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Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music.
Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.
Wayne Bowman Professor of Music and Music Education, and Chair of Music Education at Brandon University in Manitoba, Canada.
Ana Lucía Frega,a life-long music educator from Buenos Aires, is currently Head of the Music Education Research Center in the Department of Music and Sonic Art at the National University of Arts.
Table of Contents
About the Contributors
1. Introduction Wayne Bowman and Ana Lucia Frega
I. The Nature and Value of Philosophical Inquiry in Music Education 2. What Should the Music Education Profession Expect of Philosophy? Wayne Bowman and Ana Lucia Frega 3. Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences David J. Elliott and Marissa Silverman 4. Voicing imbas: Performing a Philosophy of Music Education Helen Phelan 5. Philosophy of Music Education as Art of Life: A Deweyan View Lauri Vakeva 6. Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental Bennett Reimer
II. The Nature and Values of Music 7. Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound Randall Pabich 8. The Grain of the Music: Does Music Education 'Mean' Something in Japan? Tadahiko Imada 9. Musical Education: From Identity to Becoming Michael Szekely 10. Teaching practices in Persian Art Music Erum Naqvi 11. Understanding Music's Therapeutic Efficacy: Implications for Music Education Diane Thram
III. The Aims of Education 12. The Impossible Profession Christopher Higgins 13. Education in Latin American Music Schools: A Philosophical Perspective Luis Alfonso Estrada 14. Must Music Education Have an Aim? V. A. Howard 15. Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education Yuhwen Wang 16. Ethical Dimensions of School-Based Music Education Thomas A. Regelski
IV. Philosophical Inquiry Directed to Curricular and Instructional Concerns 17. Engaging Student Ownership of Musical Ideas Harold Fiske 18. Understanding Music as the Philosophical Focus of Music Education Keith Swanwick 19. Musical Heuristics: Contributions to the Understanding of Musical Creative Processes Ricardo Mandolini 20. Nurturing the Songcatchers: Philosophical Issues in Creativity and Music Education John Kratus 21. Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education Robert Walker
V. Challenges to Philosophical Practice in Music Education 22. Good for What, Good for Whom?: Decolonizing Music Education Philosophies Deborah Bradley 23. Place, Music Education, and the Practice and Pegagogy of Philosophy Sandra Stauffer 24. On Informalities in Music Education Estelle Jorgensen 25. Music Education for "All My Relations" Charlene Morton
VI. Afterword 26. But is it philosophy? Wayne Bowman and Ana Lucia Frega