Music education research today continues in well-worn paths. While it may be productive in quantity, it is not clear the degree to which it informs current music teacher education or has produced advances in teaching practice. Indeed, as some critics of university-based teacher education research have argued (e.g., Boyer 1990; Schwandt 2005), such…

Transformation, by definition, requires change. Not superficial change, but systematic, focused, substantial, fundamental change; in a word, improvement. Change, and the eventual transformation of music education itself, requires a complete rethinking from the ground up of the why, what, how of music teaching--not to forget "whether" music…

Does music education need a new philosophy that is scientifically grounded on common agreements with educational and musical standards? If such standards are commonly accepted, why do people reflect philosophically about music teaching and learning? At first glance, these questions sound very abstract and theoretical because people love music, and…