ABSTRACT
Creating, studying, and teaching music offer many opportunities to learn about different constructions and experiences of time. Thus, music places us in experiential contexts from which we can criticize institutions and practices that reduce temporality to goal-directed instrumentality. In the college/university context, music study and musical activities are potentially a rich counter-culture to the corporate-style higher education, the latter committed to efficiency and narrowly defined outcomes. More generally, interactions with music give a central role to experience, and respectful attention to personal experience draws us in different directions from an emphasis on productivity and measurable results.
