- 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
Abstract and Keywords
This article discusses the early aesthetic education movement to illustrate how politics and social realities shaped philosophy and other scholarly work. It underscores the need for historians and philosophers to be more self-reflexive while locating their work within wider social, historical, and political contexts so that they and future teachers better appreciate the social, economic, and other forces shaping their own and the profession's thinking. It is further argued that scholars and teachers must closely examine the profession and its problems in order to identify previously obscure but important developments affecting music education.
Paul Woodford holds degrees from the University of Toronto, the University of Western Ontario, and Northwestern University (Ph.D.) and is professor and former chair of the Department of Music Education at the Don Wright Faculty of Music, University of Western Ontario. His interests in philosophical, historical, sociological, and political issues affecting the profession have led to many publications, including a fifth book, Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice (Indiana University Press, 2005), a chapter in The New Handbook of Research on Music Teaching and Learning, and articles in leading professional journals. He is past chair of the executive committee of the International Society for the Philosophy of Music Education (2005–7) and is a member of the advisory boards of the Bulletin of the Council for Research in Music Education, the British Journal of Music Education, and the Philosophy of Music Education Review.
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