In bringing Musical Ethics to an end, this chapter foregrounds some of the key phenomenological insights that have guided analysis of the embodied participation in ney learning as a lived experience. It summarizes the key modifications – bodily, ethical, affective, sensory, and social – that learners taking up apprenticeship in the ney experience. The following three points are emphasized: first, learning is a transformative event so far as it allows the learner to constitute the entity that is the focus of learning in a new light, thus giving a new meaning to the ‘world.’ Secondly, crafting knowledge emerges from webs of inter-subjective relations. Thirdly, inquiry into learning practices must also recognize the situatedness of educational ‘regimes’ of bodily transformation in larger histories.
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