Emotions as a Discipline

Yes, it is true that I have a Ph.D. in Fine Arts with music as my chosen discipline. But there are moments when I question the study of music as an academic discipline. Other moments, however, when I question why music is not the core of all academic disciplines. Obviously both of these extremes cause raising of the eyebrows and concern from academia. Ultimately the question is not one of music but rather of emotions for music is at the center of emotions on many levels.

Although quite rare, I have met a few people with little emotional regard or responses to music. Yet upon close examination I usually conclude that their emotional side would be improved through exposure to music in any form. It has been studied and concluded that music educates and strengthens our emotions. Since emotions are directly connected to the intellect, it stands to reason that music can aid in cognitive development. This is known as the Mozart effect. Assessment and cognition tends to increase when listening to Mozart. But research has also concluded the Mozart effect is temporary without any lasting difference. Still, it is significant to note the improvement in brain responses when listening to certain kinds of music.

Conversely, it has also been documented that certain music can cause unwanted brain activity and violent emotions that tend to want further expression or action. This, however, is another topic for another day! For now, I want to posture the need to teach emotions as a discipline for study. We tend to skirt this topic or to educate emotions peripherally through music, art, psychology at times, student life experiences, literature, communications, and the general humanities kind of applications. Yet, maybe we should consider the need for more direct kinds of human emotions strengthening classes.

Obviously, college classes and college curriculum develop over a long period of time and although rather fluid in content are also concrete in learning outcomes. While culture can determine curriculum change, it currently calls for further study in what is deemed as the core knowledge needed for particular disciplines. In other words, we value factual knowledge and reject the nebulous and the abstract.

The error, however, that we seem to perpetuate, is to avoid dealing with the constant changes and complexity of human emotions, feelings, and attitudes that accompany all learning. It is our emotions that tend to govern our actions. Whether we like it or not, we must accept that cognition is improved through self-control and discipline.

All this to say, if you are having learning challenges, or conceptual understanding problems, perhaps you should take a moment to strengthen and develop your emotions through music, art, theatre, or literature. Govern, discipline, and understand your feelings and the other things will fall in place.

Emotions 101--the next great college course!