Dhaka, May 6 -- Recently, I attended my daughter's flute recital with the New Jersey Youth Symphony. She wasn't performing in this particular piece-an earlier ensemble of younger, less experienced players had taken the stage.
As any parent would, I settled in with a quiet sense of support, not expecting perfection, just hoping for grace under pressure.
That familiar rhythm emerged: da-da-da-da. da-da-da-da. And suddenly, I wasn't just listening. I was thinking. Not about technique or tuning, but about cadence. About how music-like thought-moves through structure, pause, and return.
I realized this wasn't just a moment of art. It was a model of cognition. A reminder that learning doesn't always begin with data or direction. Sometimes, it ...