Dialogic listening: how music may help us become better philosophers

Autores:: Muruzabal Lamberti, Pablo

Tipo de recurso:: Article of journal

Fecha de publicación:: 2019

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Dialogic listening: how music may help us become better philosophers
title	Dialogic listening: how music may help us become better philosophers
spellingShingle	Dialogic listening: how music may help us become better philosophers Listening Dialogue Music Philosophy Education Escuchar Diálogo Música Filosofía Educación Ouvir Dialogar Filosofia Educacao
title_short	Dialogic listening: how music may help us become better philosophers
title_full	Dialogic listening: how music may help us become better philosophers
title_fullStr	Dialogic listening: how music may help us become better philosophers
title_full_unstemmed	Dialogic listening: how music may help us become better philosophers
title_sort	Dialogic listening: how music may help us become better philosophers
dc.creator.fl_str_mv	Muruzabal Lamberti, Pablo
dc.contributor.author.spa.fl_str_mv	Muruzabal Lamberti, Pablo
dc.subject.none.fl_str_mv	Listening Dialogue Music Philosophy Education Escuchar Diálogo Música Filosofía Educación Ouvir Dialogar Filosofia Educacao
topic	Listening Dialogue Music Philosophy Education Escuchar Diálogo Música Filosofía Educación Ouvir Dialogar Filosofia Educacao
publishDate	2019
dc.date.accessioned.none.fl_str_mv	2019-07-12 17:30:25 2026-04-16T17:39:18Z
dc.date.available.none.fl_str_mv	2019-07-12 17:30:25
dc.date.issued.none.fl_str_mv	2019-07-12
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Buber, M. (1970). I and Thou (W. Kaufman, Trans.). Edinburgh: T. & T. Clark. (Original work published 1923). Fiumara, G. (1990). The Other Side of Language: A Philosophy of Listening. New York: Routledge. Gadamer, H. (2013). Truth and Method (J. Weinsheimer & D. G. Marshall, Trans.). London: Bloomsbury. (Original work published 1975). Glass, P. (1999). Listening to Philip Glass. Retrieved from: https://tricycle. org/magazine/listening-philip-glass/ Heckmann, G. (1993). Das Sokratische Gespräch. Erfahrungen in philosophischen Hochschulseminaren. Frankfurt am Main: Philosophisch-Politischen Akademie. Ihde, D. (2007). Listening and voice: phenomenologies of sound. Albany: State University of New York press. Kant, I. (2015). Critique of Practical Reason (M. Gregor, Trans.). Cambridge: Cambridge University Press. (Original work published 1788). Kim, M. (2016). Was macht Kinder tolerant? Zeitschrift für Didaktik der Philosophie und Ethik, (2), 46-55. Kono, T., Murase, T., Terada, T., & Tsuchiya, Y. (2017). Recent Development of Philosophical Practice in Japan. Journal of the APPA, 12(2), 1935-1946. Lipman, M. (2003). Thinking in Education. New York: Cambridge University Press. Martens, E. (2000). Spelen met denken. Over filosoferen met kinderen (I. van der Aart, Trans.). Rotterdam: Lemniscaat. (Original work published 1999). Matthews, G. (1984). Dialogues with Children. Cambridge: Harvard University Press. Mehan, H., & Cazden, C. (2015). The Study of Classroom Discourse: Early History and Current Developments. In L. Resnick, C. Asterhan, & S. Clarke. (Eds.), Socializing Intelligence Through Academic Talk and Dialogue. (pp. 13-34). https://doi.org/10.3102/978-0-935302-43-1_2 Ministerie van onderwijs, cultuur en wetenschap. Inspectie van het onderwijs. (2017). Burgerschap op school. Een beschrijving van burgerschapsonderwijs en de maatschappelijke stage. Retrieved from https://www.onderwijsinspectie.nl/documenten/rapporten/2017/02/07/burgerschap-op-school Munck de, M. (2014). Muziek en mystiek. Naar een filosofie van muzikaal engagement. In Reitsma, O., van Gerwen, R., Munck de, M. (Eds.), Muziek ervaren. Essays over muziek en filosofie. 