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date: 23 February 2020

(p. 509) Index

(p. 509) Index

Abeles, Harold F., 482
Abramo, Joseph, 426
Ackerman, Diane, 369
acquaintance knowledge, 329–33, 344–45
action theory, 297n14
adolescents:
importance of music for, 55, 56, 57, 136n6
teaching composition to, 377
Adorno, Theodor W., 346, 359–60, 363, 364
aesthesis, 90
Aesthetica (Baumgarten), 348
aesthetic education:
critiques, 418–20, 423, 427
definition, 93
Dewey’s observations, 101–03, 254, 254n9, 255, 261
emergence of, 418
and genius, 93
aesthetic experience:
and consummatory experience, 96, 97–101
Dewey’s reconstruction of, 96, 96n15, 97–98
in everyday life, 96–97
fidelity (authenticity), 148
naturalizing, 96–101
aesthetic perception:
Baumgarten’s definition, 93, 348
and heuristics, 348–49
African American culture, 167, 172, 175, 388–89, 401
African philosophy, 416
Agawu, V. Kofi, 417–18, 425
aisthesis, 87n2, 87n5, 89, 90n7, 92, 94
Ake, David, 185n12
Albright, Daniel, 158
Alembert, Jean Le Rond d,’ 395
Alexander, Thomas, 96n15, 99, 100, 101
Alikhah, Fardin, 181n5
Allan, Julie, 177
Allsup, Randall Everett, 454, 488
Alperson, Philip A., 180n1
concept of philosophy, 411, 415
critique of modernist aesthetics, 93n11, 97n16
history of philosophy, 89, 91, 113
on music in cultural contexts, 180n2, 188n23, 421
praxial philosophies of music education, 225n9, 421
Ameil, Barbara, 256n12
Ames, Roger T., 265
Analects of Confucius (Kongzi Jia Yu), 263
analytic philosophy, 38–39
Anderson, David, 486
anthropology:
creation of musical instruments, 343
embodied rituals, 69
emergence of, 200
evolutionary role of music, 375
Anushiravani, Alireza, 181n5
Appiah, Kwame, 301, 301n15
Apple, Michael W., 421, 481, 483, 486
Arcilla, René, 213, 214, 218n5
Argentina, music education, 233
Aristotle:
concept of soul, 91–92, 91n8
De Anima, 92
and Logos, 87n2, 90
on music, 113, 266–67, 273
philosophical predecessors, 40
principle of contradiction, 357
virtue ethics, 88, 295–96, 296n11, 300
See also mimesis
Aristoxenus, 394
Arnold, Matthew, 221, 221n7
Art as Experience (Dewey), 95–96
arts:
attempts to define, 122–24
creative impulse, 375–77
elitism, 255–59
fine arts tradition, 102, 123
funding for, 256–57, 256n13
globalization discourses, 180–81, 426
and heuristics, 348–49
and human evolution, 375
as means of inquiry, 99
metaphor in, 336–39
modernist and postmodernist thought, 101, 397–99
universal cultural interest in, 112
Asad, Talal, 69
Ashcraft, W. Michael, 270
Asher, N., 410, 415, 417, 426
attachment:
role of music in, 57
attunement, 133n2
Augustine, 255, 258
Auh, Myung-Sook, 389
aural instruction:
in Japanese teaching, 154, 160
in Persian art music, 181, 184–88, 189, 190
in Shona culture, 203, 204
Austin, J.L., 39, 74
Australia, music curriculum, 390
Averill, James R., 382
Bach, Johann Sebastian, 381
Bacon, Jane, 75n9
Bai Fan, 277
Bai, Heesoon, 481
Bailey, Derek, 167, 170, 171
Balinese Kecak, 401–02
Ban Gu, 273
Barenboim, Daniel, 148
Barrow, Robin, 396
Barthes, Roland:
concept of “the grain,” 155–57, 160
on interpreting art and music, 158, 159, 160
on language deconstruction, 63, 63n1
on “readerly” texts, 73, 73n8, 75
Barz, Gregory, 193n1
Basso, Keith H., 441
Bate, Jonathan, 337, 338
Battcock, Gregory, 397
Bauman, Zygmunt, 297n14
Baumgarten, Alexander, 92–93, 94, 348
beat. See rhythm
Beatles, The, 153, 401
Beauvoir, Simone de, 70, 214
bebop, 167–68, 177
See also jazz
Becker, Judith, 46, 48, 53, 57
Beethoven, Ludwig van, lieder, 387, 388, 389
Bell, Catherine, 67, 67n4, 69
Benedict, Cathy, 454
Bentham, Jeremy, 293
Benyus, Janine M., 477
Berliner, Paul, 193n1, 204–05
Berlioz, Hector, 57, 398
Bernatzky, Günther, 53
Bernstein, Richard J., 297n14
Berry, Chuck, 401
Bhabha, Homi K., 410
Bicknell, Jeanette, 46, 57
Biesele, Meagan, 193n1, 200
Biesta, Gert, 98
Birmingham School, 221–22
Birth of Tragedy (Nietzsche), 95n13, 149, 358–59
Blacking, John, 80, 201, 203
Blake, Nigel, 386
Blakeslee, Matthew, 43, 45, 46
Blakeslee, Sandra, 43, 45, 46
Blanning, Tim, 253–54
Block, Ned, 318–19, 326n36
Blood, Anne J., 48
Bobbitt, Franklin, 481
Bodhi, Bhikkhu, 269
Body Consciousness (Shusterman), 70
body mapping, 45–46
Boethius, 195
Boethius, Ancii M.T.S., 91
Bohlman, Philip, 71
Bonilla-Silva, Eduardo, 411
Booth, Wayne C., 300
Boulez, Pierre, 169, 380
Bourdieu, Pierre, 4n3, 68, 437
Bouromand, Nour Ali, 186, 186n16, 187, 187n17
Bowman, Wayne:
on aesthetic experience, 97n16
on Aristoxenus, 394
on body-mind experience, 56, 73, 82, 335
concerns in music philosophy, 31nn, 81, 174, 239–40, 328, 473, 474
critique of “education of feelings,” 50
critique of music education programs, 218
critique of Philosophy of Music Education, 418–19
cross-curricular engagements, 486, 488
definition of educated person, 474
on education outside of school, 486
future of music education, 164, 473
history of music philosophy, 89, 91, 92, 93n11
on metaphor, 336–37
on music curricula, 386–87, 480, 484
nature and value of music, 333–34
on philosophical practice, 18, 18n2, 64
