Pub Date : 2019-12-31DOI: 10.1515/9783110627411-fm
{"title":"Frontmatter","authors":"","doi":"10.1515/9783110627411-fm","DOIUrl":"https://doi.org/10.1515/9783110627411-fm","url":null,"abstract":"","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84155195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.03
Jui-Ching Wang
Abstract:To respond to the current advocacy of a transcultural inquiry into music education philosophy rooted deeply in Western civilization, the primary purpose of this essay is to provide a broader alternative to examine the phenomena of music teaching and learning to bridge the philosophical gap between the West and the East. This essay also attempts to expand the discussion of Eastern philosophies by including Balinese taksu, an aesthetic and ecstatic experience rarely discussed in music education literature. I juxtapose the intellectual and spiritual methods of attaining enlightenment through Zhuangzi's wuwei (無為), non-action or effortlessly losing self, and Balinese taksu and associate them with Turner's liminality theory, Csíkszentmihályi's flow state, and other Western scholars' discussions on spirituality and music to illustrate the ultimate spiritual enlightenment that an exemplary person or a virtuoso can achieve. The intersecting parallels between wuwei and taksu enable me to suggest a multi-stage development of musicianship as a way of learning that allows students to identify their inner selves, to evaluate the difficulty levels of obstacles challenging their mastery and overcome them, to roam in between practice routines, and eventually to enjoy the ecstatic experience of flow, losing self in performance.
{"title":"Losing Self: The Application of Zhuangzian Wuwei and Balinese Taksu to the Development of Musicianship","authors":"Jui-Ching Wang","doi":"10.2979/philmusieducrevi.27.2.03","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.03","url":null,"abstract":"Abstract:To respond to the current advocacy of a transcultural inquiry into music education philosophy rooted deeply in Western civilization, the primary purpose of this essay is to provide a broader alternative to examine the phenomena of music teaching and learning to bridge the philosophical gap between the West and the East. This essay also attempts to expand the discussion of Eastern philosophies by including Balinese taksu, an aesthetic and ecstatic experience rarely discussed in music education literature. I juxtapose the intellectual and spiritual methods of attaining enlightenment through Zhuangzi's wuwei (無為), non-action or effortlessly losing self, and Balinese taksu and associate them with Turner's liminality theory, Csíkszentmihályi's flow state, and other Western scholars' discussions on spirituality and music to illustrate the ultimate spiritual enlightenment that an exemplary person or a virtuoso can achieve. The intersecting parallels between wuwei and taksu enable me to suggest a multi-stage development of musicianship as a way of learning that allows students to identify their inner selves, to evaluate the difficulty levels of obstacles challenging their mastery and overcome them, to roam in between practice routines, and eventually to enjoy the ecstatic experience of flow, losing self in performance.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"133 - 153"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.08
Nasim Niknafs
{"title":"Response to Lauren Kapalka Richerme, \"The Diversity Bargain and the Discourse Dance of Equitable and Best,\" Philosophy of Music Education Review 27, no. 2 (Fall, 2019)","authors":"Nasim Niknafs","doi":"10.2979/philmusieducrevi.27.2.08","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.08","url":null,"abstract":"","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"215 - 219"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46534943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.06
D. Hedgecoth
Abstract:Over the past quarter century, charter schools have evolved from a fringe educational philosophy to a prominent academic option for American school children and their families. While the history and political positioning of charter schools have been well documented, the tenet of choice continues to be central in the debate regarding the merit of the charter alternative to traditional public schools. In this essay, I seek to dispel the notion that choice is a simple selection between binary opportunities, but rather a complex exchange between stakeholders. I present how educational options such as charters present a different paradigm of values when compared to precedents of the common schools of the mid-nineteenth century and established public education policy. Although some practices in charter schools may challenge the comforts of long-standing educational traditions, I assert that within these choices there may be opportunity for the music education community to truly reimagine its practices. I conclude with a call to music educators to make important decisions regarding charter schools and music education. Thoughtful steps can be taken to develop this curricular conversation and music educators have a professional duty to begin the dialogue. Failing to do so will be, by default, a choice to limit music education to traditional venues, thereby ignoring one of the fastest growing educational enterprises of our generation and an opportunity to provide a music education for all.
