The Oxford Handbook of Philosophy in Music Education

by Bowman, Wayne; Frega, Ana Lucia

• ISBN13: 9780195394733
• ISBN10: 0195394739
• Format: Hardcover
• Copyright: 2012-05-25
• Publisher: Oxford University Press

Summary

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. InThe Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia 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 Educationpresents 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 Educationwill challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves.

Author Biography

Wayne Bowman is Professor of Music and Music Education and Chair of Music Education at Brandon University in Manitoba, Canada; author of Philosophical Perspectives on Music (Oxford University Press, 1998).

Ana Lucía Frega is Director of The Music Education Center in the Department of Music and Sonic Arts at National University of the Arts (IUNA ), Buenos Aires, Argentina. She is the author of All for Music, Music for All (University of Pretoria, South Africa, 1998) and Música para maestros, a well-known reference throughout Spanish-speaking countries.

Table of Contents

Contributors	p. ix
Introduction	p. 3
The Nature and Value of Philosophical Inquiry in Music Education
What Should the Music Education Profession Expect of Philosophy?	p. 17
Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences	p. 37
Voicing imbas: Performing a Philosophy of Music Education	p. 63
Philosophy of Music Education as Art of Life: A Deweyan View	p. 86
Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental	p. 111
The Nature and Values of Music
Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound	p. 131
The Grain of the Music: Does Music Education "Mean" Something in Japan?	p. 147
Musical Education: From Identity to Becoming	p. 163
Teaching Practices in Persian Art Music	p. 180
Understanding Music's Therapeutic Efficacy: Implications for Music Education	p. 192
The Aims if Education
The Impossible Profession	p. 213
Education in Latin American Music Schools: A Philosophical Perspective	p. 231
Must Music Education Have an Aim?	p. 249
Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education	p. 263
Ethical Dimensions of School-Based Music Education	p. 284
Philosophical Inquiry Directed to Curricular and Instructional Concerns
Engaging Student Ownership of Musical Ideas	p. 307
Understanding Music as the Philosophical Focus of Music Education	p. 328
Musical Heuristics: Contributions to the Understanding of Musical Creative Processes	p. 346
Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition	p. 367
Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education	p. 386
Challenges to Philosophical Practice in Music Education
Good for What, Good for Whom?: Decolonizing Music Education Philosophies	p. 409
Place, Music Education, and the Practice and Pedagogy of Philosophy	p. 434
On Informalities in Music Education	p. 453
Music Education for "All My Relations"	p. 472
Afterword
But Is It Philosophy?	p. 495
Index	p. 509
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