04632nam a2200637Ki 4500 ocn961117254 OCoLC 20200709060207.0 m d cr cnu---unuuu 161024s2011 oru ob 001 0 eng d N$T eng rda pn N$T 9781621890959 (electronic bk.) 1621890953 (electronic bk.) 9781608996971 1608996972 833492 (N$T) (OCoLC)961117254 ML3921 .H48 2011eb REL 012110 bisacsh REL 070000 bisacsh 261.5/78 23 9,2 ssgn MAIN Hess, Lisa M. (Lisa Maguire) Learning in a musical key : insight for theology in performative mode / Lisa M. Hess. Eugene, Or. : Pickwick Publications, ©2011. 1 online resource (xii, 236 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Princeton theological monograph series ; 169 Includes bibliographical references (pages 213-228) and index. Hildegard of Bingen and the letter to the prelates at Mainz -- Learning and the conundrum of aptitude for the musical/non-musical -- How we learn music -- Religious education and the challenges of learning in music -- Learning in a musical key. Learning in a Musical Key examines the multidimensional problem of the relationship between music and theological education. Lisa Hess argues that, in a delightful and baffling way, musical learning has the potential to significantly alter and inform our conception of the nature and process of theological learning. In exploring this exciting intersection of musical learning and theological training, Hess asks two probing questions. First, What does learning from music in a performative mode require? Classical modes of theological education often founder on a dichotomy between theologically musical and educational discourses. It is extremely difficult for many to see how the perceivedly nonmusical learn from music. Is musicality a universally human potential? In exploring this question Hess turns to the music-learning theory of Edwin Gordon, which explores music's unique mode of teaching/learning, its primarily aural-oral mode. This challenge leads to the study's second question: How does a theologian, in the disciplinary sense, integrate a performative mode into critical discourse? Tracking the critical movements of this problem, Hess provides an inherited, transformational logic as a feasible path for integrating a performative mode into multidimensional learning. This approach emerges as a distinctly relational, embodied, multidimensional, and non-correlational performative-mode theology that breaks new ground in the contemporary theological landscape. As an implicitly trinitarian method, rooted in the relationality of God, this non-correlational method offers a practical theological contribution to the discipline of Christian spirituality, newly claimed here as a discipline of transformative teaching/learning through the highly contextualized and self-implicated scholar into relationally formed communities, and ultimately into the world. Print version record. Music Religious aspects Christianity. Theology Study and teaching. Religious education Philosophy. Performative (Philosophy) Music Religious aspects Christianity. fast (OCoLC)fst01030426 Performative (Philosophy) fast (OCoLC)fst01057886 Religious education Philosophy. fast (OCoLC)fst01094016 Theology Study and teaching. fast (OCoLC)fst01149592 Erwachsenenbildung. (DE-588)4015428-2 gnd Musik. (DE-588)4040802-4 gnd Theologie. (DE-588)4059758-1 gnd RELIGION / Christian Life / Social Issues bisacsh RELIGION / Christianity / General bisacsh Electronic books. Print version: Hess, Lisa M. (Lisa Maguire). Learning in a musical key. Eugene, Or. : Pickwick Publications, ©2011 9781608996971 (DLC) 2011567223 (OCoLC)756608667 Princeton theological monograph series ; 169. EBSCOhost http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=833492 EBSCOhost EBSC 833492 92 N$T 55248 55248