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Abstract：
The purpose of this paper is to re-examine the nature of \"meaning\" and \"meaningfulness\" in the context of instrumental music education. By doing so, I propose to expand the ways in which instrumental music educators conceive their mission and the ways in which we may instill meaning in people\'s lives. Traditionally, pursuits of philosophical deliberation have claimed that meaningfulness comes from either personal happiness (e.g., Jeremy Bentham and John Stuart Mill) or an impersonal sense of duty (e.g., St. Augustine, St. Thomas Aquinas, and Immanuel Kant). However, philosopher Wolf (2010) criticizes these positions in favor of a broader perspective, one that arises from understanding that there is a third sort of value, namely \"meaningfulness.\" Rightly understanding meaningfulness may help us engage more fully with a greater sense and understanding of the full potentials of eudaimonia: a life of significance and value for oneself and one\'s community. Therefore, this paper links meaningfulness to a 4E (embodied, embedded, enacted, and extended) account of \"sense-making\" in/for instrumental music education. In doing so, I discuss the aims of public-school music education; aims that engage teachers and students in meaningfulness-a meaningfulness that is ethical, embodied, enacted, and extended-in, with, and through musics and, more directly, \"instrumental\" music making.
摘要：
本文旨在重新审视器乐教育背景下的“意义”和“意义”的本质。通过这样做,我建议扩展器乐教育者构想其使命的方式，以及我们可以在人们的生活中灌输意义的方式。传统上,哲学思考的追求声称，有意义来自个人的幸福(例如，JeremyBenthamandJohnStuartMill)oranimpersonalsenseofduty(e.g.,圣奥古斯丁,圣托马斯·阿奎那,和伊曼纽尔·康德）。然而,哲学家沃尔夫(2010)批评这些立场，支持更广泛的视角，一个源于理解有第三种价值，即“意义”。“正确地理解意义可能有助于我们更充分地参与，对eudaimonia的全部潜力有更大的感觉和理解：对自己和一个人的社区有意义和价值的生活。因此,本文将有意义与4E(具体体现，嵌入式,颁布,和扩展）在器乐教育中的“理智化”帐户。在这样做的时候，我讨论了公立学校音乐教育的目标；让教师和学生参与有意义的目标——一种道德的有意义，具体体现,颁布,和扩展，with,通过音乐，更直接,“器乐”音乐制作。
