Results for 'Randall Allsup'

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  1.  35
    Activating self-transformation through improvisation in instrumental music teaching.Randall Everett Allsup - forthcoming - Philosophy of Music Education Review 5 (2).
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  2.  9
    Can Creativity Ensure Criticality?Randall Everett Allsup - 2022 - Philosophy of Music Education Review 30 (2):126-131.
    Abstract:Working with students in ways that emphasize creativity and improvisation presupposes a posture of openness and self-regard for all stakeholders. The teacher in such a setting can neither impose an ideology nor fix expectations for growth. The students, composing and improvising collectively, will encounter opportunities to test beliefs and practice reflective thinking. Many questions are unresolved. How do students develop criticality in an open classroom? What assurances are there that they will choose projects that address justice, repair, and belonging? In (...)
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  3.  30
    Music Education as Liberatory Practice: Exploring the Ideas of Milan Kundera.Randall Everett Allsup - forthcoming - Philosophy of Music Education Review 9 (2):3-10.
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  4.  80
    The Problems of Band: An Inquiry into the Future of Instrumental Music Education.Randall Everett Allsup & Cathy Benedict - 2008 - Philosophy of Music Education Review 16 (2):156-173.
    This article examines the educational function of the North American wind band program. Issues such as band education's methodological control, perceived lack of self-reflection or inquiry, its insecurity concerning program legitimacy, and the systemic fear that seems to permeate its history provide the framework for this exploration. With a philosophical eye toward the future of school-based instrumental music education each author brings perspective to the task of critiquing an institution that has taken on the seemingly sacrosanct and inviolable trappings of (...)
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  5.  24
    In Dialogue: A Response to Estelle R. Jorgensen,?Four Philosophical Models of the Relationship Between Theory and Practice?Randall Everett Allsup - 2005 - Philosophy of Music Education Review 13 (1):104-108.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 104-108 [Access article in PDF] A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice" Randall Everett Allsup Teachers College, Columbia University Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. The dichotomy (...)
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  6.  25
    Hard Times: Philosophy and the Fundamentalist Imagination.Randall Everett Allsup - 2005 - Philosophy of Music Education Review 13 (2):139-142.
    In lieu of an abstract, here is a brief excerpt of the content:Hard Times:Philosophy and the Fundamentalist ImaginationRandall Everett Allsup"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of service to them. This is the principle on which I bring up my own children, and (...)
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  7.  31
    Music Teacher Quality and the Problem of Routine Expertise.Randall Everett Allsup - 2015 - Philosophy of Music Education Review 23 (1):5.
    Education in the twenty-first century witnessed a profound shift in emphasis from the teacher to the learner, or from pedagogical inputs to learner outcomes. According to neoliberal logic, the teacher is the primary value-add in a relationship that is best characterized as cause (instruction) and effect (learner outcome). As a result, the problem of teacher quality has emerged as the central question of our day. What is effective teaching? What does teacher quality look like? Traditional music educators will posit that (...)
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  8.  27
    Praxis and the Possible: Thoughts on the Writings of Maxine Greene and Paulo Freire.Randall Everett Allsup - 2003 - Philosophy of Music Education Review 11 (2):157-169.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 157-169 [Access article in PDF] Praxis and the PossibleThoughts on the Writings of Maxine Greene and Paulo Freire Randall Everett Allsup Columbia University Authors in a recent edition of the Philosophy of Music Education Review have assayed various understandings of praxis within the domain of music learning and teaching. 1 Leadened (perhaps) by history, this six-letter word sustains a multiplicity (...)
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  9.  66
    A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice".Randall Everett Allsup - 2005 - Philosophy of Music Education Review 13 (1):104-108.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 104-108 [Access article in PDF] A Response to Estelle R. Jorgensen, "Four Philosophical Models of the Relationship Between Theory and Practice" Randall Everett Allsup Teachers College, Columbia University Each of the four philosophical models that Estelle Jorgensen has put forth contests, adheres to, or adjusts the hierarchical relationships between dualities, specifically the theory and practice of musical learning. The dichotomy (...)
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  10.  20
    A Reappraisal of Bennett Reimer and His Meanings of Art.Randall Everett Allsup & Judy Lewis - 2015 - Philosophy of Music Education Review 23 (2):168.
    Consistent throughout his writings on aesthetics and education, Bennett Reimer maintained the idea that music must be understood and studied as non-conceptual. Music’s forms of knowing point to the subjective realms of life and operate effectively without the assistance or necessity of language. An education in the arts is an education in feelings, a claim that became untenable in an age of evidence and standardization. Critics hostile to a characterization of music as unknowable pointed to very clear concepts, locating the (...)
