If Being and Learning is an attempt at originary thinking, which is to say, an attempt to make philosophy differently, and thereby offer different forms of philosophy of education, then another example of this is the radio project titled Musings. Here is a link to the most recent recording of Musing, which happened today:
MUSINGS Duarte/Rocha Volume 3 Part 1
MUSINGS Duarte/Rocha Volume 3 Part 1
And here is the description of today's recording, and the Musings
project as I envisioned in 2012, a few months before the publication of Being and Learning!
This is part 1 of the third volume of
Musings (see description below), between Professor Iguana aka Eduardo Duarte
and Sam Rocha. In this third volume we pick up the discussion we started
in volume two on the relationship between music, philosophy and self-disclosure,
focusing on the pre-subjective force of that disclosure. In doing this we
set up the bigger discussion of volume 3, which takes up the album project that
Rocha is leading, "Late to Love." In this first of three
Musings that will explore "Late to Love," we listen and discuss the
'ingredients' that have inspired the 'sauce' that Sam is making with the music
in "Late to Love." The ingredients include Marvin Gaye, John
Scofield, John Mayer Trio, The Roots, Charles Mingus and his big band, and Gil
Scot Heron.
If the title of the show is Musings, then
the subtitle is Making Philosophy with Music. Socrates (of the first part of
the Plato's Phaedo) is the take off point, i.e., the show's discussion begins
with the host (Eduardo Duarte aka Prof Iguana of the Dead Zone, WRHU.ORG,
Sundays 6-8pm) asking a guest: Put yourself in the place of Socrates, who has
been visited by throughout his whole life by a muse telling him, "Make
music!" In your case, you are in your office, study, etc., when the muse visits
you, and says, again, "[insert your name] Make Music!" But THIS time,
like Socrates, who decides to compose poems for the first time, you rethink
what she means when she exhorts you to make music, and you decide that
philosophy, or the questions you've been wrestling with, can and must be
expressed in an alternative form, one that complements and extends the writing
and teaching you've been doing. And the form this alternative takes is music.
How would you express this? What music do you make, or, better, what music
would you choose to communicate/express your philosophical thinking?
The "Musings" project is an
experiment in and exploration of new forms of 'doing' academic philosophy,
specifically, a possible extension of the field of philosophy of education. It
is part of an alternative and even aesthetic turn in the field, a way of
expanding the current boundaries and discursive regimes that currently map the
professional practice of philosophy of education
3.0 - The Musings sessions seem like another time another place, to quote one of better known Garcia/Hunter songs! Rocha and I were really pushing the boundaries of the poetic praxis project, and as far as I know, he continues to do so with his writing and recording of music. I'd like to think that the writing I completed last summer on Nancy, that will be published later this year or early next, is continuing the project of music-making philosophy. I can most certainly say that my students are picking up the project, especially with two of the music majors composing an original piece as a soundtrack to Plato's Allegory! They've previewed a few of the sections, and so far it's emerging as an original piece of orchestration. I knew these two had chops, especially Jameson, the trumpet player, who is the only student I have taught that can banter back and forth with my on Miles!
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