← Back to library

Experience as Justification: A Phenomenological Approach

Christian Vassilev · Chapter · 2026

Accepted for publication as a chapter in Why Music Education? International Perspectives on the Justification of Music Education (Springer). Author accepted manuscript (preprint).

Abstract

This chapter explores the application of phenomenology to music education, arguing that lived musical experiences provide a robust epistemological foundation for justifying music's role in educational settings. Drawing on the philosophical tradition initiated by Edmund Husserl and extended by thinkers like Martin Heidegger, Maurice Merleau-Ponty, and lesser-known musical phenomenologists such as Günther Anders and Alfred Schütz, it posits that music is not merely an object of study but a transformative mode of being that attunes individuals, embodies existence, fosters shared agency, and challenges reflective discourse. By shifting focus from mainstream phenomenological frameworks to those tailored to musical phenomena, the discussion reveals how pre-reflective, embodied, and communal aspects of music-making and listening offer unique insights into human existence, thereby validating music education beyond instrumental or cognitive rationales. The chapter delineates core principles of phenomenology, its integration into education, and key concepts like musical attunement, embodiment, shared identity, and reflexivity, culminating in implications for pedagogical practice and research.

How to cite

MLA: Vassilev, Christian. Music Development and Music Education. Springer, 2026.
Chicago: Vassilev, Christian. Music Development and Music Education. Springer, 2026.