Abstract
The present study is interdisciplinary, mixing music and psychology, and representing an attempt to highlight some behavioural aspects of the musician in his pedagogical act. The hypothesis of our study is the expression and highlighting of empathy in the personality of the instrument teacher and its correlation to the student's educational performance. The involvement and quality of the relationship, and the influence of the instrument teacher in the educational act are also determined by empathy. This is a psychic ability, to be close to others, perceiving their emotions, without distorting them or yours own. In the educational act, the teacher is the exponent of ethical, cultural, aesthetic values, transmitted at cognitive, emotional, volitional level. To a large extent, the student is the mirror of the teacher, an aspect constantly highlighted, through empathy, a mental process with real benefits, as long as the student becomes aware of the entire process. Our study emphasizes the complex educational act that is built on the chain between mirror neurons, emotions and emotional intelligence through the binomial of intrapersonal and interpersonal intelligences. Key-words:
Highlights
Music is an artistic, scientific and spiritual dimension
The involvement and quality of the relationship, and the influence of the instrument teacher in the educational act are determined by empathy
The teacher is the exponent of ethical, cultural, aesthetic values, transmitted at cognitive, emotional, volitional level
Summary
In the complexity of the artistic didactic act, music is shared from teacher to student cognitively – theoretically-notionally, emotionally – through the interpretative dimension, and through motivational psychological procedures – offering its support in achieving artistic goals. In this context, the teacher is the exponent of ethical, cultural, moral, aesthetic values. The condition for the teacher to be able to share his knowledge and for the student to accept the flow of information is the state of empathy that is created between the two. “Didactic empathy is consumed, mainly, at the level of permanent interaction between teacher and student, the empathized model being perceived directly, and the psychological transposition of the teacher in the internal frame of reference of the student, simulating a convention” (Stroe 1997, 148)
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