The sounds of education. Musical metaphors in philosophy and pedagogical reception

Abstract

This study explores the metaphor of the organist, utilized by Immanuel Kant and Maurice Merleau-Ponty in their philosophical frameworks to elucidate key aspects of their theoretical inquiries. Originating from the realm of music, this metaphor is subsequently reinterpreted and adapted to the field of pedagogy. Johann Friedrich Herbart, drawing on Kant’s ideas, and Hartmut Rosa, inspired by Merleau-Ponty’s phenomenology, extend these philosophical insights to develop the concepts of pedagogical tact and resonance, respectively. Although neither Herbart nor Rosa explicitly reference the organist metaphor, it plays a pivotal role in interpreting the educational dimensions of their theories. The metaphor thus establishes a dual analogy: by bridging music and philosophy, it serves as a conceptual link between art and pedagogy. This connection not only deepens our understanding of the educational process but also offers innovative perspectives for rethinking the interaction between teaching and learning.