on phronesis, 422
pluralistic notions of music, 239–40
praxial views of music education, 225n9, 421
on received wisdom, 57–58, 239
Bradley, Deborah, 425, 426
Braungart, Michael, 477
Braxton, Anthony, 169
Brazil, music education in, 233, 240, 240n9
Brendtro, Larry K., 476
Bresler, Liora, 226
Brewer, Garry, 472, 473
Broughton, John, 220n6
Brown, Steven, 254n8, 375
Bryars, Gavin, 170
Buck, William, 402
Budd, Malcolm, 50
Buell, Lawrence, 488
Burant, Terry J., 297
Burbules, Nicholas, 98, 213, 214, 505, 506, 507
Burgin, Victor, 439, 440
Burke, Thomas, 94
Busoni, Ferruccio, 148, 150
Butler, Judith, 74, 79
(p. 511) Butler, Samuel, 376
Buzan, Tony, 348
Byo, Susan J., 373
Byron, Reginald, 201
Cage, John:
experimental composition, 64n2, 346, 350, 360–62, 398
negotiation of musical meaning, 147
Campbell, Patricia S., 115, 425
Canada, music education, 487
Caputo, John, 67
Carnap, Rudolf, 39
Caron, Nelly, 184, 184n11
Carroll, Noël, 94, 180n2–3
Carson, Rachel, 477, 478
Casey, Edward, 434, 435n1, 436, 438, 440, 441n11, 450
Cather, Willa, 249–50
Chamberlain, Franc, 75n9
Chang Jian, 279
Chávez, Carlos, 234, 235
Chen Chang-hong, 277
Chen Jing, 274
Chidzere, Pasencia, 205
children:
responsiveness to music, 202
See also infants
China:
concept of moderation, 268–69
meridian systems, 272, 272n13
mind-body unity, 265
Western music performance in, 399
Chinese music education:
concept of ho, 269, 270–72, 279
concept of mind-body unity, 265, 270–72, 277, 278
as ethical education, 263–64, 266–80
guqin tradition, 264–65, 266–67, 266n5, 272, 273–80
implications for modern music education, 278–80
Yue Ji treatise, 264–65, 266–70
Chopin, Frédéric, 398
Chubbuck, Sharon M., 297
Cixous, Hélene, 70
classical music:
commercialization of, 389, 401
jazz as American, 166–67
popularity of, 253, 254
traditional instruction in, 71
work-concept in, 182
Clifton, Thomas, 137n9, 141n15, 333
cognitive theory:
access consciousness listening, 320–21
entrainment, 53, 321–22
and learning, 310–12
musical ownership, 323–26
music as thought, 321–23
perception as construction process, 312–17
phenomenal vs. access consciousness, 318–20
Cohn, Richard, 270
Collingwood, R.G., 259–61
Collins, H.M., 68–69
colonization/decolonization binary:
hegemony of Western concepts, 409–11, 412–15, 416–17
and multiculturalism, 412, 419, 420, 424–27, 428
philosophy as justification for, 409–10
role of critical theory and pedagogy, 423–24
role of music education philosophy, 415, 417–30
composition:
composers’ perspectives on, 377–79
impulse for, 375–78
intentionality in, 369–70, 373–74
key elements of, 369–73
orientation in, 370–71
as process vs. product, 371–72
psychological theories, 375–77, 379
role of assessment, 382–83
role of creativity in, 379–80
role of environment, 382
in school music curriculum, 380–83
songcatcher story, 367–69, 373, 377, 383
teaching, 373–75, 379–82
Cone, Edward T., 57
conscientization, 423
consciousness. See cognitive theory
consequentialism, 287n5, 289n6, 293–95, 302
consummatory experience, 96, 97–101
Cooke, Deryck, 148, 150
Cook, Nicholas, 71–72
Cook, Scott, 264n1, 266, 271n12
Course of Study (COS-Japan):
curriculum in, 150–51, 152–53, 159
Western-centricity, 149, 150, 151–52, 153–54
Court, Raymond, 359
Crary, Alice, 39
Cresswell, Tim, 435, 436n5, 437–38, 438n8, 439, 440, 441
critical pedagogy, 412, 423–24, 427
critical theory, 423–24
Critique of Judgment (Kant), 358, 364, 382, 418
Crittenden, Stephen, 399
Croce, Benedetto, 333
Cross, Ian, 192, 201
Csikszentmihalyi, Mihaly, 341, 377
cultural aesthetic, 202, 202n3
cultural realm:
biological-cultural coexistence, 201–02
cognitive construction in, 312–17
and cross-cultural analysis of music, 181–82
group participation in music, 194, 202–06
“music is culture”/”music as culture” paradigm, 200–201
(p. 512) curricula:
academic rationalism, 479, 480
fragmentation in, 479
goals, 479
self-actualization, 479, 480–81
social efficiency, 479, 481–82
social reconstructionism, 479, 482–83
Dali, Salvador, 339
Damasio, Antonio, 45, 47, 58
Damasio, Hanna, 45, 47
dandanda song and dance, 204–05, 204n4
Daniel, Elton L., 188n20
Danto, Arthur, 256n12–13
Darwin, Charles, 69
Davies, Stephen, 50, 52, 180n2, 182
Davis, Brent, 479
Day, Lynda R., 414
De Anima (Aristotle), 92
Debussy, Claude, 148, 398
deconstruction, 63
DeHann, Robert L., 112n1
Dei, George J. Sefa, 410, 411, 412–13, 414, 424
Delalande, François, 350
Deleuze, Gilles, 163, 165, 175–76, 178, 456, 461
DeMarrais, Kathleen Bennett, 284, 290, 297, 299–300
Dennett, Daniel, 314n2
DeNora, Tia:
Music and Everyday Life, 111, 116, 117–18
on music in construction of identity, 414
on personal and social agency, 302
on sociological functions of music, 115, 116–20
Denzin, Norman K., 411, 423
Derrida, Jacques, 63, 393
Descartes, René, 42, 92, 255, 394, 396
De Waal, Frans, 54, 61
Dewey, John:
on aesthetic education, 254, 254n9, 255, 261
on aesthetic experience, 95, 96–101, 105
aims of philosophical inquiry, 7, 35, 103–04
Art as Experience (Dewey), 95–96
