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4 Progress and Development of the Philosophy of Music Education in China since the Twentieth Century
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Boundaries Boundaries
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Boundary-Crossing and the Suffix “-ness” Boundary-Crossing and the Suffix “-ness”
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Expanding Selfness through Musical Experiences Expanding Selfness through Musical Experiences
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Toward Boundarylessness in Music Education Philosophy Toward Boundarylessness in Music Education Philosophy
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Notes Notes
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Bibliography Bibliography
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19 Boundary-Crossing from a Perspective of -ness: Toward Boundarylessness in Music Education Philosophy
Get accessC. Victor Fung is Professor of Music Education, University of South Florida. His research involves social psychological, philosophical, and international perspectives in music education. He is author of A Way of Music Education: Classic Chinese Wisdoms (2018), coauthor of Music for Life (2016) and Music, Senior Centers, and Quality of Life (2023), and coeditor of Meanings of Music Participation (2023). He has reviewed for numerous professional journals and served as editor for three. He has been a Fulbright Researcher in Japan (2018) and a board member of the College Music Society, Florida Music Education Association, and International Society of Music Education.
Danxu Ma is a doctoral candidate in music education at the Center for Music Education Research, School of Music, University of South Florida, where she has assisted in teaching General Music Methods and received the Music Education Merit Award (2019). She is an active performer and researcher. Her research interests include community music education for all ages, teaching and learning world musics, and Chinese philosophy in music education. She has presented her work at international, national, and regional conferences. She received her master’s degree in music education from Western University, Canada, and her bachelor’s degree from China Conservatory, Beijing, China.
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Published:20 June 2024
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Abstract
The meaning of boundary is here explored from different disciplinary perspectives. Boundaries exist in many complex and diverse forms. By shaping one’s identity and awareness, they affect one’s choices and actions. In boundary-crossing, one seeks to retain the distinctive qualities deriving from one’s own background while expanding and complementing them with desirable qualities from beyond one’s earlier cultural experience. The suffix -ness is adopted to characterize the meanings and phenomena encountered beyond one’s native cultural milieu, expanding from one’s own -ness to include others’ -ness in thinking, behaving, and living. By boundary-crossing, one gains a reciprocal understanding of the world that is both similar to and different from the self. A state of boundarylessness is pursued, in the context of music education as in other cultural environments, through constant efforts to exercise flexibility in one’s thought and actions.
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