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Tan, Leonard – Philosophy of Music Education Review, 2020
In this paper, I offer my reading of John Dewey's Art as Experience and propose implications for music education based on Dewey's ideas. Three principal questions guide my task: What are some key ideas in Dewey's theory of art? How does Dewey's theory of art fit within his larger theory of experience? What are the implications of Dewey's ideas for…
Descriptors: Music Education, Educational Philosophy, Educational Theories, Art
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González Ben, Antía – Philosophy of Music Education Review, 2018
In the last two decades, Spain's general music education curriculum has moved beyond the exaltation of so-called Western art music to also include some instances of non-Western musical traditions. This process of diversification is often articulated as entirely positive. The present paper interrogates such discourses, following a post-structural,…
Descriptors: Music Education, Multicultural Education, Discourse Analysis, Educational Policy
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Varkoy, Oivind – Philosophy of Music Education Review, 2017
The point of departure in this article is the hegemony of technical rationality when it comes to the justification of music education. This is considered as an example of uniformity, sameness, and homogeneity, or worse, simplicity and naivety--or even worse, a sweet innocence--regarding understanding and thoughts about life, society, and culture…
Descriptors: Cultural Influences, Music, Music Education, Cultural Pluralism
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Rolle, Christian – Philosophy of Music Education Review, 2017
We are living in a time of social and cultural changes. As in other disciplines, the foundations of music education are being increasingly challenged. Thus, it is no longer possible to specify reliably the aims and contents of music education and their implementation in school by simply basing them on lasting musical traditions and changeless…
Descriptors: Music, Music Education, Cultural Pluralism, Social Change
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Varkøy, Øivind – Philosophy of Music Education Review, 2017
The times we live in are described as pluralistic and diverse. In the Nordic countries, societies are often described--even officially--as multicultural. People with different cultural and ethnic backgrounds are expected to coexist and respect each other. Different values are set free from hierarchical conceptual models. Many stories about the…
Descriptors: Cultural Pluralism, Music, Music Education, Musical Instruments
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Georgii-Hemming, Eva – Philosophy of Music Education Review, 2017
The quality of education is currently considered to be a concern of the highest political priority. However, quality assurances of all kinds seem to be built on and result in a number of quantitative measures. In this essay, I discuss the traditional and philosophical meaning of the concept of quality and how it is being used today, but above all…
Descriptors: Cultural Pluralism, Music, Music Education, Educational Quality
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Tan, Leonard – Philosophy of Music Education Review, 2015
In this paper, I compare all three editions of Bennett Reimer's "A Philosophy of Music Education" with early Chinese philosophy, in particular, classical Chinese aesthetics. I structure my analysis around a quartet of interrelated themes: aesthetic education, education of feeling, aesthetic experience, and ethics and aesthetics. This…
Descriptors: Confucianism, Aesthetics, Music Education, Educational Philosophy
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Tan, Leonard – Philosophy of Music Education Review, 2014
At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does…
Descriptors: Music Education, Democracy, Teaching Methods, Music Activities
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Schmidt, Patrick – Philosophy of Music Education Review, 2013
In the face of globalization, speed communication, and the mashing up of once clearly drawn borders, it seems both pertinent and constructive that music education philosophers make use of comparative frameworks to make sense--and make new sense--of educational and musical events, products, and interactions. However, comparison that is merely…
Descriptors: Music Education, Educational Philosophy, Cultural Pluralism, Comparative Analysis