シンガポール国立教育学院での講演

今田匡彦がシンガポール国立教育学院(National Institute of Education)主催のウェビナーに登壇いたします。

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Abstract:

This presentation proposes a framework of post-poststructuralist music education, grounded in children's communicative rationality. It begins by questioning how the Western scientific Enlightenment, with its emphasis on rationalization and objectification, has negatively shaped music education, and considers practices through which it might recover. While post-structuralism—through Derrida, Foucault, and Deleuze—was invaluable in deconstructing dominant narratives of music, power, and curriculum, it often lacked constructive alternatives for education. The proposed post-poststructuralist perspective addresses this gap: not a return to totalizing grand narratives, but a dialogic and provisional orientation where musical meaning is co-created with children in situated contexts. As an educational model, R. Murray Schafer's concept of the soundscape is highlighted. His Sound Education fosters aural literacy, environmental awareness, and collaborative creativity. Crucially, it opens a pathway to children's own forms of musical creation—their earliest musical experiences emerging from acoustic environments in the classroom, producing sounds unlike any music heard before, and not necessarily requiring an audience to validate their meaning. In this sense, Schafer's sound education transforms the classroom into a generative site where children invent new sonic practices grounded in deep listening and collective imagination. By integrating Schafer's sound education with Habermas's communicative rationality, this framework affirms children's creativity, connects music to lived experience, and situates education within ecological and multicultural contexts. Ultimately, post-poststructuralist music education offers a constructive pathway beyond deconstruction, envisioning music as dialogic, emergent, and ethically attentive to the shared soundscape.