Professor Ewa Marchwicka, PhD Hab.

Employ­ment:

Qual­i­fi­ca­tions:

Artis­tic activ­i­ties:
(choir con­duct­ing)

Research activ­i­ties:

Pub­lish­ing activ­i­ty:

In 2010 I estab­lished a pub­lish­ing com­pa­ny Edukac­ja XXI [Edu­ca­tion 21] with a thought about edit­ing select­ed mate­ri­als which have been bring­ing clear progress to intel­lec­tu­al devel­op­ment. The time they come from is not a pri­or­i­ty; what remains impor­tant is that it is thanks to them the devel­op­ment of edu­ca­tion or a man’s self-edu­ca­tion was or will be pos­si­ble. That is why I do not intend to pub­lish only new works but also to reed­it the ones which already meet the men­tioned cri­te­ria (and are not cur­rent­ly present on the mar­ket). The selec­tion of these works is not based upon their pres­ti­gious mean­ing, as the “Coper­ni­can Rev­o­lu­tion” will not hap­pen thanks to one book, CD or com­put­er pro­gramme. Nev­er­the­less, we should use mate­ri­als which by them­selves have a pro­gres­sive struc­ture. The begin­ning of the col­lec­tion are my own works, works by my fam­i­ly and close friends, but only such ones that bring some­thing new to didac­tics – they teach in a dif­fer­ent way than pre­vi­ous­ly. The works are, of course, pub­lished as mod­el ones, under a small imprint. A more remote aim is cre­at­ing a qua­si-library of intel­lec­tu­al progress. I think it will be very inter­est­ing.

Major inter­ests:

music, sci­en­tif­ic research, for­eign lan­guages, plas­tic arts, the­atre, pho­tog­ra­phy, tourism and sport (includ­ing extreme sport).

MA and PhD the­sis top­ics which inter­est me most:

  1. The role of the best vocal ensem­bles in the devel­op­ment of per­for­mance cul­ture — case stud­ies;
  2. Avant-gardists’ choral com­po­si­tions as a study of the per­fec­tion of into­na­tion and inter­pre­ta­tive think­ing;
  3. The method­ol­o­gy of teach­ing “ensem­bles” in music schools of dif­fer­ent lev­els;
  4. Inter­pre­ta­tion and score exem­pli­fied by the works of var­i­ous com­posers.

The author’s own work at the inter­sec­tion of var­i­ous dis­ci­plines:

- inte­gra­tion

A review of the rel­e­vant lit­er­a­ture has led to the con­clu­sion that we still have not reached a suf­fi­cient under­stand­ing of either the struc­ture of inte­gra­tion or its inher­ent poten­tial even though every new con­struct is obvi­ous­ly the result of some spe­cif­ic assump­tion and the func­tion­al merg­ing of com­po­nents, many of which have been analysed, stud­ied and described. The con­struc­tion per se, how­ev­er, the ensu­ing method of func­tion­ing and the way com­po­nents are linked are rarely asso­ci­at­ed with the nat­ur­al process of inte­gra­tion.

The rea­son prob­a­bly lies in the ana­lyt­ic method of sci­en­tif­ic research which devel­oped in the 20th cen­tu­ry. But, as the Nobel prize Win­ners antic­i­pate, if the 20th cen­tu­ry was the age of analy­sis the 21st cen­tu­ry will be the age of syn­the­sis because — they think — syn­the­ses will be the next cause of more in-depth cog­ni­sance of the pat­terns and rules gov­ern­ing our sur­round­ing world. Hence in the field of research method­ol­o­gy we can now recog­nise a deter­mined effort to lay new foun­da­tions for nov­el approach­es to sci­en­tif­ic issues.

- a quan­tum inter­pre­ta­tion of learn­ing process­es

The human brain actu­alis­es its poten­tial to var­i­ous degrees in the process of devel­op­ment and incul­tur­a­tion. Cre­ative process­es and activ­i­ties have a par­tic­u­lar­ly stim­u­lat­ing effect on this “growth” process. The organ­ism actu­alis­es its poten­tial in ways which are most con­ve­nient for it. This actu­al­i­sa­tion is phys­i­o­log­i­cal­ly deter­mined but it is also deter­mined by the person’s sit­u­a­tion (envi­ron­men­tal fac­tors in the broad sense). Assim­ila­tive and accom­moda­tive poten­tial increas­es and, as it becomes more and more flex­i­ble, it enables var­i­ous forms of “sys­tem­at­ic” intel­lec­tu­al edu­ca­tion at school, in the fam­i­ly and in the com­mu­ni­ty. But nat­ur­al poten­tial will only be real­ly rein­forced if this edu­ca­tion is based on meth­ods which are com­pat­i­ble with, or at least not com­plete­ly at odds with, the organism’s phys­i­ol­o­gy includ­ing its cog­ni­tive func­tions.

