Access options available:. Philosophy of Music Education Review Having brought to an end the monopoly of one theoretical approach, that of music education as aesthetic education MEAE , it challenged the music education community with a choice. While Elliott tried to convince music educators of the falsity of MEAE and of the advantages of his own conception, Bennett Reimer and his proponents defended their position. The polemic between "aestheticians" and "praxialists," represented by the exchange between Reimer and Elliott in the Bulletin of the Council for Research in Music Education , 2 brought to light a methodological deficiency in music education theory, namely, its inability to provide tenacious theoretical footing which could help settle the dispute. How do changes in the theory and practice [End Page 37] of music education occur? What are the rational standards by which to judge theories? What is the nature and logic of a dynamic development in music education theory and practice? These and similar questions have remained largely unapproached by music educators. The present paper is an attempt to initiate a discussion on these issues by exposing one possible metatheoretical strategy.
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Matthiessen and the Politics of Criticism by William E. David J. Children eagerly hang up their stockings, families go to Church together, and everyone enjoys Christmas cake and other treats of the festive season. For heart-warming reading there is no writer to rival Miss Read, and thisbrand new Christmas novel is packed with unforgettable characters, enchanting stories and festive cheer. On one hand, music making and music listening have occupied a prominent place in every culture since the dawn of recorded history and people everywhere continue to engage in a variety of musical experiences as part of their daily lives. Yet questions about the nature and value of music and its importance as a subject of education remain perplexing to many thinkers and are still hotly debated, even today. As a result, while music has been part of the school curriculum since antiquity, its profound contribution to general education has never been harnessed--until now. What is music? Does music deserve a place in general education? If so, why?
The philosophy of music education is a relatively young field, with many music educators unaware of its existence, not to mention its nature and values. Indeed, specialized courses in MEP are still infrequent in undergraduate and graduate music education curricula in North America and most other nations. Keywords: music education , philosophy , music educators. David J. Elliott is professor at New York University.
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Updated on 11 December The previous version of this content can be found here. Elliott David J. All rights reserved. Subscriber: Lake Forest College; date: 15 August Sign in to annotate. Delete Cancel Save. Cancel Save.