on arts as means of inquiry, 7, 99, 123
on associated living, 473, 474–75, 476, 478, 488
on consummatory experience, 96, 97–101
definition of “aesthetic,” 97–98
Democracy and Education, 474–75
on education, 215, 216–18, 219, 223, 229, 412, 414, 453, 478, 497n2
on ethical deliberation, 103–04
ideal of community life, 103, 487
on mind-body unity, 42, 44, 55, 70
on monopoly of social power, 22n5, 501
music education philosophy, 87, 465
naturalist philosophy of, 39–40, 87, 87n3, 96–105
notion of inquiry, 98–99
on public education, 478–79
dialectics, 352, 353
dialogics, 351, 352
dindshenchas, 65
Dissanayake, Ellen:
explorations of nature of art, 112, 120–25
on immanence, 111, 113–14, 115, 126
on “making special,” 375
Dougan, Michael, 253
dualism, mind-body, 42, 64
Dulzin, Susana, 231
Duncan, Isadora, 258–59
Dunne, Joseph, 224, 227
During, Jean, 183n7, 184, 184n11, 185n13, 186, 186n15, 187
dyspraxia, 297
Eagleton, Terry, 93n11
ear-training, 245
“easy listening,” 134, 136
ecologic sustainability, 484–87
Edgoose, Julian, 214n1
education:
aims of, 474–79
Native American approaches to, 475–76, 478
and philosophy of place, 441–43
Ehrenforth, Karl Heinrich, 240
Ehrenzweig, Anton, 357–58, 359
Einstein, Albert, 365, 393
Eisenhart, Margaret, 112n1
Eisner, Elliot W., 480, 481
Eliot, T.S., 397
Elliott, David J.:
on creativity, 379
critique of aesthetic education, 173, 418–19, 421
critique of modernist aesthetics, 93n11, 97
critique of Philosophy of Music Education, 418–19
on flow, 341
at Irish World Academy, 78
on learning syntax, 374
on musical creativity, 170
Music Matters, 421–23
on philosophy as reflective practice, 64, 415, 422–23, 428
praxial view of music education, 52, 82, 97, 174, 175, 225n9, 421–23
Ellsworth, Elizabeth, 423–24
embodiment of reason, 42, 70, 82
emotions:
ability of music to arouse, 48
defined, 46–47
difference from feelings, 46–47
(p. 513)
emotional contagion, 54, 57
emotivism, 285n1
England:
cultural imperialism, 11
Entrikin, J. Nicholas, 439, 440
epistemology, 38, 301n15, 395, 429
Erikson, Erik, 136n6
Erlmann, Veit, 193
Ermine, W., 476
“esthetic” experience. See aesthetic experience
Estrada, Luis Alfonso, 9, 232n2, 245
ethical subjectivism, 285n1
ethical virtues, 296
ethics:
aims, 38
applied, 286
descriptive, 301n15
metaethics, 301, 301n15, 303
radical relativism, 285
virtue ethics, 88, 295–302
ethics for school music education:
consequentialism, 287n5, 289n6, 293–95, 302
duty theory, 287–93, 295, 302
need for, 284–85, 301–03
radical relativism, 285, 291
teaching as praxis, 302–03
virtue theory, 295–302
ethnomusicology, 70, 72, 200–201
ethological perspectives on music, 120–25
Everist, Mark, 71, 72
Faith, Percy, 134
Farhat, Hormoz, 183, 183n7, 184, 184n11, 185n13
Fay, Amy, 462
Feagin, Susan, 180n2, 181n6
feelings:
defined, 47
Feld, Steven, 193n1, 414, 441
feminism, 70, 505
Fesmire, Steven A., 104, 229
Ficino, Marcilio, 194, 196–99
fictions. See musical heuristics
Fiske, Harold, 311
“flattered fingers”. See Japanese music education
Flay, Joseph, 436, 437, 439
Fleischmann, Aloys, 80
flow, 341–42, 377
Foltin, Bela, Jr., 183, 184, 184n11, 185n14, 186
Forster, E.M., 457
Fortune, George, 203, 204
Foucault, Michel, 68, 68n6, 70, 90
Fowler, David, 401
Frankfurt, Harry, 214–15
Frayling, Christopher, 81
Frega, Ana Lucia, 26, 57–58, 245, 245n11
Freire, Paolo, 423, 426, 429, 469
Fremstad, Olive, 249
Freud, Sigmund, 213, 375–76
Friedson, Steven, 193n1, 203
Frijda, Nico H., 48
Frith, Simon, 170
Froebel, Friedrich, 92
Furtwangler, Wilhelm, 158
Gabbard, Krin, 173
Gabrielsson, Alf, 48, 49
Gadamer, Hans G., 399–400, 401
Gallagher, Eugene V., 270
gamelan (Javanese), 182, 313, 317, 389, 391, 398, 402
Garberich, Mark, 377, 378, 379
Garrison, Jim, 475
Gates, Terry, 423, 435n2, 446n15
Geertz, Clifford, 75, 400–401, 434–35
Geiringer, Irene, 457
Geiringer, Karl, 457
gender issues, 114n3, 118
Gershwin, George, 398
Gerson-Kiwi, Edith, 184, 184n11, 185n13, 188n21
Gezi, Esther, 205
Ghanaian Ewe culture, 413
Gibson, James, 156
Giddens, Anthony, 68
Gillen, Gerard, 77
Gillespie, Don, 64n2
Gladwell, Malcolm, 446n17
Glenn, Mabelle, 153–54, 160
globalization:
in arts and philosophy, 180–81, 426
embrace of global musics, 64, 76
Gluck, Christoph Willibald, 395
Goble, J. Scott, 82
“God Bless the Child” (Holliday and Herzog), 371–72
Goehr, Lydia, 180n1, 182, 278
Goffman, Erving, 468
Goldman, Jonathon, 137n7
Golner, Ronald, 425
Gong Fang-chen, 277
Goodlad, John I., 480, 484
Goodman, Nelson, 257–58, 261, 337
Gordon, Edwin E., 374
Gouk, Penelope, 193, 194, 197, 198, 199
Gould, Elizabeth, 174–75, 176, 488
Gracyk, Theodore, 180n4
“grain” of music:
definitions, 155–57
teaching, 147–61
Grande, Sandy, 413, 424, 426
“grand theory,” 24
Greenberg, Clement, 397
Greene, Maxine, 456, 467
(p. 514) Green, Lucy, 114n3, 454, 455, 456, 459
Grosch, Paul, 286, 287n4, 292, 297
group participation:
in dance, 204–05
role in emergence of culture, 194
in Shona culture, 202–05
therapeutic benefits, 193–94, 193n1, 202–06
Gruenewald, David A., 442–43, 442n12
