The reflections start from a general discomfort with the postmodern attitude to sketch a historically and/or philosophically complex situation of music in education by a few terms, randomly picked up from a broader context, which seem to reduce complexity to empty words. Here, we try to throw light on an ontobiological foundation of the human intellectual growth to determine the function of music (as sound or art) in education. Therefore, we call for precision in talking which reflects clarity in thinking.
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