- 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 discusses key aspects of ethics that merit being acknowledged if teaching music in schools is to be most fully ethical. Ethics is a complex and highly contested philosophical discipline. The article sums up three formal ethical theories—duty, consequentialist, and virtue ethics—and common grounds that have been identified between or among them which can contribute to an applied, professional ethics of school music. It analyzes certain teaching practices in connection with more than one theory, thus providing evidence that serious ethical weaknesses are involved and that those practices are especially in need of an applied ethics to help guide teachers in those situations.
Thomas A. Regelski is Distinguished Professor of music (Emeritus), SUNY Fredonia NY. He took his Masters degree in choral music education at Teachers College, Columbia University and his PhD in Comparative Arts at Ohio University.
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