Begegnungen von Welt und Selbst - Begegnungen von Musikpädagogik und Soziologie. Soziologische Perspektiven auf die didaktische Interpretation von Musik
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The following article deals with encounters in a twofold sense. It draws a link between two disciplines – music education and sociology. At the same time, encounters between the world and the self are the central focus of our theoretical explanations. In the early 1970s, Karl Heinrich Ehrenforth (1971) and Christoph Richter (1976, 2012) developed a music-pedagogical conception based on the idea of philosophical hermeneutics, called didactic interpretation. The didactic interpretation as a conception in music education is an attempt to emphasize the importance of personal relationships between music and people. The focus is on the confrontation and the encounter between the world and the subject. Its basic ideas of this approach lead to a certain attitude with the structure of a threefold dialogue: an attitude toward oneself, and to interpreting our world and interacting with it. The assumption that educational processes take place in specific self-world relationships is also the starting point of the Education of Resonance. There is a categorial difference between resonant and indifferent and repulsive world relations. The basic theory is, that Education depends on resonances between self and world. In resonant relationships, both poles – self and world – open to each other mutually and establish a successful form of world relationship (Rosa, 2016; Beljan, 2017).