58-76. Eindhoven: Damon. Nelson, L. (1949). Socratic method and critical philosophy. Selected essays by Leonard Nelson (Thomas K. Brown III, Trans.). London: Oxford University Press. (Original work published 1922). Raupach-Strey, G. (2012). Sokratische Didaktik. Die didaktische Bedeutung der Sokratischen Methode in der Tradition von Leonard Nelson und Gustav Heckmann. Münster: Lit Verlag. Ritter, J. (1972). Historisches Wörterbuch der Philosophie, 2. Band (D-F). Basel: Schwabe Verlag. Schinkel, A. (2017). The educational importance of deep wonder. Journal of Philosophy of Education, 51(2), 538-553. https://doi.org/10.1111/1467-9752.12233 Schinkel, A. (2018). Wonder and moral education. Educational Theory, 68(1), 31-48. https://doi.org/10.1111/edth.12287 Schönberger, E. (2007). Het gebroken oor. Amsterdam: Meulenhoff. Sharp, A., Reed, F., & Limpan, M. (1992). Studies in philosophy for children: Harry Stottlemeier’s discovery. Philadelphia: Temple University Press. Sluiter, I. (2014). Socrates. Elementaire Deeltjes 3. Amsterdam: Amsterdam University Press. Stewart, J., Zediker, K., Witteborn, S. (2012). Empathic and Dialogic Listening. In Stewart, J. (Ed.), Bridges Not Walls. A book about interpersonal communication. (pp. 192-208). New York: McGraw-Hill. Szyszkowska, M. (2018). Musical Phenomenology: Artistic Traditions and Everyday Experience. AVANT. The Journal of the Philosophical-Interdisciplinary Vanguard, 9(2), 141-155. https://doi.org/10.26913/avant.2018.02.09 Thijs, A., Fisser, P., & Hoeven Van Der, M. (2014). 21e eeuwse vaardigheden in het curriculum van het funderend onderwijs. Enschede: SLO. Twenge, J. (2017). Have Smartphones Destroyed a Generation? Retrieved from https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/ Veen, C., Kruistum, C., & Michaels, S. (2015). Productive classroom dialogue as an activity of shared thinking and communicating: A commentary on Marsal. Mind, Culture, and Activity: An International Journal, 22(4), 320-325. https://doi.org/10.1080/10749039.2015.1071398 Veen, C., Mey, L., Kruistum Van, C., & Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence: An intervention study in early childhood education. Learning and Instruction, (48), 14-22. https://doi.org/10.1016/j.learninstruc.2016.06.001
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dc.relation.ispartofjournal.spa.fl_str_mv	Praxis & Saber
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dc.relation.citationedition.spa.fl_str_mv	Núm. 23 , Año 2019 : Filosofía para niños, ciudadanía y experiencia filosófica
dc.rights.none.fl_str_mv	Pablo Muruzábal Lamberti - 2019
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spelling	Muruzabal Lamberti, Pablo2019-07-12 17:30:252026-04-16T17:39:18Z2019-07-12 17:30:252019-07-122216-0159https://repositorio.uptc.edu.co/handle/001/2110710.19053/22160159.v10.n23.2019.97332462-8603https://doi.org/10.19053/22160159.v10.n23.2019.9733application/pdfapplication/xmltext/htmlapplication/epub+zipUniversidad Pedagógica y Tecnológica de ColombiaPablo Muruzábal Lamberti - 2019https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9733ListeningDialogueMusicPhilosophyEducationEscucharDiálogoMúsicaFilosofíaEducaciónOuvirDialogarFilosofiaEducacaoDialogic listening: how music may help us become better philosophersArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Buber, M. (1970). I and Thou (W. Kaufman, Trans.). Edinburgh: T. & T. Clark. (Original work published 1923).Fiumara, G. (1990). The Other Side of Language: A Philosophy of Listening. New York: Routledge.Gadamer, H. (2013). Truth and Method (J. Weinsheimer & D. G. Marshall, Trans.). London: Bloomsbury. (Original work published 1975).Glass, P. (1999). Listening to Philip Glass. Retrieved from: https://tricycle. org/magazine/listening-philip-glass/Heckmann, G. (1993). Das Sokratische Gespräch. Erfahrungen in philosophischen Hochschulseminaren. Frankfurt am Main: Philosophisch-Politischen Akademie.Ihde, D. (2007). Listening and voice: phenomenologies of sound. Albany: State University of New York press.Kant, I. (2015). Critique of Practical Reason (M. Gregor, Trans.). Cambridge: Cambridge University Press. (Original work published 1788).Kim, M. (2016). Was macht Kinder tolerant? Zeitschrift für Didaktik der Philosophie und Ethik, (2), 46-55.Kono, T., Murase, T., Terada, T., & Tsuchiya, Y. (2017). Recent Development of Philosophical Practice in Japan. Journal of the