Modal harmony (ag 02). Learn to create chords from scales by Nygaard, scott

By Nygaard, scott

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26 Natasha Levinson The challenge for teachers consists of creating spaces in which students can confront their sense of belatedness without feeling immobilized by it. Ideally, such spaces enable students to live out the wonder of being a newcomer to the earth, not by attempting to soar above their social positioning, but by reconfiguring it in a meaningful way. But here teachers encounter the other aspect of the temporality of natality: that students become aware of their belatedness at different stages of their lives.

Both responses would be problematic: the first because it tries to erase a genuille problem and the second because it is an evasion of the teacher's responsibility to inspire students to try to risk initiating the new, A better strategy would be for the teacher to draw attention to the disjunctures experienced by the students and to make these the focus of attention: How is it that some of us experience our social posi- tions as universal while others are put in Fanon's position and marked out as a particular kind of person!

This insistctlce on a plurality of perspectives is by no means an escape from the need to 11iatcejudgslients about the ambivalent legacy that is our world. 131urality is not a form t>f cultural relativism, C3n the contrary, for Arendt, the ability to think from the perspectives of others and the need to engage with others are prerequisites for being able to make sound judgments. Arendt's views on the rclattoxlship between tile ability to judge and the exposure to rnrtltiple paints of view are scattered throughout lzcr writings, especially in her Iater work.

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