A Conceptual Model of Spirituality in Music Education

L. van der Merwe, John Habron

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)
64 Downloads (Pure)


This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and thinking) model was used for the qualitative document analysis. Atlas.ti 7, computer-aided qualitative data analysis software, was used to support and organize the inductive qualitative data analysis process. After data saturation, we used Van Manen’s lifeworld existentials (corporeality, relationality, spatiality, and temporality) to help organize the many quotes, codes, and categories that emerged from analyzing the literature. The model that results assigns codes to quotes and codes to categories, which in turn appear within one of these four lifeworlds. This article not only offers a working conceptual model of spirituality in music education but may also help to foster an awareness of spiritual experience in pedagogical contexts and thus contribute to what Van Manen calls “pedagogic thoughtfulness and tact.”
Original languageEnglish
Pages (from-to)47-69
JournalJournal of Research in Music Education
Issue number1
Publication statusPublished - 1 Apr 2015


  • spirituality music education hermeneutic phenomenology lifeworld existentials


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