| Abstract: |
In this article, we explore how explicit can be a defining word of our time. Within the context of late modern society, we highlight two dimensions of the explicit. First, explicitness as a temporality of the present reflects how acceleration of technological, societal, and individual dimensions of life promotes immediacy. Second, explicitness as transparency reveals how the demand for constant transparency fosters a homogeneous, polished, and overly positive culture. These trends manifest also in music education. The increasing emphasis on explicit educational objectives and the expectation of clear, immediate applicability diminishes ambiguity, risk, and resistance in education. We argue that there is a paradox in the fact that while education increasingly empowers students with autonomy--requiring them to navigate ambiguity, risk, and unpredictability--the system itself simultaneously minimizes their exposure to these very elements by prioritizing predictability, transparency, and accountability. Explicit functions as a descriptive term, effectively pointing to important trends, patterns, and tendencies, and also functions as an active term, helping students analyze their own artistic and educational practices and expectations. Moreover, discussions provoked by the term explicit can encourage reflections on how explicit temporality, transparency, learning objectives, and applicability influence their ways of being, creating, and working. [ABSTRACT FROM AUTHOR] |
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