- a quan­tum inter­pre­ta­tion of the psy­chol­o­gy of music

Con­tem­po­rary inter­pre­ta­tion of uni­ver­sal physics, but also state-of-the art genet­ic and brain phys­i­ol­o­gy research, com­pel us to rein­ter­pret many areas of the psy­chol­o­gy of music anew. We must take into account the QUANTUM nature of the uni­verse and life. This inter­pre­ta­tion has unex­pect­ed­ly proven to be more akin to music than we have so far thought. Hence the need to rein­ter­pret what has tra­di­tion­al­ly been called musi­cal apti­tude. In this con­text music not only serves such func­tions as recre­ation, devel­op­ing the love of music, con­tact with artis­tic val­ues, ther­a­py, com­pen­sa­tion, ener­getic cleans­ing. Above all it stim­u­lates the “growth” which may lead to men­tal and cere­bral self-cre­ation. It all depends on the method!!!

- the bio­log­i­cal deter­mi­nants of artis­tic achieve­ment

My expe­ri­ence as a con­duc­tor, teacher and researcher has inspired me to seek for the ori­gins of musi­cal tal­ent. My own inter­dis­ci­pli­nary research pre­sent­ed in my doc­tor­al the­sis Artis­tic activ­i­ty and music per­cep­tion in ado­les­cents, the work Par­a­digms of cre­ative edu­ca­tion… and many press arti­cles all sug­gest that every skill is “poten­tialised” but this “poten­tial­i­sa­tion” is phys­i­o­log­i­cal­ly non-spe­cif­ic and must first be assem­bled. This means that as long as we know a skill’s major “oper­a­tors” and meth­ods of assem­bly, we may pro­voke the human brain to assem­ble any func­tion we like. In oth­er words, at least the­o­ret­i­cal­ly, every­body can learn every­thing. If it is true that we are all endowed with the poten­tial for ver­sa­tile tal­ent but only a few of us achieve a high spe­cif­ic lev­el (in music — a lev­el which will allow us to be pro­fes­sion­al musi­cians) then the con­clu­sions are obvi­ous: the caus­es lie large­ly in the meth­ods of incul­tur­a­tion, school­ing and self-edu­ca­tion. Pur­su­ing this line of rea­son­ing fur­ther I dis­cov­ered the pred­i­cate of the train­ing of musi­cal think­ing, one which sit­u­ates the art of music in the realm of the most sub­lime, cre­ative intel­lec­tu­al process­es. This is a major shift in the approach to the role of music in human self-cre­ation because it moves the cen­tre of grav­i­ty from the devel­op­ment of sen­si­tiv­i­ty (always asso­ci­at­ed with reac­tiv­i­ty — the 2nd sig­nal sys­tem) to con­scious, voli­tion­al process­es which cre­ate not only the human mind but also the human brain. How­ev­er, human men­tal poten­tial is root­ed in the cre­ativ­i­ty of the phys­i­o­log­i­cal func­tions of the organ­ism. Their recog­ni­tion, analy­sis and rever­ber­a­tion in human cre­ative process­es is the next step in my research.

- inter­pre­ta­tion of works of music with­in the frame­work of the premis­es of quan­tum physics

To under­stand the phys­i­ol­o­gy of cre­ative process is to ful­fil the dream of the eugen­ics of mankind.

Pathet­ic as this may sound, we will not be able to delib­er­ate­ly devel­op the poten­tial of the human brain until we grasp the very nature of the phys­i­ol­o­gy of cre­ative process­es. Sim­ple analy­ses have demon­strat­ed that cre­ativ­i­ty is not lim­it­ed to the artis­tic domain. It is the mech­a­nism of grand human men­tal progress. For what is every sci­en­tif­ic dis­cov­ery if not a new inter­pre­ta­tion of the fac­tu­al state, of pat­terns pre­vi­ous­ly unrecog­nised? The the­sis that inter­pre­ta­tion as a men­tal process has many analo­gies in sci­ence and pro­ce­su­al arts can be sup­port­ed with­out lab­o­ra­to­ry tests although nowa­days they too are fea­si­ble. In both these fields the core of spe­cial­ist cog­ni­tive process­es is dis­cov­ery, i.e., spec­i­fi­ca­tion of the uni­ver­sal­ly unfa­mil­iar and per­cep­ti­ble only for the appro­pri­ate­ly armed mind.

Pro­fes­sor Ewa March­wic­ka, PhD

e-mail: marchwicka@chopin.edu.pl

 


last modified: 05/05/2015