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  11.  4
    Jane Roland Martin, School Was Our Life: Remembering Progressive Education (Bloomington, IN: Indiana University Press, 2018).Randall Everett Allsup - 2021 - Philosophy of Music Education Review 29 (2):230-235.
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  12.  55
    Sequoias, Mavericks, Open Doors... Composing Joan Tower.Randall Everett Allsup - 2011 - Philosophy of Music Education Review 19 (1):24.
    This essay interview with Joan Tower is a meditation on the importance of composing, understood as a process larger than the making of new sound combinations or musical scores, suggesting that the compositional act is self-educative and self-forming. Tower's musical life, one of teaching and learning, one of composing and self-composing, is an exemplary model for a lifetime of risk, curiosity, and hard work. Her own struggles to balance the rich traditions that funded her growth as a composer with the (...)
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  13.  60
    Praxis and the Possible: Thoughts on the Writings of Maxine Greene and Paulo Freire.Randall Everett Allsup - 2003 - Philosophy of Music Education Review 11 (2):157-169.
    In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 157-169 [Access article in PDF] Praxis and the PossibleThoughts on the Writings of Maxine Greene and Paulo Freire Randall Everett Allsup Columbia University Authors in a recent edition of the Philosophy of Music Education Review have assayed various understandings of praxis within the domain of music learning and teaching. 1 Leadened (perhaps) by history, this six-letter word sustains a multiplicity (...)
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  14.  59
    Hard Times: Philosophy and the Fundamentalist Imagination.Randall Everett Allsup - 2005 - Philosophy of Music Education Review 13 (2):139-142.
    In lieu of an abstract, here is a brief excerpt of the content:Hard Times:Philosophy and the Fundamentalist ImaginationRandall Everett Allsup"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of service to them. This is the principle on which I bring up my own children, and (...)
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  15.  39
    Extraordinary Rendition: On Politics, Music, and Circular Meanings.Randall Everett Allsup - 2007 - Philosophy of Music Education Review 15 (2):144-149.
    In lieu of an abstract, here is a brief excerpt of the content:Extraordinary Rendition:On Politics, Music, and Circular MeaningsRandall Everett AllsupThe purpose of this symposium is to look at music, education, and politics. I will begin with an examination of how musical meanings are politically rendered, and how these understandings are attached to moral consequences. Highly resistant to classification, musical meanings are those things we come to understand about ourselves through music, as opposed to musical knowledge which is demonstrable know-how. (...)
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  16.  26
    Listening In: Music, Mind, and the Modernist Narrative (review).Randall Everett Allsup - 2006 - Philosophy of Music Education Review 14 (1):93-97.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Listening In: Music, Mind, and the Modernist NarrativeRandall Everett AllsupEric Prieto, Listening In: Music, Mind, and the Modernist Narrative ( Lincoln NE: University of Nebraska Press, 2002)Modernism. The Interpretation of Dreams, the assembly line, The Rite of Spring, the Panama Canal. The modernist sensibility is characterized above all by the "willful big idea"—history as text, a manifesto in conflict with itself and its past. Hopeful and revolutionary like (...)
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  17.  45
    Species Counterpoint: Darwin and the Evolution of Forms.Randall Everett Allsup - 2006 - Philosophy of Music Education Review 14 (2):159-174.
    In lieu of an abstract, here is a brief excerpt of the content:Species Counterpoint:Darwin and the Evolution of FormsRandall Everett AllsupMy intention is to tell of bodies changed to different forms; the gods, who made the changes, will help me—or so I hope—with a poem that runs from the World's beginning to our own days.1I.A recent article in a progressive monthly magazine asked by way of a thesis, "Whose music is the blues?" Under the title, the tag line read, "2003 (...)
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  18.  35
    Symposium: Philosophy, music education, and world engagement.Randall Everett Allsup, Estelle Ruth Jorgensen, Patrick K. Schmidt & Julia Koza - 2007 - Philosophy of Music Education Review 15 (2):143-144.
    In lieu of an abstract, here is a brief excerpt of the content:Extraordinary Rendition:On Politics, Music, and Circular MeaningsRandall Everett AllsupThe purpose of this symposium is to look at music, education, and politics. I will begin with an examination of how musical meanings are politically rendered, and how these understandings are attached to moral consequences. Highly resistant to classification, musical meanings are those things we come to understand about ourselves through music, as opposed to musical knowledge which is demonstrable know-how. (...)
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  19.  31
    Toward Mindful Music Education: A Response to Bennett Reimer.Sandra L. Stauffer, Randall Allsup & Mary J. Reichling - 2005 - Philosophy of Music Education Review 13 (2):135-138.
