Healing Harmonies: Redefining Learning Through Sound

Growing up, my mother intuitively understood music’s profound capacity to regulate emotions.
Her daily soundtrack—Bach and Mozart during work (tending her roses and giving orders to the unlucky working in her garden), Ella Fitzgerald or even Rod Steward during relaxation—was more than entertainment.

It was emotional alchemy.

“Nihilism,” (no intrinsic or objective meaning in the universe) that word we’d casually toss around (at least in my house) (still wondering why my father deserved that thrown at his head) in the 1980s, seems quaint now.
Today’s world doesn’t just whisper nihilism—it weaponizes it through every algorithmic feed and doom-scrolling session.

Today, young men are experiencing a crisis of emotional disconnection. Anger and disillusionment seem to have replaced genuine emotional expression.
But what if the solution is as simple, and complex, as sound?

Drawing from Ibn Sina’s (980-1037 AD, also known as Avicenna in the West) music therapy insights, we can reimagine educational environments as healing spaces.
Imagine schools where music transforms the learning landscape: hallways filled with calming melodies, sports practices energized by motivational rhythms, and art classes bathed in creativity-enhancing soundscapes.

This approach does more than regulate emotions.
It reframes education itself. By creating a profoundly “chill” environment, we transform schools from institutional spaces to welcoming beacons of learning.
Music becomes an invitation for students, especially young men, who often feel alienated by traditional educational structures mixed with woke culture structures.

While I’m sceptical of mainstream education’s one-size-fits-all model, I recognize studying’s core value: learning to think independently.
This musical intervention is a strategic defence against intellectual predators like Charlie Kirk, who exploit young men’s vulnerabilities with simplistic, divisive ideologies.

By creating an environment that nurtures emotional intelligence and critical thinking, we provide students with the analytical tools to deconstruct manipulative narratives, empowering them to take control of their own understanding.
It’s about teaching young men to question, analyze, and form independent perspectives—transforming potential targets of radicalization into critical, self-aware thinkers.

By strategically integrating music, we offer young men more than a soundtrack. We offer them a pathway to understanding themselves and the world around them.

May harmony find you,

Irena Phaedra

P.S. Don’t fret ladies, tomorrow is your turn!