In this article the role of comparative studies of music education within the globalized world is discussed by looking at a particular initiative in the general education field called "Didaktik and/or curriculum." By drawing on the characteristics and issues of this particular initiative, as well as on some critical perspectives that…

In recent years, researchers and theorists of music education have taken a stronger interest in questions of justice. Meanwhile, in educational research more broadly, there has been a simultaneous growth in efforts to bring deconstruction and the theories of Jacques Derrida to bear upon philosophies of education. One significant difficulty with…

The relation between music pedagogy as a field of research and the practice of music education is characterized as a continuum ranging from remoteness through cooperation to full integration. A typology is drawn up (the where the relation is separate, co-operative, integrated, or parallel). All these types of relationship are considered necessary.…

Writing and speaking are essential means of understanding, studying, and sharing music in the Western art music tradition. The papers presented in this symposium were the outgrowth of authors' dialogue during the summer of 2004. Each of them worked independently, yet each of them was also aware of the direction, the themes, and the ways of the…

A reply to Lawrence Ferrara's Chapter 4 in R. Phelps, R. Sadoff, E. Warburton, and L. Ferrara, "A Guide to Research in Music Education," 5th Edition is presented. It it curious that Ferrara disagrees with Jack Heller and Edward J. P. O'Connor's view that "philosophy" is not "research," yet in the chapter headings in the book A Guide to Research in…

Two problem areas which both concern the question of music pedagogy as a field of theory and research are addressed in this paper. The first one concerns the question of the normative and prescriptive versus the descriptive and analytical aspects of music pedagogy. The second is about the theory of and the criteria for the selection of content in…

Defines historical research in music education by specifically evaluating the history and usage of each of the four words: (1) music; (2) historical; (3) education; and (4) research. Finds that the good of historical research in music education is both intrinsic and extrinsic because it benefits the researchers and their audiences. (CMK)

Utilizes critical reaction to the book, "A Philosophy of Music Education," as a framing device to discuss feminist theory and music education philosophy. Maintains that critical criteria drawn from a specific political agenda, and applied to apolitical subjects, accomplishes little more than politicized rhetoric. (MJP)