The development of Estonia’s national music culture has really taken place over the last 145 years, thanks to the national choral song festival tradition that began in 1869 and has continued until today. Song festivals have been always important as a form of non-political resistance confirming Estonian identity and self-confidence. Many have characterized Estonia as a “singing nation” and we know that a great contribution to this is provided by music teachers at schools.

Nos últimos anos, a presença das disciplinas científicas nos currículos escolares tem sido justificada em termos da participação democrática dos indivíduos numa sociedade cada vez mais permeada por questões nas quais a ciência e tecnologia desempenham um papel fundamental. Argumentamos, no entanto, que na pesquisa em educação em ciências as análises das relações entre os processos individuais de ensino-aprendizagem e os processos de participação na coletividade são fundamentalmente dualistas, consequência das perspectivas cognitivistas-individualistas que naturalizam os processos humanos e esperam daí derivar um modelo de aplicação do conhecimento e de atuação política. A superação deste dualismo somente é possível, neste momento histórico, a partir de uma alternativa concreta aos modelos cognitivistas-individualistas que expresse, no nível ontológico-epistemológico, a unidade entre desenvolvimento humano, produção/consumo do conhecimento e manutenção do status quo/transformação da realidade. Dedicamo-nos, então, neste trabalho, a discutir o processo de desenvolvimento humano numa perspectiva histórica, numa articulação construída a partir das complementariedades e convergências da Teoria da Atividade e da perspectiva freireana, a qual chamaremos de Atividade Potencial, que, por meio de três categorias - Problema-em-si; Problema-para-si; e Ontologia do ser mais - captam a dimensão objetiva das problemáticas humanas e a possibilidade de que tais problemas sejam apropriados, de maneira que a individualidade e a coletividade humanas sejam construídas de maneira consciente. Assim, dentro desta perspectiva teórica, a questão acerca da relevância do ensino de ciências e do papel de um conjunto específico de conhecimentos (o conhecimento científico) no desenvolvimento humano pode ser concretamente posta. / In recent years the existence of scientific disciplines in the school curricula has been justified in terms of democratic participation of individuals in a society increasingly permeated by issues in which science and technology play a pivotal role. We argue, however, that in the Research in Science Education field the relationships between individual teaching-learning processes and the participation in the collectivity are analyzed under dualistic perspectives, due to cognitive-individualistic perspectives of human development that naturalize human processes and expect to derive from that a model of knowledge application and political action. Overcoming this dualism is only possible, at this historical moment, from a concrete alternative to those cognitive-individualistic perspectives, which express, in the ontological-epistemological level, the unity between human development, production/consumption of knowledge and maintenance of the status quo/ transformation of the reality. We aim to discuss human development under a historical perspective. We build on the convergences and complementarities between Activity Theory and Freirean perspective to give rise to a set of categories (Problem-in-itself; Problem-for-itself; and Ontology of being fully human), which we call Potential Activity. Those categories are able to express the objective dimension of human problems and the possibility to appropriate such problems in order to build human individuality and the human collectivity consciously. Thus, within this theoretical perspective, the issue about the relevance of science education and the role of a specific set of knowledge (scientific one) on human development can be concretely posed.

