Imagining Music Education in the “We-Mode”

Deborah Bradley
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引用次数: 1

Abstract

In this article, I explore the “we-mode,” a concept under investigation by social cognition researchers that emerged from John Searle’s concept of collective Intentionality. Wemode thinking captures the viewpoints of individuals engaged in social interactions and expands each individual’s potential for social understanding and action. This access to the knowledge and understandings of those with whom they collaborate creates shared knowledge and understandings that may lead to collective Intentionality or we-mode. The discussion begins with a look at how living and working in groups affects identity formation, using Paul Gilroy’s notion of planetary humanity as an example of we-mode thinking. As Searle explains, collective Intentionality emanates from the Background (similar to Bourdieu’s habitus), which thus allows for the possibility of collective Intentionality or we-mode thinking and action. The article concludes by querying the potential for developing we-mode thinking in music education within an anti-racism framework, followed by an introduction to the four articles published in this issue.
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想象“自我模式”下的音乐教育
在本文中,我将探讨“我们模式”,这是社会认知研究者正在研究的一个概念,它源于John Searle的集体意向性概念。weemode思维捕捉了参与社会互动的个体的观点,并扩展了每个个体对社会理解和行动的潜力。这种对与他们合作的人的知识和理解的访问创造了共享的知识和理解,这可能导致集体意向性或我们模式。讨论以保罗·吉尔罗伊(Paul Gilroy)的行星人类概念作为我们模式思维的一个例子,开始探讨在群体中生活和工作如何影响身份形成。正如Searle所解释的那样,集体意向性源于背景(类似于布迪厄的习惯),这使得集体意向性或我们模式的思维和行动成为可能。文章最后对在反种族主义框架下发展我们模式思维在音乐教育中的潜力提出了质疑,随后介绍了本期发表的四篇文章。
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来源期刊
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发文量
8
审稿时长
28 weeks
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