Can genius be taught? Debates in Portuguese music education (1868–1930):

doi:10.1177/1474904117692343

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Can genius be taught? Debates in Portuguese music education (1868–1930):

Journal Article•DOI•

Can genius be taught? Debates in Portuguese music education (1868–1930):

Ana Luísa Paz¹•Institutions (1)

01 Mar 2017-European Educational Research Journal (SAGE PublicationsSage UK: London, England)-Vol. 16, Iss: 4, pp 504-516

TL;DR: The authors examines how the idea of musical genius, a mythical notion used as a device for musical practices, facilitates a split between the genius of an innate learner and that of an apprentice.

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Abstract: This paper examines how the idea of musical genius, a mythical notion used as a device for musical practices, facilitates a split between the genius of an innate learner and that of an apprentice, ...

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Citations

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Music In Everyday Life

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Michael Frueh

01 Jan 2016

497 citations

Cosmopolitanism and the Age of School Reform Science, Education, and Making Society by Making the Child

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Olga Serradell

01 Jan 2012

205 citations

Journal Article•DOI•

The paradoxes of practical research: The good intentions of inclusion that exclude and abject:

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Thomas S. Popkewitz¹•Institutions (1)

University of Wisconsin-Madison¹

26 Apr 2020-European Educational Research Journal

TL;DR: There is an alluring, daunting, and haunting desire for practical knowledge in the contemporary social and education sciences about school change as discussed by the authors, and this desire is not new: it haunts the turn of 20th century.

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Abstract: There is an alluring, daunting, and haunting desire for practical knowledge in the contemporary social and education sciences about school change. This desire is not new: it haunts the turn of 20th...

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24 citations

Cites background from "Can genius be taught? Debates in Po..."

...…mathematics, art and music education were designed to act on the spirit and the body of children and the young (e.g. Diaz, 2017; Gustafson, 2009; Ideland, 2019; Kirchgasler, 2017; Ilha, 2017; Lesko, 2001; Lesko and Talburt, 2011; Martins, 2017, 2018; Ó, 2003; Paz, 2017; Popkewitz, 1998/2017)....
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Journal Article•DOI•

The Possessor and the Possessed: Handel, Mozart, Beethoven, and the Idea of Musical Genius

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Dorothy Potter

01 Jan 2002-History: Reviews of New Books

TL;DR: Martin's analysis of the Napoleonic Civil Code, which is the most useful and valuable part of the book, is recommended in this paper for the serious and advanced student who is widely and deeply read in the literature of the Enlightenment.

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Abstract: Revellibre-LCpaux. The revisionist case in favor of the point on freedom and political democracy argued by such scholars as Isser Woloch (1970). Martyn Lyons (1975), Denis Woronoff (English trans. 1986), and James Livesey (2001) is not overturned in my mind hy Martin’s argument. There can be no dispute whatsoever, on the other hand, that Napoleon, a thoroughgoing autocrat and the first modem dictator, categorically rejected any and all notions of human freedom, real or potential, and that is clearly seen in Martin’s analysis of the Napoleonic Civil Code, which, in my mind, is the most useful and valuable part of thc book. In conclusion, this is definitely not a book for a neophyte, but rather for the serious and advanced student who is widely and deeply read in the literature of the Enlightenment. the revolution, and Napoleon. Even though I disagrce with some of Martin’s points and interpretations. I strongly recommend his book for specialists and advanced scholars of the period.

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20 citations

Journal Article•DOI•

What Is 'Really' Taught As The Content of School Subjects?: Teaching School Subjects As An Alchemy

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Thomas S. Popkewitz

01 Jan 2018-The High School Journal

TL;DR: The identification of best practices and teaching knowledge to enact the curriculum exemplifies the belief that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching as mentioned in this paper.

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Abstract: There is general belief in current reforms that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching. Coinciding with this belief is the emphasis in teacher education reforms and research on pedagogical knowledge teachers need for children to learn the content knowledge. The identification of “the best practices” and “the core” teaching knowledge to enact the curriculum exemplifies this belief. “Benchmarks” or standards are indicators of whether the teacher has mastered the core or best practices. The professional, highly skilled teacher is one who exhibits the benchmarks and classified as “effective” and “authentic” in classroom teaching.

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17 citations

Cites background from "Can genius be taught? Debates in Po..."

