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Publication Date:
14 Jun 2012
Publisher:
Oxford University Press Inc
For delivery:
Estimated despatch 22 - 27 May 2024
Description
Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music.
Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarity, fairness, rigour, and utility above all, The Oxford Handbook of Philosophy in Music Educationwill challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves.
Contents
About the Contributors ; Introduction ; Bowman, Wayne Manitoba (Canada) ; Frega , Ana Lucia Buenos Aires (Argentina) ; I. The Nature and Value of Philosophical Inquiry in Music Education ; What should music education expect of philosophy? ; Bowman, Wayne Manitoba (Canada) ; Frega , Ana Lucia Buenos Aires (Argentina) ; Rethinking philosophy, re-viewing musical-emotional experiences ; Elliott, David New York University, New York (USA) ; Silverman, Marissa Montclair State University, New Jersey (USA) ; Voicing imbas: Performing a philosophy of music education ; Phelan, Helen Irish World Academy of Music and Dance, University of Limerick (Ireland) ; Philosophy of music education as art of life: A Deweyan view ; Vakeva, Lauri Sibelius Academy, Helsinki (Finland) ; Uncomfortable with immanence ; Reimer, Bennett Northwestern University, Evanston, Illinois (USA) ; II. The Nature and Values of Music ; Learning to live music: Musical education as the cultivation of a relationship between self and sound ; Pabich, Randall Temple University, Philadelphia, Pennsylvania (USA) ; The grain of the music: Does music education 'mean' something in Japan? ; Imada, Tadahiko Hirosaki University (Japan) ; Musical education: From identity to becoming ; Szekely, Michael Temple University, Philadelphia, Pennsylvania (USA) ; Teaching practices in Persian art music ; Naqvi, Erum Temple University, Philadelphia, Pennsylvania (USA) ; Understanding music's therapeutic efficacy: Implications for music education ; Thram, Diane International Library of African Music, Rhodes University (South Africa) ; III. The Aims of Education ; The Impossible Profession ; Higgins, Christopher University of Illinois, Urbana (USA) ; Education in Latin American music schools: A philosophical perspective ; Estrada, Luis Alfonso Universidad Nacional Autonoma de Mexico (Mexico) ; Must music education have an aim? ; Howard, V. A. Harvard University, Cambridge, Mass. (USA) ; Cultivating virtuous character: The Chinese traditional perspective of music education ; Wang, Yuh-Wen National Taiwan University (Taiwan) ; Ethical dimensions of school-based music education ; Regelski, Thomas SUNY Fredonia, New York (USA) ; IV. Philosophical Inquiry Directed to Curricular and Instructional concerns ; Engaging student ownership of musical ideas ; Fiske, Harold University of Western Ontario, London, Ontario (Canada) ; Understanding music as the philosophical focus of music education ; Swanwick, Keith Institute of Education, University of London (England) ; Musical heuristics ; Mandolini, Ricardo University Lille (France) ; Nurturing the songcatchers: Philosophical issues in creativity and music education ; Kratus, John Michigan State University, Lansing (USA) ; Avoiding the dangers of postmodern nihilist curricula in music education ; Walker, Robert University of New South Wales, Sydney (Australia) ; V. Challenges to Philosophical Practice in Music Education ; Good for what, good for whom? Decolonizing music education philosophies ; Bradley, Deborah University of Wisconsin, Madison (USA) ; Place philosophy and music education ; Stauffer, Sandra Arizona State University, Tempe (USA) ; Music education for <"all my relations>" ; Morton, Charlene University of British Columbia, Vancouver (Canada) ; On informalities in music education ; Jorgensen, Estelle Indiana University, Bloomington (USA) ; VI. Afterword ; But is it philosophy? ; Bowman, Wayne Manitoba (Canada) ; Frega , Ana Lucia Buenos Aires (Argentina) ; Index
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