Promoting a musical lifecourse towards sustainable ageing: A call for policy congruence
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Today, individually perceived quality of life for a growing ageing population could be said to be significantly dependent on meaningful life experiences, social connectedness and a sense of purpose. In this article, we argue for a wider theorization of policy and the politics of ageing. The central aim is to reflect on understandings of ageing within music education and musical participation, and, in particular, shift the focus from active ageing – and the ways it might support the narrow agenda of music for older adults – to the potentials of holistic and sustainable learning and participation in music. To do so, we draw from the concept of policy congruence, presenting a vision of policy as a critical catalyst that may amplify parameters for concerted initiatives among multiple constituencies within music education. We argue these amplified parameters may afford renewed efforts towards transdisciplinary action that can support the actions of community musicians and strengthen their role as networked actors labouring in consonance with others in the growingly significant areas of lifelong learning and ageing populations. Our stance is that, if we can assume that music education and musical participation have a serious contribution to make in the lives and well being of individuals across the lifespan, including older adults, then we ought to consider how systematic policy engagement may actively contribute to appropriate allocation of resources and renewed pedagogical and organizational framings, which more directly use lifelong learning to support sustainable ageing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it