A tese procura demonstrar que em resposta ao desafio de transmitir o judaísmo para as novas gerações, num mundo freqüentemente hostil à cosmo-visão judaica, há uma proposta que é a visão halakhika da educação judaica que se baseia na articulação do conhecimento dos caminhos mandatórios ou leis judaicas, transformados em ações e comportamentos concretos que as realizam, na qual é fundamental e estruturante a indagação filosófica sobre os princípios que as fundamentam e suas aplicações em outros casos e situações. Tudo isso se dá dentro do referencial judaico, que reúne diversos conceitos específicos como HaSchem, Shabat, Torá e Olam Habá. Eles produzem uma visão da educação judaica com diferenciais próprios. O autor apresenta, para fundamentar a tese, algumas Leis do Estudo da Torá, conforme ensinamentos de Maimônides, bem como o pensamento de dois filósofos contemporâneos, Isadore Twersky e Moshe Greenberg, que focaram seu trabalho acadêmico nas fontes judaicas tradicionais, especialmente na Torá ou Bíblia Hebraica, no Talmud e no Mischnê Torá. / The thesis aims at to demonstrate that, as an answer to the challenge of transmitting Judaism to the new generations in a world that is frequently hostile to this world vision there is a proposal, that is the halakhik vision of Jewish education based on the articulation of knowledge of the Jewish mandatory pathways or laws, expressed into concrete actions and behaviors, in which the philosophical enquire is fundamental, structuring the principles that underlie them and its applications in other cases and situations. All this happens inside the Jewish referencial which brings together diverse specifical concepts, like HaSchem, Shabat, Torah and Olam Habah. These produce a vision of Jewish education with its own differences. The author, to fundament the thesis, presents some of the Laws of the Torah Study, according to the teachings of Maimonides and the thought of two philosophers, Isadore Twersky and Moshe Greenberg, who focused his academic work in traditional Jewish sources, especially Torah, the Hebrew Bible, the Talmud and the Mishne Torah.

Die Einleitung beschreibt das Konzept des Symposions und des Buchs zusammen mit Grundlinien der Situation der Musikdidaktik bzw. Musikpädagogik in Deutschland. Ein zweiter Abschnitt gibt Zusammenfassungen der Beiträge und zeigt Querverbindungen, ein dritter Abschnitt skizziert die Themen und Struktur der drei Diskussionsrunden („Fishbowls“) zwischen jeweils 3-4 Autoren des Buchs und der letzte Abschnitt gibt Anregungen für die Arbeit mit dem Material, insbesondere den DVDs (die jede Stunde aus drei Kamerawinkeln zeigen). / The introduction describes the concept of the symposion and the book together with some baselines of the situation of music didactics in germany. A second part gives summaries of the articles and connections between them, a third part is about the three discussions (“fishbowls”) between the authors of the book and the last part offers suggestions how to work with the material, specially the DVDs (which show each lesson with three camera-angles).

本研究旨在探討音樂經驗的教育實踐意涵，採取理論分析的方法，探究音樂教育哲學典範的衝突根源，在技術與實踐智的關係詮釋中，闡述音樂經驗的教育實踐本質。 回顧音樂經驗本質的理論脈絡，古希臘以強調和諧、淨化、教化的音樂倫理學與發展以娛樂目的的音樂美學為主，近代則以知覺解釋的心理學與本質描述的現象學為主。就音樂經驗的知識本質而言，從功效、審美到實踐的北美音樂教育哲學典範，基本上是從技術走向實踐、從一元走向多元、從穩定走向不穩定的價值典範。 綜合研究結論，就音樂的教育實踐途徑而言，技術造成一種手段與目的的對象化關係，實踐智則建立手段與目的合一的自我知識，前者發展音樂認知的科學方法，後者開拓音樂意義的可能性。當然，本研究並不否定技術存在的價值，而是從一種存有美學來關照音樂經驗中的意義可能性，在審美無區分的自我陶養經驗中，音樂同時是一種教育實踐，實踐智典範與技術的本質最終在教育實踐意義裡相通，而倫理學與美學在音樂經驗中彼此共融。 / The purpose of this study was to explore the significance of educational practice in the nature of musical experience. The theoretical analysis was applied to inquire the cause of the conflicts among the different philosophical paradigms of music education and the hermeneutic analysis of techne and phronêsis was used to explain the educational essence of musical experience. Based on the context of the essential theory of musical experience, there were two ways in the ancient Greece: the musical ethics and the aesthetics of music. The musical ethics emphasized the metaphysical speculation about harmony, purification, and cultivation; while the aesthetics of music developed the science of experience on the aim of pleasure. In the modern history, the psychology and the phenomenology were the main research approaches of musical experience. The former explained the music perception; the latter described the nature of musical experience. Regarding the essential standpoint of musical knowledge, the trend of the philosophical paradigm of music education (utilitarian, aesthetic and praxis) developed in North America was a value paradigm that was from technique to practice, singular aspect to multiple aspect, and steady situation to unsteady situation. In conclusion, from the standpoint of educational practice, the technical way reified the relationship of the means and the purposes, and the practical way (self-knowledge) was a way of two-in-one; the former developed the scientific methods of musical cognition, the latter developed the possibility of musical meaning. Certainly, the value of techne was not denied, but more concerned the meaning’ possibility of musical experience, that was to say, music as an educational practice of self-cultivation in the aesthetic non-differentiation, the paradigm of phronêsis and the nature of techne were eventually the same one in the significance of educational practice, and the ethics and the aesthetics were two-in-one in the musical experience.