...Paz (2017) argues that the idea of genius in the middle of the nineteenth century was about the student’s soul and body....
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...Choral music in Portuguese education, as well, was considered as medically important as “hygienically, intellectually, morally and disciplinarily” beneficial to the child’s health (Paz, 2017, p.6)....
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References

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Book•

Music in Everyday Life

[...]

Tia DeNora¹•Institutions (1)

University of Exeter¹

01 Jan 2000

TL;DR: Music in Everyday Life as mentioned in this paper uses a series of ethnographic studies - an aerobics class, karaoke evenings, music therapy sessions and the use of background music in the retail sector - as well as in-depth interviews to show how music is a constitutive feature of human agency.

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Abstract: The power of music to influence mood, create scenes, routines and occasions is widely recognised and this is reflected in a strand of social theory from Plato to Adorno that portrays music as an influence on character, social structure and action. There have, however, been few attempts to specify this power empirically and to provide theoretically grounded accounts of music's structuring properties in everyday experience. Music in Everyday Life uses a series of ethnographic studies - an aerobics class, karaoke evenings, music therapy sessions and the use of background music in the retail sector - as well as in-depth interviews to show how music is a constitutive feature of human agency. Drawing together concepts from psychology, sociology and socio-linguistics it develops a theory of music's active role in the construction of personal and social life and highlights the aesthetic dimension of social order and organisation in late modern societies.

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1,638 citations

"Can genius be taught? Debates in Po..." refers background or result in this paper

...The power of genius as an assumption for all common speakers in modern everyday life was also the subject for many researchers, particularly in music sets (DeNora, 2000)....
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...Genius and music teaching processes were taken for granted a finding that converges with the findings of DeNora (1995, 2000) and Jefferson (2014)....
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Journal Article•DOI•

Innate talents: reality or myth?

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Michael J. A. Howe¹, Jane W. Davidson², John A. Sloboda³•Institutions (3)

University of Exeter¹, University of Sheffield², Keele University³

01 Jun 1998-Behavioral and Brain Sciences

TL;DR: An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.

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Abstract: Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants, and the seemingly spontaneous emergence of exceptional abilities in young children, but there is also contrary evidence indicating an absence of early precursors of high skill levels. An analysis of positive and negative evidence and arguments suggests that differences in early experiences, preferences, opportunities, habits, training, and practice are the real determinants of excellence.

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558 citations

"Can genius be taught? Debates in Po..." refers background in this paper

...Researchers were then encouraged to move on or to study other less ambiguous concepts, such as talent (Howe et al., 1998)....
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Music In Everyday Life

[...]

Michael Frueh

01 Jan 2016

497 citations

Book•

Creativity - Genius and Other Myths

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Robert W. Weisberg¹•Institutions (1)

Temple University¹

01 Jan 1986

TL;DR: The second edition of as discussed by the authors offers an analysis of the relation of 'ordinary' thinking to 'creative' thinking, including computer modelling of thought, and an examination of the creative processes that led to mechanical inventions, scientific discoveries and works of art.

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Abstract: his Second Edition offers an analysis of the relation of 'ordinary' thinking to 'creative' thinking, including computer modelling of thought, and an examination of the creative processes that led to mechanical inventions, scientific discoveries and works of art.

...read moreread less

479 citations

"Can genius be taught? Debates in Po..." refers background in this paper

...Scientific literature also started to reinvent genius as a synonym for a creative person, which led to more debate about the adequacy of this concept (Eysenk, 1995; Weisberg, 1986)....
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Journal Article•DOI•

Deconstructing the Lone Genius Myth: Toward a Contextual View of Creativity

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Alfonso Montuori, Ronald E. Purser

01 Jul 1995-Journal of Humanistic Psychology

TL;DR: The authors explored the social dimensions of creativity through a discussion of the "myth of the lone genius" and an outline of existing research, and argued that American individualism and m...

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Abstract: This essay explores the social dimensions of creativity through a discussion of the "myth of the lone genius" and an outline of existing research. The authors argue thatAmerican individualism and m...

...read moreread less

212 citations

"Can genius be taught? Debates in Po..." refers background in this paper

...This was the period when ‘creativity’ first emerged, and when it was separated from genius, as the latter was considered an ‘innate capability, operating with spontaneous facility’, as opposed to talent, ‘which may be taught and learned by diligence’ (Montuori and Purser, 1995: 79)....
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...By posing this question, the authors follow the lead of historian G. Tonelli, for whom creativity as a ‘natural talent’ is an invention of the Renaissance (quoted by Montuori and Purser, 1995: 77)....
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