- What Should the Music Education Profession Expect of Philosophy?
- Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences
- Voicing <i>Imbas:</i> Performing a Philosophy of Music Education
- Philosophy of Music Education as Art of Life: A Deweyan View
- Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental
- Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound
- The Grain of the Music: Does Music Education “Mean” Something in Japan?
- Musical Education: From Identity to Becoming
- Teaching Practices in Persian Art Music
- Understanding Music’s Therapeutic Efficacy: Implications for Music Education
- The Impossible Profession
- Education in Latin American Music Schools: A Philosophical Perspective
- Must Music Education Have an Aim?
- Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education
- Ethical Dimensions of School-Based Music Education
- Engaging Student Ownership of Musical Ideas
- Understanding Music as the Philosophical Focus of Music Education
- Musical Heuristics: Contributions to the Understanding of Musical Creative Processes
- Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition
- Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education
- Good for What, Good for Whom?: Decolonizing Music Education Philosophies
- Place, Music Education, and the Practice and Pedagogy of Philosophy
- On Informalities in Music Education
- Music Education for “All My Relations”
- But Is It Philosophy?
Abstract and Keywords
This article examines the need for music educators to turn to philosophy for answers to the problems posed by the growing managerial approach to education in general and to music education in particular. Regelski aptly characterizes what this means in the classroom as “methodolatry,” with its preordained structures, sequences, and skills development. Education is thus reduced to mere training, where avoiding failure eventually replaces the idea of success. The discussion considers educational worth and value in music; multiculturalism and the music curriculum; how the nihilist position arose; the growth of “big” ideas in the west; the rise of managerialism in education; modernism and postmodernism; and the role of hermeneutics in music education.
Robert Walker took his BMus and PhD from Kings College, London. He has published eight books, among them Musical Beliefs (1990) and Music Education, Cultural Values, Social Change and Innovation (2007); 14 chapters in books; and over 100 research and scholarly papers. He was director of music at two selective high schools and a cathedral school in the UK; Professor of Music and Education at Simon Fraser University and the University of British Columbia; and Head of the School of Music and Music Education at the University of New South Wales. He retired in 2010.
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