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The 'Mandala' philosophy of music for South African schools
This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of musi...
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| Format: | Thesis |
| Language: | English |
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College of Music
2023
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| _version_ | 1867613854741037056 |
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| access_status_str | Open Access |
| author | Carolus, Mario Cornelius |
| author2 | van Tonder, James |
| author_browse | Carolus, Mario Cornelius van Tonder, James |
| author_facet | van Tonder, James Carolus, Mario Cornelius |
| author_sort | Carolus, Mario Cornelius |
| collection | Thesis |
| description | This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of music. The 'Mandala' philosophy of music rests upon two main tenets namely; that music is to be approached and taught holistically and that the significance and justification of music reside in creative thinking or creativity. A holistic approach to music is a humanistic view of education and which differs from the subject-based approach of the past. The emphasis of this approach is on what music practitioners can do i.e. their musical products, in the context of particular musical practices. Music is not esoteric aesthetic emotion producing qualities, but rather something that musicians practice within particular musical cultures and styles. The 'self as centre of the whole of the person serves as catalyst for creative products, self-growth and enjoyment in music. Creative thinking is, inter alia, tantamount to self-actualization, problem-focused learning, transformation and the higher form of integration through music education. Through descriptive illustrations, analyses, comparisons and syntheses key concepts of this approach are highlighted to support cogent arguments. This approach differs markedly from the present fragmented, one-dimensional music education approach in South African schools and which still lay stress on the sublime idealism of the aesthetic philosophy of music. The 'Mandala' approach substitutes aesthetic idealism with artistic pragmatism in the context of music practices and practitioners. The 'Mandala' approach to music emphasizes creative thinking, i.e. creative-action-learning and critical or reflective thinking, as fundamental to music making, to constitute the M.C.T.-model of music. This approach further juxtaposes creative thinking (creativity) and self-actualization as products or outcomes of both the conscious and unconscious creative thinking of humans. The tripartite interactions between the creative person, process and product, constitute the integrated condition of knowing. Knowing in music differs from knowing about music. In essence the 'Mandala' approach advocates that music, as product of the 'self, be placed at the core of the school curriculum. From this centre, self-knowledge, self-growth and enjoyment should blossom forth. The aim is not to create knowledgable musicians, but rather knowing music practitioners 'in situ', i.e. performers, composers and musician-analysers. Knowing in music focuses on the creative intentions or tangible products, i.e.performing, improvisation/composition and analysis. Creative products in class could be achieved through creative-action-learning in the context of a proposed intercultural South African Music Model and music curriculum in practice. Practical creative-action-learning music lessons are proposed as guidelines for music practitioners and to stimulate further experimentation. In conclusion, this approach to music is compatible with outcomes-based education proposed recently by the National Qualifications Framework. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/38495 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:42:46.231Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | College of Music |
| publisherStr | College of Music |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/38495 The 'Mandala' philosophy of music for South African schools Carolus, Mario Cornelius van Tonder, James Smith, Barry music This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of music. The 'Mandala' philosophy of music rests upon two main tenets namely; that music is to be approached and taught holistically and that the significance and justification of music reside in creative thinking or creativity. A holistic approach to music is a humanistic view of education and which differs from the subject-based approach of the past. The emphasis of this approach is on what music practitioners can do i.e. their musical products, in the context of particular musical practices. Music is not esoteric aesthetic emotion producing qualities, but rather something that musicians practice within particular musical cultures and styles. The 'self as centre of the whole of the person serves as catalyst for creative products, self-growth and enjoyment in music. Creative thinking is, inter alia, tantamount to self-actualization, problem-focused learning, transformation and the higher form of integration through music education. Through descriptive illustrations, analyses, comparisons and syntheses key concepts of this approach are highlighted to support cogent arguments. This approach differs markedly from the present fragmented, one-dimensional music education approach in South African schools and which still lay stress on the sublime idealism of the aesthetic philosophy of music. The 'Mandala' approach substitutes aesthetic idealism with artistic pragmatism in the context of music practices and practitioners. The 'Mandala' approach to music emphasizes creative thinking, i.e. creative-action-learning and critical or reflective thinking, as fundamental to music making, to constitute the M.C.T.-model of music. This approach further juxtaposes creative thinking (creativity) and self-actualization as products or outcomes of both the conscious and unconscious creative thinking of humans. The tripartite interactions between the creative person, process and product, constitute the integrated condition of knowing. Knowing in music differs from knowing about music. In essence the 'Mandala' approach advocates that music, as product of the 'self, be placed at the core of the school curriculum. From this centre, self-knowledge, self-growth and enjoyment should blossom forth. The aim is not to create knowledgable musicians, but rather knowing music practitioners 'in situ', i.e. performers, composers and musician-analysers. Knowing in music focuses on the creative intentions or tangible products, i.e.performing, improvisation/composition and analysis. Creative products in class could be achieved through creative-action-learning in the context of a proposed intercultural South African Music Model and music curriculum in practice. Practical creative-action-learning music lessons are proposed as guidelines for music practitioners and to stimulate further experimentation. In conclusion, this approach to music is compatible with outcomes-based education proposed recently by the National Qualifications Framework. 2023-09-09T14:44:57Z 2023-09-09T14:44:57Z 1998 2023-09-09T14:36:37Z Doctoral Thesis Doctoral PhD http://hdl.handle.net/11427/38495 eng application/pdf College of Music Faculty of Humanities |
| spellingShingle | music Carolus, Mario Cornelius The 'Mandala' philosophy of music for South African schools |
| thesis_degree_str | Doctoral |
| title | The 'Mandala' philosophy of music for South African schools |
| title_full | The 'Mandala' philosophy of music for South African schools |
| title_fullStr | The 'Mandala' philosophy of music for South African schools |
| title_full_unstemmed | The 'Mandala' philosophy of music for South African schools |
| title_short | The 'Mandala' philosophy of music for South African schools |
| title_sort | mandala philosophy of music for south african schools |
| topic | music |
| url | http://hdl.handle.net/11427/38495 |
| work_keys_str_mv | AT carolusmariocornelius themandalaphilosophyofmusicforsouthafricanschools AT carolusmariocornelius mandalaphilosophyofmusicforsouthafricanschools |