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In this paper, my aim is to sketch out a pedagogical concept departing from the existing musical term sympathetic resonance. This is an admittedly experimental endeavor, serving to test out the currency of an already well-established term in a conceptual landscape that is foreign to it. What I hope to attain by this is to open up for a new array of questions for the philosophy of education, indicating a novel approach to the study of pedagogical relations. My hypothesis, such as it is, is that sympathetic resonance stands to offer a conceptual guide for understanding how teaching a group of students can work by teachers (knowingly or unknowingly) offering various overtones to be latched onto and elaborated in different ways by different students. Sympathetic resonance is offered as a conceptual tool for better understanding the complex dynamics of maintaining parallel pedagogical relationships.
Johan Dahlbeck (Mon,) studied this question.