IMPLICATIONS FOR MUSIC EDUCATION FROM A PHILOSOPHICAL HERMENEUTIC PERSPECTIVE ON UNDERSTANDING

Abstract

This article discusses the significance of theoretical analysis in narrative music education research. When we hear stories, we don't only hear about individuals' experiences. Cultural narratives are also socially and historically entrenched. In narrative studies, enlarged and in-depth comprehension requires examining how a person's life relates to phenomena such as time, culture, society, and gender. It is essential to problematize the text on multiple levels of abstraction to disclose unconscious biases, concealed conventions, and ideologies. Including hermeneutics in narrative work is one way to enhance it. Hermeneutics provides interpretations of key life events based on dialogue. Considering narrative as a mode of knowledge, narrative and hermeneutics refer to the same fundamental aspects of our individual and social existence: historicity and interaction, or dialogue, between experiences.