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ERIC Number: EJ852064
Record Type: Journal
Publication Date: 2004-Dec
Pages: 52
Abstractor: ERIC
Reference Count: 86
ISSN: ISSN-1545-4517
Social Theory, and Music and Music Education as Praxis
Regelski, Thomas A.
Action, Criticism, and Theory for Music Education, v3 n3 Dec 2004
The idea of praxis, and thus the idea of music as praxis, is not widely known in the fields of music and music education. Nonetheless, musicians and music teachers typically take for granted as sacrosanct the noble sounding, metaphysical, even spiritual profundity of music hypothesized by mainstream aesthetic philosophies. Thus accounts of music as praxis can seem too mundane or even sacrilegious, and meaningful discourse in any other "terms" than aesthetic is almost impossible. Social accounts of music as praxis, in contrast, are predicated precisely "on" the "ecology" that sustains music--as Proudfoot put it, "the circumstances" in which music is "actually created or appreciated." And this includes not just the historical context, but also present contexts of use--in other words, it focuses on the various down to earth acts of what Christopher Small has called "musicking" (Small 1998). Thus, on the basis of empirical study of such musicking, social theory accounts for the values and meaning that music affords individuals and society. This empirical grounding in "actual musical praxis," then, promotes a remarkable agreement among contemporary social theories of music and musical value. In this article, the author hopes to provide an account of music as praxis that dispels at least some of the "obscurum per obscurius" visited on the question of the value and role of music and music education by philosophers, and by theorists and musicologists who take aesthetic theory for granted. First the author surveys the idea of praxis and briefly traces the aestheticization of music; then he presents an examination of music as praxis and sketches some implications of that analysis for music education. (Contains 60 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A