- 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 proposes the following thesis: If teaching is an impossible profession, music education is a really impossible profession. In music class, the discussion argues, four tensions inherent in the modern school appear: Tensions between liberal and vocational aims in education; “high” and “low” culture; the teacher's inner musician and her inner pedagogue; and practices and institutions. The article traces the sources and consequences of these dilemmas, exploring how each shapes the world of the music educator, making an impossible profession even more difficult.
Chris Higgins is Assistant Professor of Philosophy of Education in the Department of Education Policy, Organization & Leadership at the University of Illinois at Urbana-Champaign. His publications include "The Possibility of Public Education in an Instrumentalist Age" (Educational Theory), "Educational Aesthetics" (Routledge Handbook of Research on the Sociocultural Foundations of Education), and "Interlude: Reflections on a Line from Dewey" (Springer International Handbook of Research in Arts Education). His book, The Good Life of Teaching: An Ethics of Professional Practice (Wiley-Blackwell), offers a new, virtue-ethical approach to professional ethics and the philosophy of teaching.
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