    In lieu of an abstract, here is a brief excerpt of the content:Toward Mindful Music Education:A Response To Bennett ReimerSandra L. StaufferIn her book Composing a Life, Mary Catherine Bateson reminds us to acknowledge our antecedents—those who have gone before in whatever way or whatever path.1 I believe we should also acknowledge our co-conspirators—those who have listened to us and wrestled with our ideas. Following Bateson, I wish to recognize the contributions of my teachers and my colleagues, particularly the members (...)
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  20.  47
    Book review: Eric prieto, listening in: Music, mind, and the modernist narrative (lincoln, ne: University of nebraska press, 2002). [REVIEW]Randall Everett Allsup - 2006 - Philosophy of Music Education Review 14 (1):93-97.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Listening In: Music, Mind, and the Modernist NarrativeRandall Everett AllsupEric Prieto, Listening In: Music, Mind, and the Modernist Narrative ( Lincoln NE: University of Nebraska Press, 2002)Modernism. The Interpretation of Dreams, the assembly line, The Rite of Spring, the Panama Canal. The modernist sensibility is characterized above all by the "willful big idea"—history as text, a manifesto in conflict with itself and its past. Hopeful and revolutionary like (...)
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  21.  7
    A Response to Randall Allsup," Species Counterpoint: Darwin and the Evolution of Forms".Lauri Väkevä - 2006 - Philosophy of Music Education Review 14 (2):220-224.
    In lieu of an abstract, here is a brief excerpt of the content:A Response to Randall Allsup, “Species Counterpoint: Darwin and the Evolution of Forms”Lauri VäkeväI was thrilled to be asked to respond to Randall Allsup's paper as his standpoint appears to be close to my own.1 I take it that his interest in Darwinian metaphors [End Page 220] reflects at least moderate interest in naturalism—an approach that should be taken seriously in our field. However, there (...)
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  22.  28
    Response to Randall Allsup, “Music Teacher Quality and Expertise”.Bennett Reimer - 2015 - Philosophy of Music Education Review 23 (1):108.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Randall Allsup, “Music Teacher Quality and Expertise”Bennett ReimerI am delighted to have this opportunity to reflect on Randall Allsup’s excellent, incisive, and wise paper. The issues he raises reach to the core of who we have been, where we are now, and how we must adapt ourselves to new challenges that deeply question both our ideals and our practices.Allsup’s opening questions relate (...)
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  23.  6
    Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett Allsup (review).Juliet Hess - 2017 - Philosophy of Music Education Review 25 (1):100.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett AllsupJuliet HessRandall Everett Allsup, Remixing the Classroom: Toward an Open Philosophy of Music Education (Bloomington, IN: Indiana University Press, 2016).As a leading voice in music education, Randall Allsup works continually to reconceptualize music education toward democratic and socially just praxis.1 He routinely challenges the field to become self-conscious of practices that (...)
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  24.  7
    A Response to Randall Everett Allsup," Music Education as Liberatory Practice: Exploring the Ideas of Milan Kundera".Susan Quindag - 2001 - Philosophy of Music Education Review 9 (2):37-39.
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  25.  3
    Okja as Philosophy: Why Animals Matter.Randall M. Jensen - 2022 - In David Kyle Johnson (ed.), The Palgrave Handbook of Popular Culture as Philosophy. Palgrave-Macmillan. pp. 773-794.
    The eponymous protagonist of Okja is an adorable “super-pig,” larger than an ordinary pig not only in size but also in heart and mind. The film explores and interrogates different ways of seeing Okja, different portraits of Okja’s moral status, as philosophers would put it. To the Mirando Corporation, Okja has no moral status. She is a mere product to be used as they see fit. To the Animal Liberation Front, Okja is a dramatic symbol of animals everywhere who are (...)
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  26.  49
    Patriotic Education in a Global Age.Randall Curren & Charles Dorn - 2018 - Chicago, IL, USA: University of Chicago Press.
    The central question for this book is whether schools should attempt to cultivate patriotism, and if so why, how, and with what conception of patriotism in mind. The promotion of patriotism has figured prominently in the history of public schooling in the United States, always with the idea that patriotism is both an inherently admirable attribute and an essential motivational basis for good citizenship. It has been assumed, in short, that patriotism is a virtue in its own right and that (...)
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  27.  55
    The sociology of philosophies: a global theory of intellectual change.Randall Collins - 1998 - Cambridge: Belknap Press of Harvard University Press.
    Through network diagrams and sustained narrative, sociologist Randall Collins traces the development of philosophical thought from ancient Greece to modern ...