Grumet, Madeleine R., 454
Grundy, Shirley, 297n14
Guattari, Félix, 163, 165, 175–76, 178, 456, 461
Gudamel, Gustavo, 398
guqin tradition. See Chinese music education
Gurney, Edmund, 95
gushehs, 185–86, 185n14
Guzmán, José Antonio, 231
Habermas, Jürgen, 14
habitus of philosophy:
and Bourdieu, 4n3, 437n7
characteristics of, 4, 4n3, 5, 14, 498–99
of listening, 46, 53
Hadot, Pierre, 88, 89, 90
Hall, Budd L., 412–13, 414
Hall, David L., 265
Hamilton, Andy, 319
Hamilton, Maggie, 387
Hannah, Judith, 205
Hansen, David T., 475, 478, 479
Hanslick, Eduard, 95, 133n3, 135n5
Hanson, Sarah, 425
Harding, R.E.M., 378
Hargreaves, David J., 330
Hartlaub, Gustav Friedrich, 158
Hart, William, 269
Hassanli, Kavoos, 181n5
Hausman, Carl R., 377–78, 379
Hawthorn, Audrey, 369
Head, Henry, 334
Heartland Excursions (Nettl), 71
heavy metal, 136–37
Hegel, Georg Wilhelm Friedrich, 92, 94–95, 141n13, 358
Heidegger, Martin, 137n9, 139n12, 143n19
Hennis, Laura Kate, 55
Heraclitus, 87n2
hermeneutics, 399–403
Hermes, 197
Herrera de la Fuente, Luis, 234
Hertzog, Nancy, 226
Herzog, Arthur, 371
Hesse, Barnor, 424
heuristics:
and aesthetics, 348–49
definition, 346, 347–48
mind-mapping, 348
Hidden Order of Arts (Ehrenzweig), 357–58
Higgins, Chris, 214n2, 224n8, 226n10, 227n11
Higgins, Kathleen Marie, 52
Hildegard of Bingen, 194, 195–96, 198
Hirsch Hadorn, Gertrude, 485
Hispanic music, 231–32
Hodges, Donald, 48
Hodgson, Elizabeth, 482
Holder, John J., 96
Holliday, Billie, 371
hologrammatic principle, 353
Holsinger, Bruce W., 278
hooks, bell, 454
Horden, Peregrine, 193, 196, 199
House, Robert W., 49
Howard, V.A., 13, 250n2, 252n5, 253n6, 256n12, 258n16, 458, 459
Howe, Sondra Wieland, 151
Huang Shida, 274
Hubbard, Phil, 436n5, 439n10, 441n11
Hume, David, 40, 94
Huron, David, 48, 55
Hutcheson, Francis, 94
Hutchison, David, 442n12
Hu Wenhuan, 275, 276, 277
Hyer, Brian, 270
ideal language philosophy. See analytic philosophy
Ikuenobe, P., 411, 416–17, 418
Illich, Ivan, 454, 466, 468
Imada, Tadahiko, 156, 157, 160
imbas:
at Irish World Academy, 81–82
as metaphor for performed wisdom, 66–67, 80
as quality of insight into human life, 82
translation, 65–66
See also performance
immanence:
critiques of, 111, 113–14, 115
defined, 113
in musical understandings, 116
Imperato, Albert, 253
improvisation:
formality in, 458
in jazz, 168–69, 170, 182
in Persian art music, 182, 183–84, 185–89
process vs. product orientation, 371
individual response to music:
connection and attunement, 132–38
as interexpressive relationship, 138–39
as letting go, 139–43
musical education as facilitator of, 143–45
infants, responsiveness to music, 54, 57, 201–02, 375
informality in music education:
critique of, 462–65
definitional issues, 453–56
and metaphors of home, 456–62
(p. 515) Ing, Benjamin Z.N., 277
Ingram, David, 477, 478, 488
intellectual virtues, 296–97, 296n11
interexpressivity, 138n11
Internet, music instruction via, 466–68
intersensory qualities of music, 134–35, 134n4
Introduction to a Philosophy of Music (Kivy), 237
Ion (Plato), 255
Iranian culture, 181n5
Ireland:
folklore, 65
traditional music education in, 77–78
Ireland, Liza, 477
Irish World Academy of Music and Dance, 66, 67, 76–82
Izawa, Shuju, 151
Jackson, Philip W., 98
Jacobs, Jon, 39
James, William, 39, 42, 70
Janzen, John, 193n1
Japanese music education:
Course of Study curriculum, 149–54, 157, 159, 161
“flattered fingers,” 157–59
overview, 147–50
seeking the “grain,” 154–61
traditional, 154, 157, 160
Western influences on, 149, 150, 151–52, 153–54, 155, 160, 161
Jarenwattananon, Patrick, 176, 177
Javanese gamelan music, 182, 313, 317, 389, 391, 398, 402
jazz:
as American classical music, 166–67
cross-disciplinary investigation of, 164
improvisation in, 168–69, 170, 182
legitimization discourses, 164–71
notions of becoming in, 173–78
stylistic and cultural considerations, 171–73
Jenkins, Simon, 344
Jiang Boqian, 269n10
Jiang Keqian, 275, 276, 277
Ji Kang, 274
Joas, Hans, 297n14
Johnson, Craig, 477
Johnson-Laird, Philip N., 381
Johnson, Mark:
on embodiment, 42, 44–45, 46, 70, 335
on feeling, 47, 58
on philosophy, 17
Jones, Joni, 72
Jorgensen, Estelle R., 115, 215n4, 419, 446n15, 453, 454, 455, 457, 458, 462, 465, 467
Jung, Hwa Yol, 436–37
Jung, Petee, 436–37
Juslin, Patrik, 46, 48, 49, 51, 52, 53, 54, 55, 56
Kania, Andrew, 180n2
Kant, Immanuel:
on aesthetics, 92, 93, 94, 96n15, 358, 418
categorical imperatives, 287, 292–93
on compositional ingenuity, 135n5
on criticism, 397
Critique of Judgment, 358, 364, 382, 418
on imagination, 104
on knowledge, 347–48
on purposiveness, 320
on transcendence, 141n13
on universal subjectivity, 364
Kapchan, Deborah, 72, 73
Kapferer, Bruce, 193n1, 205
Karatani, Kojin, 152
Kaufmann, Walter, 264n1, 266
Kazmi, Yedullah, 425–26
Keats, John, 101
Keil, Charles, 193n1, 206
Kelly, Steven N., 414
Kempf, Arlo, 410, 411, 414
Kiani, Majid, 187, 187n17
Killam, Dwight, 326
Kincheloe, Joe L., 413, 415, 419, 426, 428, 429
King, Thomas, 472, 473, 475
Kirkpatrick, Ralph, 242, 243, 244