Der Text berichtet über eine Erhebung zu Praxen des Musikunterrichts in 5 Ländern Europas. Über eine auf Englisch veröffentlichte Erhebung ‚About Different Cultures in Music Classrooms of Europe’ hinaus enthält dieser Text auch die Ergebnisse einer zweiten Erhebung. Nach der Reflexion einiger methodischer Aspekte der Arbeit mit Videos sowie des Kontexts eines europäisch geförderten ‚Intensive Programs’, gibt der Text Information über gemeinsame Inhalte und Methoden sowie unterschiedliche Praxismerkmale im Musikunterricht. Abschließend liefert der Text drei Reflexionen der Daten über (1) die Wichtigkeit von Sound und Gesten im Musikunterricht, (2) Interferenzen zwischen Kulturen der Musik und Kulturen der Pädagogik im Klassenzimmer und (3) Muster von Musikunterricht. / The article is about an exploration about practices of school music in 5 countries of Europe. Beyond an exploration ‚About Different Cultures in Music Classrooms of Europe’, which was published in English, this article includes results of a second exploration. After reflecting some methodological aspects of working with videos and the context of an Intensive Programm, the article gives information about common contents and methods and distinguishing marks of practices in music education. At last the article gives three reflections of the data about (1) the importance of sound and gestures in music education, (2) interferences between cultures of music and cultures of pedagogy in the classroom, (3) patterns of school music.

Nos últimos anos, a presença das disciplinas científicas nos currículos escolares tem sido justificada em termos da participação democrática dos indivíduos numa sociedade cada vez mais permeada por questões nas quais a ciência e tecnologia desempenham um papel fundamental. Argumentamos, no entanto, que na pesquisa em educação em ciências as análises das relações entre os processos individuais de ensino-aprendizagem e os processos de participação na coletividade são fundamentalmente dualistas, consequência das perspectivas cognitivistas-individualistas que naturalizam os processos humanos e esperam daí derivar um modelo de aplicação do conhecimento e de atuação política. A superação deste dualismo somente é possível, neste momento histórico, a partir de uma alternativa concreta aos modelos cognitivistas-individualistas que expresse, no nível ontológico-epistemológico, a unidade entre desenvolvimento humano, produção/consumo do conhecimento e manutenção do status quo/transformação da realidade. Dedicamo-nos, então, neste trabalho, a discutir o processo de desenvolvimento humano numa perspectiva histórica, numa articulação construída a partir das complementariedades e convergências da Teoria da Atividade e da perspectiva freireana, a qual chamaremos de Atividade Potencial, que, por meio de três categorias - Problema-em-si; Problema-para-si; e Ontologia do ser mais - captam a dimensão objetiva das problemáticas humanas e a possibilidade de que tais problemas sejam apropriados, de maneira que a individualidade e a coletividade humanas sejam construídas de maneira consciente. Assim, dentro desta perspectiva teórica, a questão acerca da relevância do ensino de ciências e do papel de um conjunto específico de conhecimentos (o conhecimento científico) no desenvolvimento humano pode ser concretamente posta. / In recent years the existence of scientific disciplines in the school curricula has been justified in terms of democratic participation of individuals in a society increasingly permeated by issues in which science and technology play a pivotal role. We argue, however, that in the Research in Science Education field the relationships between individual teaching-learning processes and the participation in the collectivity are analyzed under dualistic perspectives, due to cognitive-individualistic perspectives of human development that naturalize human processes and expect to derive from that a model of knowledge application and political action. Overcoming this dualism is only possible, at this historical moment, from a concrete alternative to those cognitive-individualistic perspectives, which express, in the ontological-epistemological level, the unity between human development, production/consumption of knowledge and maintenance of the status quo/ transformation of the reality. We aim to discuss human development under a historical perspective. We build on the convergences and complementarities between Activity Theory and Freirean perspective to give rise to a set of categories (Problem-in-itself; Problem-for-itself; and Ontology of being fully human), which we call Potential Activity. Those categories are able to express the objective dimension of human problems and the possibility to appropriate such problems in order to build human individuality and the human collectivity consciously. Thus, within this theoretical perspective, the issue about the relevance of science education and the role of a specific set of knowledge (scientific one) on human development can be concretely posed.