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  28. A dynamical systems perspective on agent-environment interaction.Randall D. Beer - 1995 - Artificial Intelligence 72 (1-2):173-215.
  29.  51
    Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.Randall W. Engle, Stephen W. Tuholski, James E. Laughlin & Andrew R. A. Conway - 1999 - Journal of Experimental Psychology: General 128 (3):309.
  30.  38
    Violence: A Micro-sociological Theory.Randall Collins - 2009 - Princeton University Press.
    In the popular misconception fostered by blockbuster action movies and best-selling thrillers--not to mention conventional explanations by social scientists--violence is easy under certain conditions, like poverty, racial or ideological hatreds, or family pathologies. Randall Collins challenges this view in Violence, arguing that violent confrontation goes against human physiological hardwiring. It is the exception, not the rule--regardless of the underlying conditions or motivations. -/- Collins gives a comprehensive explanation of violence and its dynamics, drawing upon video footage, cutting-edge forensics, and (...)
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  31. In Favor of Logarithmic Scoring.Randall G. McCutcheon - 2019 - Philosophy of Science 86 (2):286-303.
    Shuford, Albert and Massengill proved, a half century ago, that the logarithmic scoring rule is the only proper measure of inaccuracy determined by a differentiable function of probability assigned the actual cell of a scored partition. In spite of this, the log rule has gained less traction in applied disciplines and among formal epistemologists that one might expect. In this paper we show that the differentiability criterion in the Shuford et. al. result is unnecessary and use the resulting simplified characterization (...)
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  32.  82
    Information Processing and Dynamics in Minimally Cognitive Agents.Randall D. Beer & Paul L. Williams - 2015 - Cognitive Science 39 (1):1-38.
    There has been considerable debate in the literature about the relative merits of information processing versus dynamical approaches to understanding cognitive processes. In this article, we explore the relationship between these two styles of explanation using a model agent evolved to solve a relational categorization task. Specifically, we separately analyze the operation of this agent using the mathematical tools of information theory and dynamical systems theory. Information-theoretic analysis reveals how task-relevant information flows through the system to be combined into a (...)
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  33. Image and Word in the Theology of John Calvin.Randall C. Zachman - 2007
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  34. John Calvin as Teacher, Pastor, and Theologian: The Shape of His Writings and Thought.Randall C. Zachman - 2006
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  35.  38
    A Note on Verisimilitude and Accuracy.Randall G. McCutcheon - 2023 - British Journal for the Philosophy of Science 74 (2):431-434.
    Schoenfield has constructed examples of proper inaccuracy measures that value verisimilitude (in a certain sense) in spaces of worlds equipped with a particular variety of verisimilitude metric. However, Schoenfield left it as an open question whether ‘for every space of worlds, there is a proper inaccuracy measure that values verisimilitude’. Here I answer this question in the affirmative.
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  36.  29
    Oracles, Visions, and Oral Tradition: Calvin on the Foundation of Scripture.Randall C. Zachman - 2009 - Interpretation: A Journal of Bible and Theology 63 (2):117-129.
    John Calvin claims that the foundation of Scripture is the oracles and visions revealed to the patriarchs, transmitted through countless generations by an oral tradition that faithfully preserved these oracles. The oral tradition of the patriarchs also contains practices not found in written Scripture that are applicable to the church of Calvin day.
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  37.  34
    Process Philosophy and Political Ideology: The Social and Political Thought of Alfred North Whitehead and Charles Hartshorne.Randall C. Morris - 1991 - State University of New York Press.
    Provides an ideology-critique of Whitehead's and Hartshorne's metaphysics and demonstrates how their metaphysical principles reflect their personal commitments to the values and norms of the modern liberal political ideology.
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  38.  40
    Good Friendships among Children: A Theoretical and Empirical Investigation.David Ian Walker, Randall Curren & Chantel Jones - 2016 - Journal for the Theory of Social Behaviour 46 (3):286-309.
    Ethical dimensions of friendship have rarely been explicitly addressed as aspects of friendship quality in studies of children's peer relationships. This study identifies aspects of moral virtue significant for friendship, as a basis for empirically investigating the role of ethical qualities in children's friendship assessments and aspirations. We introduce a eudaimonic conception of friendship quality, identify aspects of moral virtue foundational to such quality, review and contest some grounds on which children have been regarded as not mature enough to have (...)
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  39.  27
    The organizational bases of ethical work climates in lodging operations as perceived by general managers.Randall S. Upchurch & Sheila K. Ruhland - 1996 - Journal of Business Ethics 15 (10):1083 - 1093.