Kirshenblatt-Gimblett, Barbara, 74, 75
Kitarõ, Nishida, 138n11
Kivy, Peter, 132n1, 237, 457
Klein, Julie Thompson, 479
Knorr Cetina, Karin, 74
Kodály, Zoltán, 457
Koen, Benjamin, 193n1
Koger, Sue, 488
Koizumi, Kyoko, 153
Kong Ying-da, 264n1, 266, 266n4, 267, 270, 271, 272, 273
Koskoff, Ellen, 64
Kosman, Joshua, 253
Kotkavirta, Jussi, 94
Koza, Julia Eklund, 413, 418, 419, 425, 482, 486, 488
Kozol, Jonathan, 214
Kramer, Lawrence, 71, 72
Kratus, John, 369, 370, 372, 380, 446n17
Kreutz, Gunther, 48
Krims, Adam, 63
Kristeva, Julia, 70
Krumhansl, Carol L., 51
Ku Hungming, 269
Kuisma, Olavi, 89
Kwakiutl, 369
Laderman, Carol, 193
Ladson-Billings, Gloria, 414, 427
Lakin, Jessica L., 57
Lakoff, George, 70
Lamb, Roberta, 245, 422
(p. 516) Langer, Suzanne:
on musical expressivity, 132n1
presentational symbolism, 337
theory of musical experience, 49–50, 58, 104, 126n5
on virtual movement, 339
language:
deconstruction of, 63, 63n1
Nietzsche on, 392
ordinary language philosophy, 39
Lapidaki, Eleni, 377, 378, 381
Laplanche, Jean, 356
Larson, Reed, 56
Later Works of John Dewey, The, 87, 88, 89, 95, 96, 98, 99, 100, 101, 102, 103, 105
Latin American music education:
case for philosophy in, 232, 232n2, 244–46, 247
overview of Hispanic music, 231–32
present situation, 233–37
suggested philosophical explorations, 237–44, 247
Laukka, Petri, 48, 49
Lear, Jonathan, 214n1
Leary, Mark T., 436
LeCompte, Margaret, 284, 290, 297, 299–300
LeDoux, Joseph, 46, 47, 55–56, 58
Lee, Vernon, 333, 334–36, 339, 340, 341
Legge, James, 264n1, 268, 268n8–9, 269, 271, 271n12, 275
Le Grange, L., 414
Le Guin, Elisabeth, 278
Leiter, Brian, 39
Leonard, Charles, 49
Lesiuk, Teresa, 319
Letter, Michel, 348
Letts, Richard, 399
Levitin, Daniel J., 48
Lewis, Jerry Lee, 401
Liebeck, Jack, 401
Liébert, Georges, 95
Ligeti, György, 378
Li Jie, 277
Lincoln, Yvonna S., 411, 423
Lin Yutang, 269, 269n10
Lippman, Edward A., 89, 89n6, 91, 94
listening:
as foundation of musical activity, 137n10, 318, 325
“listening selves,” 41, 42–47
role in music education, 320–21, 344
Liszt, Franz, 256, 398
Liu Cheng-hua, 273
Logos, 87, 87n2, 88, 90, 157
Lu Gwei-Djen, 272n13
Lundquist, Barbara, 115
Luo Xiaoping, 270
Lyotard, Jean-François, 175, 412
Määttänen, Pentti, 97, 97n16
MacIntyre, Alasdair, 88, 91n8, 224, 225, 225n9, 226–27, 295n10
Madison, Gary B., 393
Mahdi, Ali Akbar, 188n20
Mainardi, Patricia, 397
Malpas, Jeff, 435, 440, 441n11
Mandolini, Ricardo, 350
Manet, Edouard, 397
Manimwa, Lucia, 205
mapping:
body, 45–46
mind, 348
Mapplethorpe affair, 256, 256n13
Margolis, Joseph, 52
Marsalis, Wynton, 166
Martin, Jane Roland, 454, 459
Maryvale High School, 443–45
Maslow, Abraham, 142n17, 377
Mason, Luther Whiting, 151, 160
Massey, Doreen, 437
mathematical positivism, 394–95, 396
Maus, Fred, 5
May, Stephen, 426
McCarthy, Marie, 82, 454
McClary, Susan, 71, 278
McCreless, Patrick, 388
McDonough, William, 477
McDowell, John, 39
McKernan, James, 481
McNeil, John D., 480
McNeill, William H., 205
Melrose, Susan, 72
Menon, Vinod, 48
Merker, Bjorn, 375
Merleau-Ponty, Maurice, 42, 70, 95n14, 137n9, 437
Merriam, Alan, 200
Mersenne, Marin, 394, 396
Messiaen, Olivier, 131–32, 142, 350, 398
metaethics, 301, 301n15, 303
metaphor, in music education, 336–45
Metaphors We Live By (Lakoff and Johnson), 70
metaphysics, 38, 92
methodolatry, 29, 29n16, 294, 387
Mexico:
languages spoken in, 232, 232n1
music education in, 233–36, 240
Meyer, Leonard, 49, 50–52, 55, 58, 340
Miao Jian-hua, 273
Middle Works of John Dewey, The, 86, 87, 99, 102, 104
Miller, Lloyd, 183, 183n8, 184n9, 185n13
Miller, Paul D., 105
Mill, John Stuart, 293
mimesis, 147, 149, 150, 157
mind-body dualism, 42, 64
mind mapping, 348
(p. 517) Mirabdolbaghi, Zia, 183n7, 184, 184n11, 185n10, 186n15, 187
mirror neurons, 46, 54, 335
Miyake, Haruna, 161
modernism, defined, 397
modernist aesthetics:
aesthetic discipline of the body, 91–92
aesthetic experience in, 101–02
as askesis in service of reason, 92–94
notions of musical “purity,” 173–74
praxial critiques of, 95, 95n14, 97
role of music education, 94–95
Molnar, Alex, 486
Montessori, Maria, 454, 459
Mooney, Michael, 437
Moore, Gerald, 242, 243
morals:
defined, 285
See also ethics
Morgenstern, Sheldon, 256
Morin, Edgar, 351–53, 363
Morton, Charlene, 425
multiculturalism:
and colonialism, 412, 419, 420, 424–27, 428–29
creation of, 425
critiques, 425–26, 427
fostering through music, 115, 398, 399
in music curriculum, 389–91, 425
Murao, Tadahiro, 389
Mursell, James, 153–54, 160
music:
and consumerism, 488
cultural dominance of, 253–54
defining, 20, 26
determining nature of, 12, 113
emotional expressivity of, 132–38, 132n1
as ethical pursuit, 89n6
ethological perspectives, 120–25
evolutionary role, 375
harmonics, 394–95
ineffability of, 126, 126n5
intersensory qualities, 134–35, 134n4
and mathematical positivism, 394–95
philosophical attitudes in study of, 89, 89n6
self-transcendence through, 89, 326
sociological perspectives on, 114–20
musical-emotional experiences:
associations in, 54–55
