POST HUMANİST YAKLAŞIM VE MÜZİK EĞİTİMİ

Öz

Bu çalışma, post-hümanist kuramsal çerçeve doğrultusunda müzik eğitiminin yeniden düşünülmesini hedeflemektedir. Geleneksel hümanist eğitim anlayışı, insanı rasyonel ve özerk bir özne olarak merkeze alırken, post-hümanizm bu özneyi tarihsel, ilişkisel ve maddesel olarak yeniden tanımlar. Foucault’nun özne eleştirisi, Braidotti’nin nomadik yaklaşımı, Barad’ın onto-epistemolojisi ve Bennett’in canlı madde anlayışı bu dönüşümün kuramsal temelini oluşturur. Bu yaklaşımlar doğrultusunda müzik eğitimi; sabit öznellikten ilişkiselliğe, içerik odaklılıktan oluşsallığa, teknik başarıdan maddesel-duygulanımsal deneyime yönelmektedir. Çalışma, Antroposen çağda eğitimde ekolojik sorumluluk, yapay zekâ ile öğrenme ve varlıklararası etik gibi başlıklara odaklanarak post-hüman çağın eğitimsel koşullarını analiz etmektedir. Yapay zekâ destekli müzik uygulamaları, somatik eğitim yaklaşımları ve doğa temelli repertuarlar aracılığıyla müzik eğitiminin çok-aktörlü ve duyumsal doğası vurgulanmaktadır. Öğretmenin rolü yalnızca bilgi aktarıcısı değil, insan ve insan-olmayan varlıklar arasında özenli ilişkiler kuran bir kolaylaştırıcı olarak yeniden tanımlanır. Sonuç olarak bu yaklaşım, hem insan olanı koruyan hem de insan-olmayanla etik ve yaratıcı bir ortaklık kurabilen bütüncül bir eğitim vizyonu sunmaktadır. Bu bağlamda post-hümanist müzik eğitimi, çağdaş eğitimin ekolojik, teknolojik ve etik dönüşümüne yanıt verme potansiyeli taşımaktadır.

Anahtar Kelimeler

• Post-hümanizm
• müzik eğitimi
• yapay zekâ
• post-hümanist eğitim
• antroposen

POST HUMANIST APPROACH AND MUSIC EDUCATION

Abstract

This study aims to reconceptualize music education through the lens of a posthumanist theoretical framework. While traditional humanist educational paradigms position the human as a rational and autonomous subject at the center, posthumanism redefines subjectivity as historically situated, relational, and materially embedded. The theoretical foundations of this transformation are grounded in Foucault’s critique of the subject, Braidotti’s nomadic theory, Barad’s onto-epistemology, and Bennett’s notion of vibrant matter. In this context, music education shifts from fixed subjectivity to relationality, from content-centeredness to processual becoming, and from technical achievement to material and affective experience. Focusing on the educational conditions of the posthuman era, particularly within the Anthropocene, the study explores key themes such as ecological responsibility in education, AI-assisted learning, and intersubjective ethics. Music practices supported by artificial intelligence, somatic pedagogies, and nature-inspired repertoires emphasize the multispecies, multisensory, and multi-actor nature of music education. Within this framework, the role of the teacher is reimagined not merely as a transmitter of knowledge, but as a facilitator who nurtures attentive, ethical relations between human and more-than-human entities. Ultimately, this approach offers a holistic educational vision that both preserves the human and fosters creative, ethical partnerships with the non-human. Posthumanist music education, in this sense, holds the potential to respond to the ecological, technological, and ethical transformations of contemporary education.

Keywords

• Posthumanism
• music education
• artificial intelligence
• Anthropocene
• post-humanist education

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