![]() ![]() By first discussing the cultural relativity of philosophical expression, this article suggests that Suzuki's philosophy may be better (although differently) articulated than Western scholars give it credit. Specifically addressed is Estelle Jorgensen's critique of Suzuki-trained educators who may rely too heavily on rote pedagogical methods without careful reflection of the philosophical principles underlying their approach. This article attempts to bridge the philosophical gap between Western music education philosophers and practicing Suzuki music teachers. Suzuki's writings and interviews with individuals who worked with Suzuki are used to demonstrate his belief in the spiritual nature of musical tone, and the high priority he placed upon character development. Finally, this article articulates Suzuki's philosophy of music education, named here “Music Education as Love Education” (a play on words with the familiar term “Music Education as Aesthetic Education,” to reflect Suzuki's principal focus on the nurturing of students)-in order to offer a fresh look at a philosophy that may be often, though differently, disregarded by both sides of the debate. On the other hand, this article also invites contemporary string pedagogues who use Suzuki's methods to candidly consider how much attention they pay to Suzuki's (and their own) educational philosophy as they teach. ![]() Selection and/or peer-review under responsibility of The Association of Science, Education and Technology If it is shown that musical training appears to benefit logical thinking, as hypothesized, it may add to a growing body of research suggesting that policy-makers and educationalists reconsider curriculum balance. ![]() This research addresses concerns that governments' quests for higher standards in mathematics may result in impoverished curricula with limited access to the arts. Statistical analyses will examine improvement over time while considering differences among three musical components and two conditions for each. Pre-tests and post-tests in musical, creative, spatial and mathematical thinking were administered. Apart from the specific musical-mathematical foci, the lesson content was kept as constant as possible within primary school settings. Lessons emphasized melody, rhythm or form in half of the classes, the teacher made the musical-mathematical parallels explicit. ![]() Nearly 200 children aged 7-8 years experienced weekly music lessons (duration = 9 months). Specification of potential cognitive correlates between musical and mathematical components is sought and underpins the design (3 variables x 2 conditions each = 6 groups). This study examines the potential for music education to enhance children's mathematical thinking. ![]()
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