body mapping and mirror neurons, 45–46
brain stem reflexes, 53
cognitive monitoring and naming, 55
consciousness, 318–23
corporeality, 56
cultivating relationship between self and sound, 131–45
educational implications, 41, 57–59
emotion vs. feeling, 46–47
evaluative conditioning, 54
expectancy, 55
flow, 341–42, 377
Langer and Meyer theories, 49–52, 58
learning to be at home with music, 143–45
listening self, 42–47
musical persona, 57
music therapy, 202
neuroscientific research, 40–41, 47–49, 58
perception, 312–17
rhythmic entrainment, 53, 321–22
role of metaphor in, 336–45
social attachment, 57
social sharing, 342–44
student ownership of musical ideas, 307–26
visual-musical interactions, 56
musical heuristics:
dialogics between work and device, 347, 361–63
evolving notation of musical events, 354–55
fictions, 346, 355–59, 364–65
irreducible complexity of music, 351–53
methodology based on creative proposals, 354
musical device, 360–61
musical work, 359–60, 361
and musicology, 363–64
role in music education, 349–50
student construction of learning process, 353
and universal subjectivity, 364
musical instruments, 343
Music and Everyday Life (DeNora), 111, 116, 117–18
music curricula:
academic rationalism, 480
Jim Yancey’s story, 443–47, 449
judging educational worth and value, 387–89, 394–95
and mathematical positivism, 394–95, 396
modernism and postmodernism, 397–99
nihilism, 386–87, 391–94
rise of educational managerialism, 395–96
role of hermeneutics, 399–403
self-actualization, 480–81
social efficiency, 481–82
social reconstructionism, 482–83
Web-based, 466–69
music education:
aims of, 131, 483–86
defining, 26
and globalization, 64, 76, 180–81, 426
informalities in, 453–69
Jim Yancey’s story, 443–47, 449
metaphor in, 336–45
(p. 518)
role of listening, 320–21, 344
transformations related to place, 446, 447–51
Music Education for Changing Times (Regelski and Gates), 435n2
Music Education National Debate (1995), 77
music education philosophy:
“acquaintance knowledge,” 329–33, 344–45
aims and assumptions, 3–8, 9, 12, 13–14, 20, 32–35, 495–96, 500
as a practice, 8–9, 24–27, 29–30, 499, 500, 500n4, 502
as art of life, 86–105
characteristics guiding, 498–500
colonizing/decolonizing discourses, 417–30
conflicts and disagreements in, 4–5, 26–27, 57–58, 104–05, 498
confusion and discomfort in, 5–6, 10–11, 34–35, 57–58, 496
content/representation dialectic, 503–05
and critical theory, 423–24
cross-disciplinary engagements, 47–48, 112–13, 181–82, 189–90, 487–89, 504
future of, 497–98, 505–07
from identity to becoming, 163–78
intuitive knowledge, 333–36
journal science, 29n17
methodological obsession, 29
neglect of, 5, 6–7, 18–19, 28–30, 33, 496–97
phronesis, 297–98, 422–23, 428
quality concerns, 496, 497, 503–04
questioning received wisdom, 57–58, 239
rivals, 499
theory/practice dialectic, 24–27, 500–503
toward greater inclusiveness, 9–10, 11, 14, 29, 30, 41, 500–503, 506
value of, 5, 22, 34–35, 244–46
vs. advocacy, 30–32
Western-centricity of, 11, 30, 497
Music Matters (Elliott), 421–23
musicology, 71
Myers, Richard, 473
Nafici, Hamid, 181n5
Nagatomo, Shigenori, 133n2
Nashon, Samson, 486
Native Americans, approaches to education, 475–76, 478
naturalism, 39–40
Nava, José Antonio, 231
Needham, Joseph, 265, 272n13
Neher, Andrew, 137n8
Neuman, Daniel M., 457, 460–61
neuroscience:
in arts advocacy, 114
“new” musicologies, 67, 70, 71–72
New Objectivity, 158
New York University, 74, 75
ngano story-songs, 203–04
Nielsen, Wendy S., 486
Nietzsche, Friedrich:
on art, 149, 150
Birth of Tragedy, 95n13, 149, 358–59
on culture, 399
on education, 396
on individual freedom, 400
on language and reality, 392
on mind-body dualism, 42
on music as model for life, 95, 95n13
on nihilism, 391–94
The Will to Power, 391, 392
on transcendence, 141n13
nihilism:
and music curricula, 386–87, 393–94
philosophical origins, 391–94
Noddings, Nell, 295n10, 297, 460, 505
Noë, Alva, 42, 43, 44
Noh tradition, 155–56, 158, 160
Nooshin, Laudan, 181n5, 186
Olivé, León, 237–38
Ó Riada, Seán, 80
ordinary language philosophy, 39
Orpheus, 197
Orr, David, 472, 476–77, 478, 482, 488
Ortner, Sherry, 68
Ó Súilleabháin, Mícheál, 66, 77, 78, 79–80, 79n15
Oswald, Alice, 338
Ouyang Xiu, 274
Paget, Violet, 333
Palmer, Parker J., 467
Panksepp, Jaak, 53
Pappas, Gregory, 103
Patel, Aniruddh D., 53
Pater, Walter, 95
Peirce, Charles Sanders, 42
Peretz, Isabelle, 54
Pérez, Callejo, 442n12
performance:
authentic, 182
contributions to philosophy, 64–67
in music education, 28, 63–82, 243–44
relational dimension of, 73–74
as source of knowledge, 67, 72–76
(p. 519)
transition from participation to staged, 200, 200n2
performativity, concept of, 74, 76
Perkins, D.N., 258n17
Persian art music:
aural/intuitive instruction, 181, 184–88, 189, 190
and cross-cultural analysis, 181–82, 189–90
gushehs, 185–86, 185n14
history and context, 183–85, 183n7–8, 184n9–11
improvisation in, 182, 183–84, 185–89
performative freedom in, 181
Peters, Francis, 90n7
Peters, R.S., 249, 251–53, 259, 261