APPA, 12(2), 1935-1946.Lipman, M. (2003). Thinking in Education. New York: Cambridge University Press.Martens, E. (2000). Spelen met denken. Over filosoferen met kinderen (I. van der Aart, Trans.). Rotterdam: Lemniscaat. (Original work published 1999).Matthews, G. (1984). Dialogues with Children. Cambridge: Harvard University Press.Mehan, H., & Cazden, C. (2015). The Study of Classroom Discourse: Early History and Current Developments. In L. Resnick, C. Asterhan, & S. Clarke. (Eds.), Socializing Intelligence Through Academic Talk and Dialogue. (pp. 13-34). https://doi.org/10.3102/978-0-935302-43-1_2Ministerie van onderwijs, cultuur en wetenschap. Inspectie van het onderwijs. (2017). Burgerschap op school. Een beschrijving van burgerschapsonderwijs en de maatschappelijke stage. Retrieved from https://www.onderwijsinspectie.nl/documenten/rapporten/2017/02/07/burgerschap-op-schoolMunck de, M. (2014). Muziek en mystiek. Naar een filosofie van muzikaal engagement. In Reitsma, O., van Gerwen, R., Munck de, M. (Eds.), Muziek ervaren. Essays over muziek en filosofie. 58-76. Eindhoven: Damon.Nelson, L. (1949). Socratic method and critical philosophy. Selected essays by Leonard Nelson (Thomas K. Brown III, Trans.). London: Oxford University Press. (Original work published 1922).Raupach-Strey, G. (2012). Sokratische Didaktik. Die didaktische Bedeutung der Sokratischen Methode in der Tradition von Leonard Nelson und Gustav Heckmann. Münster: Lit Verlag.Ritter, J. (1972). Historisches Wörterbuch der Philosophie, 2. Band (D-F). Basel: Schwabe Verlag.Schinkel, A. (2017). The educational importance of deep wonder. Journal of Philosophy of Education, 51(2), 538-553. https://doi.org/10.1111/1467-9752.12233Schinkel, A. (2018). Wonder and moral education. Educational Theory, 68(1), 31-48. https://doi.org/10.1111/edth.12287Schönberger, E. (2007). Het gebroken oor. Amsterdam: Meulenhoff.Sharp, A., Reed, F., & Limpan, M. (1992). Studies in philosophy for children: Harry Stottlemeier’s discovery. Philadelphia: Temple University Press.Sluiter, I. (2014). Socrates. Elementaire Deeltjes 3. Amsterdam: Amsterdam University Press.Stewart, J., Zediker, K., Witteborn, S. (2012). Empathic and Dialogic Listening. In Stewart, J. (Ed.), Bridges Not Walls. A book about interpersonal communication. (pp. 192-208). New York: McGraw-Hill.Szyszkowska, M. (2018). Musical Phenomenology: Artistic Traditions and Everyday Experience. AVANT. The Journal of the Philosophical-Interdisciplinary Vanguard, 9(2), 141-155. https://doi.org/10.26913/avant.2018.02.09Thijs, A., Fisser, P., & Hoeven Van Der, M. (2014). 21e eeuwse vaardigheden in het curriculum van het funderend onderwijs. Enschede: SLO.Twenge, J. (2017). Have Smartphones Destroyed a Generation? Retrieved from https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/Veen, C., Kruistum, C., & Michaels, S. (2015). Productive classroom dialogue as an activity of shared thinking and communicating: A commentary on Marsal. Mind, Culture, and Activity: An International Journal, 22(4), 320-325. https://doi.org/10.1080/10749039.2015.1071398Veen, C., Mey, L., Kruistum Van, C., & Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence: An intervention study in early childhood education. Learning and Instruction, (48), 14-22. https://doi.org/10.1016/j.learninstruc.2016.06.0012722325310Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/9733/8115https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/9733/8889https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/9733/9073https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/9733/9056Núm. 23 , Año 2019 : Filosofía para niños, ciudadanía y experiencia filosóficaPublicationOREORE.xmltext/xml2588https://repositorio.uptc.edu.co/bitstreams/6afb6b36-f215-414f-af08-b7810687de85/download32cf765ef67070adec20e64c189e98c9MD51falseAnonymousREAD001/21107oai:repositorio.uptc.edu.co:001/211072026-10-29 13:37:41.084https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Dialogic listening: how music may help us become better philosophers

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