A tese procura demonstrar que em resposta ao desafio de transmitir o judaísmo para as novas gerações, num mundo freqüentemente hostil à cosmo-visão judaica, há uma proposta que é a visão halakhika da educação judaica que se baseia na articulação do conhecimento dos caminhos mandatórios ou leis judaicas, transformados em ações e comportamentos concretos que as realizam, na qual é fundamental e estruturante a indagação filosófica sobre os princípios que as fundamentam e suas aplicações em outros casos e situações. Tudo isso se dá dentro do referencial judaico, que reúne diversos conceitos específicos como HaSchem, Shabat, Torá e Olam Habá. Eles produzem uma visão da educação judaica com diferenciais próprios. O autor apresenta, para fundamentar a tese, algumas Leis do Estudo da Torá, conforme ensinamentos de Maimônides, bem como o pensamento de dois filósofos contemporâneos, Isadore Twersky e Moshe Greenberg, que focaram seu trabalho acadêmico nas fontes judaicas tradicionais, especialmente na Torá ou Bíblia Hebraica, no Talmud e no Mischnê Torá. / The thesis aims at to demonstrate that, as an answer to the challenge of transmitting Judaism to the new generations in a world that is frequently hostile to this world vision there is a proposal, that is the halakhik vision of Jewish education based on the articulation of knowledge of the Jewish mandatory pathways or laws, expressed into concrete actions and behaviors, in which the philosophical enquire is fundamental, structuring the principles that underlie them and its applications in other cases and situations. All this happens inside the Jewish referencial which brings together diverse specifical concepts, like HaSchem, Shabat, Torah and Olam Habah. These produce a vision of Jewish education with its own differences. The author, to fundament the thesis, presents some of the Laws of the Torah Study, according to the teachings of Maimonides and the thought of two philosophers, Isadore Twersky and Moshe Greenberg, who focused his academic work in traditional Jewish sources, especially Torah, the Hebrew Bible, the Talmud and the Mishne Torah.

Der Text berichtet über eine Erhebung zu Praxen des Musikunterrichts in 5 Ländern Europas. Über eine auf Englisch veröffentlichte Erhebung ‚About Different Cultures in Music Classrooms of Europe’ hinaus enthält dieser Text auch die Ergebnisse einer zweiten Erhebung. Nach der Reflexion einiger methodischer Aspekte der Arbeit mit Videos sowie des Kontexts eines europäisch geförderten ‚Intensive Programs’, gibt der Text Information über gemeinsame Inhalte und Methoden sowie unterschiedliche Praxismerkmale im Musikunterricht. Abschließend liefert der Text drei Reflexionen der Daten über (1) die Wichtigkeit von Sound und Gesten im Musikunterricht, (2) Interferenzen zwischen Kulturen der Musik und Kulturen der Pädagogik im Klassenzimmer und (3) Muster von Musikunterricht. / The article is about an exploration about practices of school music in 5 countries of Europe. Beyond an exploration ‚About Different Cultures in Music Classrooms of Europe’, which was published in English, this article includes results of a second exploration. After reflecting some methodological aspects of working with videos and the context of an Intensive Programm, the article gives information about common contents and methods and distinguishing marks of practices in music education. At last the article gives three reflections of the data about (1) the importance of sound and gestures in music education, (2) interferences between cultures of music and cultures of pedagogy in the classroom, (3) patterns of school music.

This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.