{"title":"Charter Schools and Musical Choice","authors":"D. Hedgecoth","doi":"10.2979/philmusieducrevi.27.2.06","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.06","url":null,"abstract":"Abstract:Over the past quarter century, charter schools have evolved from a fringe educational philosophy to a prominent academic option for American school children and their families. While the history and political positioning of charter schools have been well documented, the tenet of choice continues to be central in the debate regarding the merit of the charter alternative to traditional public schools. In this essay, I seek to dispel the notion that choice is a simple selection between binary opportunities, but rather a complex exchange between stakeholders. I present how educational options such as charters present a different paradigm of values when compared to precedents of the common schools of the mid-nineteenth century and established public education policy. Although some practices in charter schools may challenge the comforts of long-standing educational traditions, I assert that within these choices there may be opportunity for the music education community to truly reimagine its practices. I conclude with a call to music educators to make important decisions regarding charter schools and music education. Thoughtful steps can be taken to develop this curricular conversation and music educators have a professional duty to begin the dialogue. Failing to do so will be, by default, a choice to limit music education to traditional venues, thereby ignoring one of the fastest growing educational enterprises of our generation and an opportunity to provide a music education for all.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"192 - 209"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.04
Lauren Kapalka Richerme
Abstract:Contemporary music education leaders suggest ambiguous definitions of "diversity," often assuming it both unquestionably good and compatible with equity. The purpose of this inquiry is to explore the assumptions underlying such discourse. First, I use the legal history of diversity in education to examine the American National Association for Music Education's statements on equity, access, inclusivity, and diversity. Second, drawing on Thomas Green's educational systems framework, I analyze the political strength of arguments surrounding diversity and equity. Third, considering instances when white parents deem diversity "best" for their children, I investigate the advantages and limitations of what Natasha Warikoo calls the "diversity bargain." While not condoning unbridled self-interest, I posit how music educators might use parents' self-interest to support more ethical practices. Designed to benefit all students, diversity initiatives conflict with efforts aimed at equity. Music education diversity and equity rhetoric rely on either a troubling misreading of a politically strong state rationale or on the weak political positions of societal interests or educational goods valuable for their own sake. Rather than focusing on diverse content, teachers and students might experiment with how artistic expressions enable the exchange of individuals' stories and insights. The music education profession might also provide attention to equity apart from diversity.
{"title":"The Diversity Bargain and the Discourse Dance of Equitable and Best","authors":"Lauren Kapalka Richerme","doi":"10.2979/philmusieducrevi.27.2.04","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.04","url":null,"abstract":"Abstract:Contemporary music education leaders suggest ambiguous definitions of \"diversity,\" often assuming it both unquestionably good and compatible with equity. The purpose of this inquiry is to explore the assumptions underlying such discourse. First, I use the legal history of diversity in education to examine the American National Association for Music Education's statements on equity, access, inclusivity, and diversity. Second, drawing on Thomas Green's educational systems framework, I analyze the political strength of arguments surrounding diversity and equity. Third, considering instances when white parents deem diversity \"best\" for their children, I investigate the advantages and limitations of what Natasha Warikoo calls the \"diversity bargain.\" While not condoning unbridled self-interest, I posit how music educators might use parents' self-interest to support more ethical practices. Designed to benefit all students, diversity initiatives conflict with efforts aimed at equity. Music education diversity and equity rhetoric rely on either a troubling misreading of a politically strong state rationale or on the weak political positions of societal interests or educational goods valuable for their own sake. Rather than focusing on diverse content, teachers and students might experiment with how artistic expressions enable the exchange of individuals' stories and insights. The music education profession might also provide attention to equity apart from diversity.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"164 ","pages":"154 - 170"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.07
Leonard Tan, Mengchen Lu
{"title":"Response to Chiao-Wei Liu, \"Response to Leonard Tan and Mengchen Lu, 'I Wish to be Wordless': Philosophizing through the Chinese Guqin,\" Philosophy of Music Education Review 26, no. 2 (Fall, 2018): 199–202","authors":"Leonard Tan, Mengchen Lu","doi":"10.2979/philmusieducrevi.27.2.07","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.07","url":null,"abstract":"","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"210 - 214"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48814470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-25DOI: 10.2979/philmusieducrevi.27.2.05
William M. Perrine
Abstract:The pedagogical aim of liberation, as drawn from critical pedagogy, poses significant philosophical problems. In this paper, I argue that the fundamental right to direct the education of children rests with the family situated within a particular local community. This authority is then delegated to the state through the institution of the school via a social contract that can be described as in loco parentis. Advocating liberation as a universally appropriate educational good encourages teachers to violate this social contract by seeking to free children from family and community attachments deemed to be repressive within the context of a particular form of moral reasoning. Music educators utilizing the language of critical pedagogy thus adopt the framework of a contestable philosophical tradition that in turns instrumentalizes the music curriculum, subordinating the study or creation of music to external social goals. Instead, I argue that seeking to liberate children engenders political proselytization due to its imperative in converting children from one philosophical tradition to another. I conclude that directed efforts towards liberation should be avoided in the music classroom, that parents have a right to resist efforts to liberate their children, and that music education should prioritize artistic over political ends.
