Learning to Listen: A Philosophical Gesture in Music Education

Abstract

This article offers a philosophical reflection on listening as a core element of the educational experience, particularly in early childhood music education. Listening is explored not as passive auditory perception, but as an active gesture of attention, care, and openness to the other. Through dialogue between music, phenomenology, and education, it presents educational scenes that reveal the ethical and formative dimensions of listening. The article argues that to educate is, at its root, to learn to listen”and that teacher education should begin from this foundational gesture.