Petrova, Irina, 389
Phaedo (Plato), 91
Phelan, Helen, 76–77
Phelan, Peggy, 73, 74
philosopher, definition, 90
Philosophical Investigations (Wittgenstein), 39
philosophy:
analytic, 38–39
as askesis, 90–91
capital-P vs. small-p, 17–18, 38
classical, 89–90
defining, 37–38, 237–39, 328
epistemology, 38, 301n15, 395
experimental, 40
metaphysics, 38, 92
naturalism, 39–40
ordinary language, 39
quietism, 39
relationship to “theory,” 328–29
as self-transcendence, 88–89, 91
Philosophy in the Flesh (Lakoff and Johnson), 70
Philosophy of Music Education, A (Reimer), 418–20
philosophy of place:
described, 435–41
in education, 441–43
Jim Yancey’s story, 443–47, 449
meanings of place, 434–36, 436n4, 448
phronesis, 297–98, 422–23, 428
Pinar, William A., 480, 481, 483
Pincherle, Marc, 255
Pinker, Steven, 319, 320
place:
meanings of, 434–36, 436n4, 448
multidisciplinary connections to, 441n11
Plato:
on arts, 255, 258
Dialogues, 394
distinction between body and soul, 91
Ficino’s revival of Platonic philosophy, 196, 197, 198
Ion, 255
on Logos, 87n2
on music and musicians, 28, 89n6, 157, 255n10, 266–67, 271, 273
Phaedo, 91
philosophy as way of life, 40, 88
on poets and poetry, 255
pursuit of “one and the many,” 456
Symposium, 90
The Republic, 88, 89n6, 267n6
Timaeus, 91, 198
on truth and beauty, 89–90
See also mimesis
Plotinus, 197–98
Polanyi, Michael, 330, 333
politics. See social justice
Pontalis, Jean-Bernard, 356
popular music, 387, 388–89, 390, 401
Porter, Cole, 57
Postman, Neil, 478
postmodernism, 387–88, 393, 420
Powell, Kimberly, 56, 73, 82, 218
practice:
MacIntyre’s definition, 224
theory of, 67, 68–69
vs. performance, 72–76
praxis:
action theory, 297n14
defined, 297, 297n14
and music education, 412, 420–23, 427
teaching as, 302–03
Presley, Elvis, 401
Preston, S.D., 57
proportionalism, 286, 301
Prosch, Harry, 330
Proust, Marcel, 119
Prouty, Ken, 165, 167
Ptolemy, 197, 198
Pythagoras, 197
Quantz, Johann Joachim, 240, 240n10
quietism, 39
Quinton, Anthony, 38
Radano, Ronald M., 169
radical relativism, 285, 291
radif, 184, 185–88, 188n21–22
Raffman, Diana, 126n5
Ramachandran, V.S., 43, 46
Rameau, Jean-Philippe, 394, 396
Ramshaw, Sara, 168
Ranciere, Jaques, 102
Randles, Clint, 373
Rasmussen, Eric, 337, 338
Rasula, Jed, 175, 177
Rawat, Prem Pal Singh, 269–70
recursion/retroaction, 353
Reed, Lou, 228
(p. 520) Regelski, Thomas:
on “action learning,” 421
on critical theory, 423
methodolatry, 29, 29n16, 294, 387
on modernist aesthetics, 93n11, 97n16
Music Education for Changing Times, 435n2
on phronesis, 422
on school music education, 225n9, 288, 292, 294, 300, 302, 415, 421, 446n15
on student composition, 381
Reichling, Mary, 100
Reid, L.A., 330
Reimer, Bennett:
on aesthetic education, 95, 418–20
on aesthetic experience, 341
on arts as education of emotions, 258, 258n14
on composition, 380
critique of Music Matters, 422
on gender and music, 114n3, 118
on immanence, 104, 113, 126n5
on learning syntax, 374
on modern aesthetics, 93n11
on musical-emotional experiences, 49, 55, 58
Philosophy of Music Education (Reimer), 418–20
on sociological functions of music, 115
religion and music:
Hildegard’s compositions, 196
Protestant Reformation, 197
ritual music, 57
Reynolds, Roger, 361
rhythm, 53, 137, 137n8
Richards, I.A., 456
Rizzolatti, Giacomo, 46
Roberts, Paul, 398
Robinson, Jenefer, 46, 55, 56
Robinson, Rick E., 341
Rogers, Michael R., 244–45
Rorty, Richard, 39, 393, 497n2
Roseman, Marina, 193, 193n1
Rosenberg, Dorothy Goldin, 412–13, 414
Rose, Stephen, 403
Ross, Alex, 249, 257
Rothenberg, Albert, 377–78, 379
Rouget, Gilbert, 137n8
Rousseau, Jean-Jacques, 213
Rubin, David C., 55
Russell, Bertrand, 39, 499n3
Russolo, Luigi, 398
Ryle, Gilbert, 39
Sachs, Curt, 273
Safvate, Dariush, 183n7, 184, 184n11, 185n10, 186n15, 187, 187n17–18
Said, Edward W., 148, 409, 409n1, 412, 421
Salavuo, Miikka, 105
Sandywell, Barry, 90n7
Sasaki, Masato, 156
Schachtel, Ernest, 376–77
Schaeffer, Jean-Marie, 102
Schafer, R. Murray, 158, 160, 398, 488, 497n1
Schatzki, Theodore, 68, 69, 297n14
Schechner, Richard, 72–73, 74
Scheffler, Israel, 456
Schiesari, Juliana, 197
Schipperges, Heinrich, 195, 196
Schiro, Michael Stephen, 480, 481, 482, 483
Schoenberg, Anton, 378
schools:
“hidden curriculum,” 290
student ownership of musical ideas, 307–26
Schopenhauer, Arthur, 95, 141n13
Schulkind, Matthew, 55
Schuller, Gunther, 166, 377
Schwab, Joseph, 456
Scimonelli, Paul, 166–67
Scruton, Roger, 339, 341
Seamon, David, 438
Searle, John R., 39
self:
defining, 42–43
embodied self in society, 44–45
self-transcendence:
music as agent of, 89, 326
philosophy as, 88–89, 91
Semati, Mehdi, 181n5
Serafine, Mary L., 321
Shakespeare, William, 337–38
Sherman, Robert W., 380
Shona culture, 202–05
Shusterman, Richard:
on aesthetics, 92n10, 93, 93n11, 94
Body Consciousness, 70
on embodied selfhood (“soma”), 42, 44, 46, 70
on embodiment of knowledge, 70
on modernist aesthetics, 97
on philosophy, 5, 67, 82, 88, 90
on somaesthetics, 70, 95n14
Silverman, Marissa, 52
Sima Qian, 272
