (1993, 1994, 2008) and Allsup (2016) five gnostic strategies are addressed: (a)
the substitution of the ontologic for the ontic, (b) the denial of the Logos, (c) the deification of
desire, (d) the omission of main or peripheral concepts, and (e) the prohibition of the
examination of premises. Overall, I suggest that the philosophical perspective implied by
gnosticism may be associated with an intellectual framework limited to the political.