4E Music Pedagogy and the Principles of Self-Organization
Behavioral Sciences August 9, 2018 Andrea Schiavio, Dylan van der Schyff 79 citations
Mind is increasingly understood as embodied, embedded, extended, and enactive (4E), but these ideas have rarely been applied to musical development. This article explores how 4E cognitive science can inform music pedagogy by connecting the concept of autopoiesis—the self-regenerating nature of living systems—with the emergent dynamics of musical growth. It argues that principles of self-organization align with several new teaching approaches and that these conceptual tools support interactive and collective music pedagogy. The work promotes collaboration among musicians, pedagogues, and cognitive scientists to enrich understanding of musical learning.