{"title":"In Loco Parentis and the Politically-directed Music Curriculum","authors":"William M. Perrine","doi":"10.2979/philmusieducrevi.27.2.05","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.05","url":null,"abstract":"Abstract:The pedagogical aim of liberation, as drawn from critical pedagogy, poses significant philosophical problems. In this paper, I argue that the fundamental right to direct the education of children rests with the family situated within a particular local community. This authority is then delegated to the state through the institution of the school via a social contract that can be described as in loco parentis. Advocating liberation as a universally appropriate educational good encourages teachers to violate this social contract by seeking to free children from family and community attachments deemed to be repressive within the context of a particular form of moral reasoning. Music educators utilizing the language of critical pedagogy thus adopt the framework of a contestable philosophical tradition that in turns instrumentalizes the music curriculum, subordinating the study or creation of music to external social goals. Instead, I argue that seeking to liberate children engenders political proselytization due to its imperative in converting children from one philosophical tradition to another. I conclude that directed efforts towards liberation should be avoided in the music classroom, that parents have a right to resist efforts to liberate their children, and that music education should prioritize artistic over political ends.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"171 - 191"},"PeriodicalIF":1.0,"publicationDate":"2019-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43213644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.2979/philmusieducrevi.27.2.09
E. Schmid
{"title":"Gordon Cox and Robin Sydney Stevens, eds., The Origins and Foundations of Music Education: International Perspectives, 2nd edn. (London: Bloomsbury Academic, 2017)","authors":"E. Schmid","doi":"10.2979/philmusieducrevi.27.2.09","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.09","url":null,"abstract":"","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42442384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.2979/philmusieducrevi.27.2.10
D. Bartels
{"title":"Øivind Varkøy, Warum Musik? Zur Begründung des Musikunterrichts von Platon bis heute. [Why music? The Foundations of Music Education from Plato until Today], Stefan Gies, trans. with the assistance of Hanne Fossum (Innsbruck, Esslingen, Bern-Belp: Helblin","authors":"D. Bartels","doi":"10.2979/philmusieducrevi.27.2.10","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.10","url":null,"abstract":"","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44515865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.2979/philmusieducrevi.27.2.02
G. McPhail, Elizabeth Rata
Abstract:The paper argues for the primacy of disciplinary knowledge in music education. We claim that the epistemic structure of this form of knowledge has two separate but ultimately interdependent functions. First, when used as the main principle in the design of the curriculum, such knowledge may be made accessible to students by being connected to procedural or practice knowledge. We introduce the term 'curriculum design coherence' to refer to the ways in which this connection is made. Second, the abstract nature of disciplinary knowledge contains two features, "generalizability" and "universalizability." These are pre-conditions for the creation of the collective representations that allow modern pluralist societies to cohere around the principles of democracy. In making the argument for a pedagogy in music education which combines "knowledge-in-the-mind" and "knowledge-from experience," we critique the current emphasis on experience to suggest that this approach does not provide the access to transformative knowledge despite claims for its democratic imperative.
{"title":"The Knowledge Democracy Connection and Music Education","authors":"G. McPhail, Elizabeth Rata","doi":"10.2979/philmusieducrevi.27.2.02","DOIUrl":"https://doi.org/10.2979/philmusieducrevi.27.2.02","url":null,"abstract":"Abstract:The paper argues for the primacy of disciplinary knowledge in music education. We claim that the epistemic structure of this form of knowledge has two separate but ultimately interdependent functions. First, when used as the main principle in the design of the curriculum, such knowledge may be made accessible to students by being connected to procedural or practice knowledge. We introduce the term 'curriculum design coherence' to refer to the ways in which this connection is made. Second, the abstract nature of disciplinary knowledge contains two features, \"generalizability\" and \"universalizability.\" These are pre-conditions for the creation of the collective representations that allow modern pluralist societies to cohere around the principles of democracy. In making the argument for a pedagogy in music education which combines \"knowledge-in-the-mind\" and \"knowledge-from experience,\" we critique the current emphasis on experience to suggest that this approach does not provide the access to transformative knowledge despite claims for its democratic imperative.","PeriodicalId":43479,"journal":{"name":"Philosophy of Music Education Review","volume":"27 1","pages":"112 - 132"},"PeriodicalIF":1.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47242161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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