Development-oriented learning approaches and the demand for an integrated understanding of teaching: A plea for more music in school

Authors

DOI:

https://doi.org/10.1344/did.2020.7.1-3

Keywords:

imagination, creativity, integrated education

Abstract

Editorial - issue 7

References

Cslovjecsek, M. (2009). „Alle müssen wollen“ - musikalische Aktivität im Klassenunterricht als Herausforderung und Chance. In H.-U. Grunder & A. Gut (Eds.), Zum Umgang mit Heterogenität in der Schule (Bd. 1, S. 82–92). Stuttgart: Schneider Verlag Hohengehren.

Cslovjecsek, M., & Zulauf, M. (Eds.). (2018). Integrated music ducation. Challenges of teaching and teacher training. Berlin: Peter Lang Editors.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. London: Macmillan.

Fischer, G. (2000). Social creativity, symmetry of ignorance and meta-design. Special Issue on “Creativity & Cognition 1999”. Knowledge-Based Systems, 13(7–8), 527–537.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Swiss Curriculum - „Lehrplan 21“. (2016). Entwicklungsorientierte Zugänge. Retrieved from https://v-fe.lehrplan.ch

Zulauf, M., & Cslovjecsek, M. (2018). Lessons taken from the journey: Where next? In M. Cslovjecsek & M. Zulauf (Eds.), Integrated music education. Challenges of teaching and teacher training (pp. 399–410). Berlin: Peter Lang.

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Published

2021-08-31

Issue

No. 7 (2020)

Section

Editorial

License

Copyright (c) 2020 Markus Cslovjecsek

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