The 'Mandala' philosophy of music for South African schools

This thesis critically addresses the aesthetic versus the praxial philosophies of music culminating in the philosophical roots of the 'Mandala' approach to music. The 'Mandala' philosophy of music is based on Carl Jung's psychoanalytic theory as well as David Elliott's 'praxial' philosophy of music. The 'Mandala' philosophy of music rests upon two main tenets namely; that music is to be approached and taught holistically and that the significance and justification of music reside in creative thinking or creativity. A holistic approach to music is a humanistic view of education and which differs from the subject-based approach of the past. The emphasis of this approach is on what music practitioners can do i.e. their musical products, in the context of particular musical practices. Music is not esoteric aesthetic emotion producing qualities, but rather something that musicians practice within particular musical cultures and styles. The 'self as centre of the whole of the person serves as catalyst for creative products, self-growth and enjoyment in music. Creative thinking is, inter alia, tantamount to self-actualization, problem-focused learning, transformation and the higher form of integration through music education. Through descriptive illustrations, analyses, comparisons and syntheses key concepts of this approach are highlighted to support cogent arguments. This approach differs markedly from the present fragmented, one-dimensional music education approach in South African schools and which still lay stress on the sublime idealism of the aesthetic philosophy of music. The 'Mandala' approach substitutes aesthetic idealism with artistic pragmatism in the context of music practices and practitioners. The 'Mandala' approach to music emphasizes creative thinking, i.e. creative-action-learning and critical or reflective thinking, as fundamental to music making, to constitute the M.C.T.-model of music. This approach further juxtaposes creative thinking (creativity) and self-actualization as products or outcomes of ...