- 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 apparent gap between the rhetoric about music education's rightful place as a worthy and full curriculum member and its apparent lukewarm interest in fostering learning environments that support young students in their efforts to discover images and sounds, inspiration and ideas, for a preferred future. The first section asks, “What is education for?,” seeking to clarify education's mission to serve both the individual and society while strengthening its obligations to foster respect for the planet on which all depends. The second section examines the practical realities of what the musical curriculum is for. The final section examines the purpose of music education. The article reiterates the need for music education philosophy to facilitate communities of inquiry inside and outside music classrooms, and to pay particular attention to the temptation to reconfigure the boundaries of music education.
Dr. Charlene A. Morton was a faculty member at the University of Prince Edward Island and University of British Columbia from 1998 to 2012, where she taught a variety courses in the teacher education and graduate programs. Previously, she taught music in the public schools Manitoba, Nova Scotia, and Ontario (Canada). She continues to examine how music education can join cross-curricular efforts to address social and ecological injustice.
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