Kunstnerisk læring som emergent meningsskabelse: En enaktiv forståelse af kunstneriske læreprocesser i højere musikuddannelse

Kunstnerisk læring. Enaktivisme. Meningsskabelse., Artistic Learning. Enactivism. Sense-making.

Denne ph.d.-afhandling undersøger, hvordan kunstneriske læreprocesser kan forstås, når læring ikke reduceres til epistemologisk tilegnelse af viden, udvikling af kompetencer eller anvendelse af metoder, men begribes ontologisk som en relationel og tidslig meningsskabende bevægelse. Med afsæt i en enaktiv, relationel ontologi analyserer afhandlingen, hvordan subjekt, handling, normativitet og verden gensidigt konstitueres i kunstnerisk praksis, og hvordan læring fremtræder som reorganisering af erfaringens mulighedsrum i tid.

Empirisk bygger afhandlingen på kvalitative multicasestudier af konservatoriestuderendes levede erfaringer i kunstneriske skabelsesprocesser, analyseret både i og over tid inden for en enaktiv og ontologisk emergent horisont. Musikalsk praksis fungerer her som et ontologisk prøvefelt, hvor læringens grundbetingelser træder særligt tydeligt frem, idet handling er irreversibel, tid er erfaret, og normativ vurdering er uomgængelig.

Gennem to komplementære multicasestudier analyserer afhandlingen henholdsvis situeret meningsskabelse i det kunstneriske nu og transformationer i erfaring, orientering og stillingtagen over tid. Analyserne viser, at dominerende forståelser af læring i højere musikuddannelse hviler på substansontologiske præmisser, hvor læring gøres synlig gennem stabiliserede fænomener såsom teknik, fokus og selvtillid, der tilskrives forklaringsstatus som indre egenskaber. Herved etableres selvrefererende logikker, hvor modstand, usikkerhed og ufærdighed læses som individuelle mangler frem for som relationelle og tidslige signaler.

På denne baggrund udvikler afhandlingen en ontologisk emergent forståelse af læring, hvor relation, tid, normativitet og subjektivering forstås som gensidigt konstituerende. Modstand begrebsliggøres som ontologisk information om relationens aktuelle organisering snarere end som tegn på mangel, og bevidstgørelse forstås som en praksis, der enten lukker erfaringen i repræsentation eller åbner for reorganisering af erfaringshorisonter. Læring fremtræder således som emergent meningsskabelse: en bevægelse, hvor mening ikke produceres efterfølgende, men opstår i den måde, situeret handling bæres videre i tid.

Afhandlingen bidrager dermed med et ontologisk grundlag for at gentænke læringsteori, uddannelse og pædagogik som eksistentielle og meningsskabende praksisser under normative betingelser, hvor kunstnerisk skabelse, modstand og subjektivering udgør integrerede dimensioner af læring.

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