Introduction

In the previous chapters of Part 3 I argued that the social transformation of this country should be conceived in terms of having a double-layered texture. These two dimensions are reciprocally interrelated. Superstructural transformation refers to the visible, structural changes in the political order, brought about by new legislation, laws and rules. Infrastructural transformation refers to the equally important aspect of the personal transformation of South African citizens. Reflecting on my own personal transformation, as described in Part 2, I have argued that, for a social transformation process to be legitimate and be sustained, South African citizens primarily need to transform at the infrastructural level. I also suggested that should education be seen as one of the key sites where social transformation can be facilitated, it is important that education conscientiously attend to aspects of infrastructural transformation. This can only happen if education is seen within a framework of rationality that acknowledges the emotions as intelligent, constitutive components of rationality itself. I subsequently warned against two ubiquitous adversarial stances in education, both rooted in a conceptual framework that excludes the emotions as integral components of rationality. These stances will subsequently obstruct true transformation. Further, I argued that an additional project of the Ministry to instil values in education is also suspect due to its apparent misconception of transformation and education. I finally concluded that, especially in a transforming country that is above all challenged by the dismantling of family structures and the ominous prospects of exorbitant HIV and AIDS infection rates and subsequent fatalities, schools should accept that they have an increased responsibility with regard to the emotional development of learners.

Emotions and music

Although a variety of strategies can and should be applied to foster learners’ emotional lives, I add to this book a brief motivation pertaining to music education's potential in this regard. I base my claim not only on Nussbaum's appraisal of music and the other arts as a means to enhance emotional development, but also on other theorists’ appraisal of the profound link between music and emotion.

Dewey, for instance, regards music as ‘both the lowest and the highest of the arts’ and refers to the dramatic and intense impact of the sound of music on any person.