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  1. Musical Meaning in a Broader Perspective.Constantijn Koopman & Stephen Davies - 2001 - Journal of Aesthetics and Art Criticism 59 (3):261–273.
  2.  89
    Art as Fulfilment: On the Justification of Education in the Arts.Constantijn Koopman - 2005 - Journal of Philosophy of Education 39 (1):85–97.
  3.  10
    Art as Fulfilment: On the Justification of Education in the Arts.Constantijn Koopman - 2005 - Philosophy of Education 39 (1):85-97.
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  4. Philosophy, Music and Emotion.Constantijn Koopman - 2003 - Mind 112 (448):759-762.
  5.  21
    Response to Bennett Reimer, "Once More with Feeling: Reconciling Discrepant Accounts of Musical Affect&Quot.Constantijn Koopman - 2004 - Philosophy of Music Education Review 12 (1):60-63.
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  6.  19
    Aims in Music Education: A Conceptual Study.Constantijn Koopman - forthcoming - Philosophy of Music Education Review 5 (2).
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  7.  62
    Introduction to a Philosophy of Music.Constantijn Koopman - 2003 - British Journal of Aesthetics 43 (2):187-189.
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  8. Keynotes in Music Education a Philosophical Analysis.Constantijn Koopman - 1997
     
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  9.  13
    Music Education: Aesthetic or "Praxial"?Constantijn Koopman - 1998 - Journal of Aesthetic Education 32 (3):1.
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  10.  45
    Music Education, Performativity and Aestheticization.Constantijn Koopman - 2005 - Educational Philosophy and Theory 37 (1):119–131.
    This paper discusses the phenomena of performativity and aestheticization and their implications for education. The forces of performativity pose a threat to music and the other arts, even though some advocators try to justify music education by appealing to their alleged performative results. At first sight, aestheticization seems to accord much better with music education but closer analysis of this many‐sided phenomenon also yields negative points: superficiality often reigns, overfeeding leads to anaesthesia, and the aesthetic itself is often controlled by (...)
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  11.  5
    Music Education, Performativity and Aestheticization.Constantijn Koopman - 2005 - Educational Philosophy and Theory 37 (1):119-131.
    This paper discusses the phenomena of performativity and aestheticization and their implications for education. The forces of performativity pose a threat to music and the other arts, even though some advocators try to justify music education by appealing to their alleged performative results. At first sight, aestheticization seems to accord much better with music education but closer analysis of this many‐sided phenomenon also yields negative points: superficiality often reigns, overfeeding leads to anaesthesia, and the aesthetic itself is often controlled by (...)
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  12. New Essays on Musical Understanding.Constantijn Koopman - 2002 - British Journal of Aesthetics 42 (4):428-430.
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  13.  11
    Response to Bennett Reimer, "Once More with Feeling: Reconciling Discrepant Accounts of Musical Affect".Constantijn Koopman - 2004 - Philosophy of Music Education Review 12 (1):60-63.
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  14.  20
    Stage Theories of Musical Development.Constantijn Koopman - 1995 - Journal of Aesthetic Education 29 (2):49.
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