A Phenomenological Understanding of Music Upbringing, Education and Training

Abstract

The article presents a phenomenological understanding of musical upbringing, education and training. This approach to the consideration of musical upbringing, education and training is unique because it is the first study of these phenomena from the standpoint of phenomenology. Analysis of these phenomena is carried out taking into account their connection with upbringing, education and training in general. The article notes that the problems of musical upbringing, education and training are a reflection of the problems that exist in the entire system of upbringing, education and training. It is indicated that the use of phenomenological approach can help to cope with these problems. The author uses the basic principles of phenomenological reflection, established by the German philosopher J.H. Lambert. Lambert believed that phenomenological comprehension of the truth of the phenomenon is supposed to proceed through three sequential stages: perception (sensory contact), cognition and usage of the will as a source for manifestation. According to the distinction of the three sequential stages proposed by Lambert, in the article upbringing, education and training are treated as three sequential stages of personal comprehension of the phenomenon. This comprehension of the world is actually the ultimate goal of pedagogical influence, and musical upbringing, education and training. The author concludes that music is the perfect manifestation of the world, which means that the introduction of a person to music (through three stages: musical upbringing, education, training) is actually the introduction of a person to the world, in other words, the solution of the pedagogical problem.