Singer, Peter, 285, 285n1
Skinner, B.F., 376
Sleeter, Christine, 482
Slobin, Mark, 205
Sloboda, John A., 48, 51, 53
Small, Christopher, 174, 188n23, 414, 459
Smith, Gareth, 373
Smith, Gregory A., 442n12
Smith, Jonathan M., 436n5
Smith, Linda Tuhiwai, 410, 411, 416–17, 426
Smyth, Ethel, 462
social justice:
cross-curricular engagement with music education, 484–87, 504
music’s role in, 114–15, 114n3
(p. 521) social realm:
functions of music, 52, 115, 116–20, 302–03
sharing of music in, 342–44
Socrates, 89–90, 225
“soma,” 44
somaesthetics, 70, 95n14
somatics, 67, 69–70
songcatcher story, 367–69, 383
See also composition
Song of the Lark, The (Cather), 249–50
Sontag, Susan, 148–49, 157, 158–59
Sparshott, Francis, 225n9, 369, 370
Spears, Britney, 387–89
Spencer, Herbert, 92
Spinoza, Benedictus de, 40, 42
Stauffer, Sandra L., 446n17
Steinbeis, Nikolaus, 51
Steinberg, Shirley R., 413, 415, 419, 426, 428, 429
Stevenson, Robert, 231, 232
Stillman, Jamy, 482
Stockhausen, Karlheinz, 169, 398
Stravinsky, Igor, 377, 378, 381, 398
Strunk, Oliver, 267
Subotnik, Rose Rosengard, 457
Sumara, Dennis J., 479
Sundberg, Johan, 388
Su, Zhixin, 480, 484
Suzuki, Shinichi, 457, 459
Swanwick, Keith, 330, 341
Symposium (Plato), 90
synchronization, 53
Szecsy, Elsie M., 425
Szego, C.K., 115
Takaoka, Kazuya, 155–56
Takeshi, Kensho, 153–54
Tala’i, Dariush, 184, 184n9–11, 185n13, 186, 187, 187n19
Tate, William F., 427
Taussig, Michael, 218n5
Taylor, Billy, 166
Taylor, Charles, 69
Tchaikovsky, Peter Ilich, 378
teaching:
aural traditions, 184–85, 185n12
connecting with immanence, 125–27
high/low culture tensions, 215, 219–23, 227
as “impossible” profession, 213–15, 227–29
liberal-vocational tensions, 215, 216–19, 227
musical-emotional experiences in, 57–59
quest for philosophical foundation, 307–10
teacher’s inner musician vs. inner pedagogue, 226–27
tensions between practices and institutions, 223–26
and understandings of philosophy, 415
Web technologies, 466–68
techne, 296–97, 298
Thales, 40
Thayer, Horace S., 92
theoria, 296, 297–98
theory, vs. philosophy, 328–29
therapeutic power of music:
biological underpinnings, 201–02, 206
cultural underpinnings, 200–202, 206
Ficino’s understandings of, 194, 196–99, 206
and group participation, 194, 202–07
Hildegard’s understandings of, 194, 195–96, 198, 206
implications for music education, 193–94, 207
nature is musical/music is natural, 194, 195, 198–200
Thompson, Evan, 42, 43
Thram, Diane J., 193n1, 200n2, 204, 205
Timaeus (Plato), 91, 198
transitional fictions, 346
Trehub, Sandra E., 54
Treitler, Leo, 267
Tremmel, Joerg Chet, 476
Tsar Teh-yun, 277n16
Tucker, Maureen, 228
Tuomela, Raimo, 297n14
Turino, Thomas, 28, 193n1, 202
Turner, Victor, 69
United Kingdom:
composition instruction, 373
music curriculum, 331–32, 386, 390
performance studies, 74–75, 75n9, 81
United States, music curriculum, 390–91, 455
University of Limerick (UL), 66, 77
Upitis, Rena, 382
utilitarianism, 293n9
Väkevä, Lauri, 87n4, 97n16, 102, 105
Van Manen, Max, 459
Vardy, Peter, 286, 287n4, 292, 297
Varese, Edgard, 398
Västfjäll, Daniel, 46, 48, 53, 56
Veblen, Kari, 79n14
Vico, Giambattista, 395
virtue ethics, 88, 295–302
Volgsten, Ulrik, 254n8
Volk, Terese M., 115
Voss, Angela, 196, 197, 198
Wagner, Richard, 339, 343, 398
Wales, music curriculum, 331
Walker, Daniel, 197
Walker, Robert, 388, 389, 390, 394, 395, 403
Wallin, Nils L., 375
Walser, Robert, 166, 167, 175
(p. 522) Waltzes for the 5 Boroughs (Cage), 64n2
Wang Hai-yan, 277n16
Wang Wei-gong, 272n13
Wang Yuhwen, 264n1, 265, 265n3, 267, 271
Wang Yu-jie, 269, 272
Warne, Don, 475
Wasser, Judith Davidson, 226
Watanabe, Mamoru, 151
Watkins, W.H., 483
Watt, James, 277
Webb, Peter, 467
Webern, Anton, 360
Webster, Ken, 477
Webster, Peter R., 372
Westerlund, Heidi, 87n4, 97n16, 454
Western diatonic system, 394–95
Western tradition:
in Japanese music education, 149, 150, 151–55, 160, 161
in music education philosophy, 11, 30
in music education systems, 71, 76
in performance, 77, 194
separation of mind and body in, 278
Whipp, Joan L., 297
Whitehead, Alfred North, 460
Whyton, Tony, 172–73, 174, 177
Wilde, Oscar, 391, 397–98
Wilkins, Bernadette, 389
Willis, Paul, 221–22
Winnicott, Donald, 356
Winter, Deborah, 488
Witcombe, Christopher, 397
Wittgenstein, Ludwig, 37, 39, 68–69, 70
Wolff, Janet, 93n11
Woodford, Paul, 87n4, 114, 481
Worthen, W.B., 75
Wu Wen-jing, 277
Xenakis, Iannis, 169, 350
Xhosa healers, 205
Xie Hua, 276n14
Xiu Hailin, 270
x-phi (experimental philosophy), 40
Xue Yijian, 275
Xu Fuguan, 265, 270
Xu Shangying, 274
Yancey, Jim, 443–47, 449
Yang Rubin, 270n11
Yao Xiaoqin, 277
Yardley, Jim, 410
Yeats, William Butler, 67
Yeh, Cheung-shing, 389
Yin Ai-qing, 277
Yuan Junzhe, 275
Yue Ji, 264–65, 264n1
Yue Shu (Book of Music), 264, 272
Yung, Bell, 277
Zai Mingyang, 281
Zarlino, Gioseffo, 394, 396
Zatorre, Robert J., 48
Zhang Hui-hui, 277
Zheng Xuan, 264n1, 266, 267, 270, 271, 272, 273
Zhu Changwen, 274
Zhu Xi, 263
Zimbabwe, 202
Zuberi, Tukufu, 411
Zuidervaart, Lambert, 418