- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
This version of the article reflects changes made in the paperback edition .
Abstract and Keywords
Music education today is rife with proposals that appeal in different ways to different people. Finding objective criteria to establish new paradigms and evaluate its efficiency is difficult because music educators often work from personal experiences, subjective beliefs, or traditional ideologies. This article calls for a local and cultural consensus about the essence of the music that is being taught; the steps and stages of music learning which are individually performed; and the final goals and functions within a particular educational culture.
Wilfried Gruhn is a professor emeritus of music education at the University of Music Freiburg, Germany. He taught at high schools and became a professor of music education at the Universities of Music in Essen and Freiburg, Germany. His research areas encompass historical and systematic musicology as well as music education with a special focus on learning theory and the neurobiology of music learning. He has served as president of the Research Alliance of Institutes for Music Education (RAIME) and as a Board Member of the International Society for Music Education (ISME). He is a member of several international research societies and was a visiting professor at Eastman, Rochester NY and at UiTM, Kuala Lumpur. He has founded the Freiburg Institute for Early Childhood Music Learning, and currently is the president of the International Leo Kestenberg Society.
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