Learning by Jamming

  • Eduardo DuarteEmail author
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 8)


Aristotle offers the epigram for this chapter with the assertion from his Ethics: “For the things we have to learn to do, we learn by doing them.” In turn, this chapter explores what is happening when learning is put underway and ‘conducted’ by an educator who is ‘making music’ with their students. ‘Music making’ is a figurative category used to describe a particular form of dynamic dialogic learning. Hence, the aim of this chapter is to offer a phenomenology of the ‘music making philosophical educator.’ One can imagine different types of music making educators, and it is hoped this chapter will inspire others to describe their own musical-philosophical educators. However, the attention here is exclusively focused on describing the philosophical educator as one who puts into motion an improvisational jam session, i.e., one who understands that a philosophical education, or the experiential learning of human freedom, happens through dialogic jamming.


Learning Community Human Freedom Philosophical Educator Socratic Dialogue Assigned Reading 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Teacher EducationHofstra UniversityHempsteadUSA

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