- 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 music's therapeutic effects in light of historical research on attitudes toward music and its therapeutic powers from the twelfth through the eighteenth centuries in Europe, as exemplified in the work of Hildegard von Bingen and Marcilio Ficino. It considers the shift to the modern/postmodern “music is cultural” paradigm, and provides evidence from field research in Africa into the ways group participation in music making enhances music's power in ritual events, to heal social ills, and to promote social cohesion. The article also asks whether a shift occurred in the globalized world, with its prevalence of electronic listening devices designed for solitary listening. The discussion argues that music's therapeutic efficacy is found in its power to effect change in how human beings feel, and that this power is located in the biological foundations of human sensory and neurological capabilities.
Diane Thram earned her PhD in ethnomusicology from Indiana University. She is Associate Professor and Director of the International Library of African Music (ILAM), a research archive at Rhodes University, Grahamstown, South Africa and Editor of African Music, ILAM's accredited academic journal. She has numerous published articles and book chapters and current research interests in the therapeutic efficacy of music in the indigenous religions of the Shona and Xhosa in Southern Africa and on media control in Zimbabwe. She leads the National Arts and National Heritage Council funded ILAM research and repatriation initiatives, the ILAM-Red Location Music History Project, and the ILAM Music Heritage Project SA. Designed to repatriate music from ILAM's Hugh Tracey Collections through the South African schools, the ILAM Music Heritage Project SA has created and published African Music Education textbooks for grades 7-12.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.