    The focus of this research concentrated on ascertaining the presence of ethical climate types and the level of analysis from which ethical decisions were based as perceived by lodging managers. In agreement with Victor and Cullen (1987, 1988), ethical work climates are multidimensional and multi-determined. The results of this study indicated that: (a) benevolence is the predominate dimension of ethical climate present in the lodging organization as perceived by lodging managers, and (b) the local level of analysis (e.g. immediate workplace (...)
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  40. The mathematical structure of the world: The world as graph.Randall R. Dipert - 1997 - Journal of Philosophy 94 (7):329-358.
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  41. Artifacts, art works, and agency.Randall R. Dipert - 1993 - Philadelphia: Temple University Press.
    This is the first philosophical study of artifacts that is book length. In it Randall Dipert develops a theory of what artifacts are and applies it extensively to one of the most complex and intriguing kind of artifacts, art works. He presents his own account of what agents, intentions, and actions are, then uses these notions to clarify what it is for an agent to "make" something. From this starting point, he develops a full theory of artifacts and other (...)
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  42.  33
    Normal subgroups of nonstandard symmetric and alternating groups.John Allsup & Richard Kaye - 2007 - Archive for Mathematical Logic 46 (2):107-121.
    Let ${\mathfrak{M}}$ be a nonstandard model of Peano Arithmetic with domain M and let ${n \in M}$ be nonstandard. We study the symmetric and alternating groups S n and A n of permutations of the set ${\{0,1,\ldots,n-1\}}$ internal to ${\mathfrak{M}}$ , and classify all their normal subgroups, identifying many externally defined such normal subgroups in the process. We provide evidence that A n and S n are not split extensions by these normal subgroups, by showing that any such complement if (...)
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  43.  35
    The Mathematical Structure of the World.Randall R. Dipert - 1997 - Journal of Philosophy 94 (7):329-358.
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  44. Law and Morality in Ancient China: The Silk Manuscripts of Huang-Lao.Randall Peerenboom - 1994 - Philosophy East and West 44 (2):347-368.
     
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  45. Buddhist Egoism and Other Infelicities.Randall Studstill - 2008 - Ars Disputandi 8:1566-5399.
    This article is an evaluation of Christian views about Buddhism based on Paul Williams’ The Unexpected Way: On Converting from Buddhism to Catholicism . Studstill focuses specifically on five Christian claims about Buddhism: Buddhism prevents the recognition of objective reality and objective truth, Buddhism promotes egoism, Buddhism encourages immorality, Buddhism is quite possibly irrational, and Buddhism is excessively pessimistic. Studstill critically examines Williams’ defense of these claims and concludes that each is either false or highly problematic. As a corrective to (...)
     
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  46.  27
    From cortical rotation to organizer gene expression: toward a molecular explanation of axis specification in Xenopus.Randall T. Moon & David Kimelman - 1998 - Bioessays 20 (7):536-546.
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  47.  12
    Uploading to Substrate‐Independent Minds.Randal A. Koene - 2013 - In Max More & Natasha Vita‐More (eds.), The Transhumanist Reader. Oxford: Wiley. pp. 146–156.
    In this essay we will use mind as the term to designate the totality and manner in which our thoughts take place. We use the term brain to refer to the underlying mechanics, the substrate and the manner in which it supports the operations needed to carry out thoughts.
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  48.  3
    Disempowering Homo Technologus.Randall G. Nichols - 1997 - Bulletin of Science, Technology and Society 17 (5-6):297-304.
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  49.  25
    Argumentation, the Visual, and the Possibility of Refutation: An Exploration.Randall A. Lake & Barbara A. Pickering - 1998 - Argumentation 12 (1):79-93.
    Taking the possibility of visual argumentation seriously, this essay explores how refutation might proceed. We posit three ways in which images can refute and be refuted in a mixed-media environment: (1) dissection, in which an image is broken down discursively; (2) substitution, in which one image is replaced within a larger visual frame by a different image; and (3) transformation, in which an image is recontextualized in a new visual frame. These strategies are illustrated in an analysis of three American (...)
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  50. Entrepreneurial beleifs and agency under Knightian uncertainty.Randall Westgren & Travis Holmes - 2021 - Philosophy of Management 22 (2):199-217.
    At the centenary of Frank H. Knight’s Risk, Uncertainty, and Profit (1921), we explore the continuing relevance of Knightian uncertainty to the theory and practice of entrepreneurship. There are three challenges facing such assessment. First, RUP is complex and difficult to interpret. The key but neglected element of RUP is that Knight’s account is not solely about risk and uncertainty as states of nature, but about how an agent’s beliefs about uncertain outcomes and confidence in those beliefs guide their choices. (...)
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