Learning: On the Multiple Facets of a Colloquial Concept

Authors

  • Wilfried Gruhn University of Music Freiburg, Germany Author

Keywords:

music learning, mind and body, intelligence, memory, play, practice, embodiment

Abstract

 Learning is a term that seems clear and precise at first glance. It happens naturally and incidentally in many daily situations, but can also be organized intentionally and formally. Therefore, one needs to consider the colloquial term as used in many different contexts and, consequently, in as many different meanings. The article reflects on learning, especially music learning, from different perspectives of education, psychology, neurobiology, and cognitive sciences. Thus, learning is seen as an interplay between mind and body with several associations with cognitive traits like intelligence and memory, purposeless play and functional training (deliberate practice), body action and embodiment (movement). These are the main dimensions of an interactive network that constitutes a wider concept of learning which is generally rooted in a neurobiological understanding of a cognitive process by which mental representations are developed, extended and differentiated. 

Author Biography

  • Wilfried Gruhn, University of Music Freiburg, Germany

    Prof. Wilfried Gruhn, Dr. phil., professor emeritus of music education at the University of Music Freiburg, Germany. He was co-editor of several German journals of music education and is a member of national and international societies for music education research, 1995-1997 President of RAIME (International Research Alliance of Institutes for Music Education), 2000 - 2004 Board Member of ISME, 2009-2012 President of the International Leo Kestenberg Society. Beside the history of music education his research focuses on music learning theory, music perception and cognition, and the neurobiology of music learning.  

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Published

2024-04-23

Issue

Section

Articles