Beyond Technical Rationality: Embodied Cognition as a Foundation for Aesthetic Education in Music Schools

Abstract

Aesthetic education in the new era aims to cultivate the “whole person.” While music conservatories possess inherent strengths in technical training, considerable potential remains in activating the body’s core function as an aesthetic medium. Embodied cognition theory posits that the mind is rooted in the body and that cognition arises from interaction, a premise that resonates profoundly with the intrinsic “auditory-somatic-affective” logic of music. Adopting this lens, the present paper examines the current state of aesthetic education in music conservatories and proposes a tripartite value reorientation: from “spectator listening” to “participant immersion”, from “symbol decoding” to “sensory restoration”, and from “technical discipline” to “aesthetic existence.” Furthermore, it outlines a practical framework across five dimensions—pedagogical space, aesthetic environments, curriculum design, evaluation mechanisms, and faculty development—with the objective of shifting music aesthetic education from “technical rationality” back to “lived experience.” This study offers both theoretical grounding and practical reference for the cultivation of musical talent in the new era.