- 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
While John Dewey did not write much about music education, his philosophy offers tools for reframing the philosophy of music education to account for the significance of music in human life. Dewey's reconstructive view of philosophy was based on his critique of the traditional image of the discipline interested in the “quest for certainty” rather than in “problems of men.” This article discusses the conditions of understanding philosophy as a way of life from a historical perspective, and elucidates the position of music education in premodern philosophy. It also notes the implications of the aesthetic theory of modernity for philosophy of music education. Dewey's aesthetics can be seen as a reconstruction of this theory, based on his more extensive ideas of experience and art. The discussion concludes with a suggestion of how the philosophy of music education can make use of Deweyan ideas.
Lauri Väkevä is professor in music education at Sibelius Academy in Helsinki, Finland. A co-editor of two books, he has also published several book chapters and numerous articles in peer-reviewed journals, as well as presented papers in international conferences in the fields of music education, musicology, music history, and popular music studies. His research interests include popular music pedagogy, history of popular music, pragmatist aesthetics, philosophy of music education, informal learning, and digital music culture. He has also worked as a musician, a music journalist, a general music teacher, and an instrument teacher.
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