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This book is a collection of critically reflective essays on the praxial philosophy of music and music education. The contributors are an international and interdisciplinary group of scholars who believe that critical thinking, constructive debate, and dialogues are the lifeblood of music education.
Like music itself, music education philosophy has changed, is changing, and will continue to change. The article discusses philosophy and its rivals; the theory/practice dialectic; the content/representation dialectic; and the future of music education philosophy.
In this philosophical essay, the purposes and limits of philosophy are clarified, and two metaphors for the philosopher's work in music education—the architect and building inspector—are described.
This book chapter introduces the field called “the philosophy of music education,” or music education philosophy (MEP). The philosophy of music education is a relatively young field, with many music educators unaware of its existence, not to mention its nature and values.
This article introduces the field called “the philosophy of music education,” or music education philosophy (MEP). The philosophy of music education is a relatively young field, with many music educators unaware of its existence, not to mention its nature and values.
Module summary. This module offers an introductory look at a wide range of topics in music education, examined from philosophical and psychological perspectives. What is musical expertise? Is there a way to assess musical creativity? What are the main conceptual frameworks adopted in the field?
9 sty 2021 · The praxial philosophy of music education, has in one sense, mirrored its predecessor – aesthetic music education, in that it has been offered as a complete (but evolving) philosophical package that speaks to music education as a global identity.
