Thinking and Talking about Change in Music Education
Employing the concepts of linguistic relativity and metaphor (after Lakoff and Johnson), the author considers in this further perspective how our thinking about technology and music education is conceptually driven. So long as terms such as “literacy” or “musicianship” and metaphors of virtuosity, talent, and expressiveness continue to drive our thinking, technology will continue to exist outside the human endeavor of music learning in our thinking. Change will only occur when we generate new ways of thinking and talking about what we do. Concepts such as technogenesis, pedagogical fundamentalism, mediatization, and passeur culturel offer intriguing possibilities for helping us to transcend received ways of thinking and talking about practices in music education.