Events Calendar

Doctoral Public Lecture - Samuel Silva

Date:
Wednesday, May 15, 2019
Time:
9:30 am - 10:30 am
Location:
Talbot College (TC)
Room: 310
Cost:
Free

Please join us for Samuel Silva’s Public Lecture: 9:30 am on Wednesday, May 15 in TC 310.
 
The final requirement before a PhD dissertation defense is a Public Lecture where the candidate presents his research in an open forum.
 
Gnosticism and Music Education Philosophy: From the Affirmation of No to the Destruction of Intelligence
 
Abstract:
The objective of this study is to investigate the alignment of music education philosophy with Gnosticism as to the latter’s most common mechanisms of action: a) the denial of the Logos (affirmation of no); b) the substitution of the ontologic for the ontic; c) the deification of desire; d) the omission of main or peripheral concepts; and e) the prohibition of the examination of premises. Of these five mechanisms, the affirmation of no, which is essentially the negation of truth, is the basis the Gnostic experience and the enabler of its subsequent developments. In reference to Aristotle’s four discourses theory, i.e., poetics, rhetoric, dialectics, and logic/analytics, the argumentation regarding music education philosophy’s alignment with Gnosticism moves from the initial level of credible to the level of probable. This is verified through the five parameters given in Mário Ferreira dos Santos’ pentadialectics method, by which the observed phenomenon is studied as: 1) Unit: the alignment of music education philosophy with Gnosticism is enabled by the identification with the latter’s common experience of the denial of Logos, i.e., the affirmation of no; 2) Part: the Gnostic premise of the affirmation of no, also embraced by music education philosophy, is part of a large-scale phenomenon associated with the Kantian perception model, namely, the dialectics of false contraries; 3) Sequence: the tripartite historical models of Gnostics, the history of music education value in the US, and diverse music education theoretical sources evince being more than analogue historical processes, but rather ramifications of the same Gnostic tendency, which moves from a being-transcendent conception of reality to an immanent conception of reality; 4) System: Gnosticism and music education philosophy share a circular forma mentis, enabled by a fall into abstraction, action associated with the phenomenon of cognitive parallax, as well as the inversion of ratio and time; 5) Universality: music education philosophy’s alignment with Gnosticism suggests its participation in a broader historical process that aims the creation of a New World Order. Observed wholly, the argument offers the status quæstionis of music education philosophy’s alignment with Gnosticism.

Candidate: Samuel Silva
Program: Music 
Time: 9:30 am, 310 Talbot College 
Thesis Title: Gnosticism and Music Education Philosophy: From the Affirmation of No to the Destruction of Intelligence


Contact:
Krystyna Locke
klocke2@uwo.ca


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