Within the last few decades, scholars have uncovered remarkable similarities between Confucian and pragmatist philosophies. Given these resonances, how would a philosophy of music education founded on a synthesis of Confucian and pragmatist ideas look? How would such a philosophy compare with extant philosophies of music education? In this paper, I sketch Confucian and pragmatist metaphysics, meld ideas from the two philosophies, and proffer implications for music education. As I shall argue, a Confucian-pragmatist intercultural blend lends support to three historical movements in the philosophy of music education: the cultivation of morality through music, music education as aesthetic education, and the praxial philosophy of music education. It also illumines extant philosophies of music education in fresh ways. This essay extends a line of research on the application of comparative philosophy in contemporary music education.