Description
Book SynopsisIn The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from a global who's who of 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. Emphasizing clarify, fairness, rigor, and utility above all,
Trade ReviewOf special interest is the inclusion of a variety of practices in music education from a global perspective...Essential. * Choice *
Table of ContentsAbout the Contributors ; 1. Introduction ; Wayne Bowman and Ana Lucia Frega ; I. The Nature and Value of Philosophical Inquiry in Music Education ; 2. What Should the Music Education Profession Expect of Philosophy? ; Wayne Bowman and Ana Lucia Frega ; 3. Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences ; David J. Elliott and Marissa Silverman ; 4. Voicing imbas: Performing a Philosophy of Music Education ; Helen Phelan ; 5. Philosophy of Music Education as Art of Life: A Deweyan View ; Lauri Vakeva ; 6. Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental ; Bennett Reimer ; II. The Nature and Values of Music ; 7. Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound ; Randall Pabich ; 8. The Grain of the Music: Does Music Education 'Mean' Something in Japan? ; Tadahiko Imada ; 9. Musical Education: From Identity to Becoming ; Michael Szekely ; 10. Teaching practices in Persian Art Music ; Erum Naqvi ; 11. Understanding Music's Therapeutic Efficacy: Implications for Music Education ; Diane Thram ; III. The Aims of Education ; 12. The Impossible Profession ; Christopher Higgins ; 13. Education in Latin American Music Schools: A Philosophical Perspective ; Luis Alfonso Estrada ; 14. Must Music Education Have an Aim? ; V. A. Howard ; 15. Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education ; Yuhwen Wang ; 16. Ethical Dimensions of School-Based Music Education ; Thomas A. Regelski ; IV. Philosophical Inquiry Directed to Curricular and Instructional Concerns ; 17. Engaging Student Ownership of Musical Ideas ; Harold Fiske ; 18. Understanding Music as the Philosophical Focus of Music Education ; Keith Swanwick ; 19. Musical Heuristics: Contributions to the Understanding of Musical Creative Processes ; Ricardo Mandolini ; 20. Nurturing the Songcatchers: Philosophical Issues in Creativity and Music Education ; John Kratus ; 21. Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education ; Robert Walker ; V. Challenges to Philosophical Practice in Music Education ; 22. Good for What, Good for Whom?: Decolonizing Music Education Philosophies ; Deborah Bradley ; 23. Place, Music Education, and the Practice and Pegagogy of Philosophy ; Sandra Stauffer ; 24. On Informalities in Music Education ; Estelle Jorgensen ; 25. Music Education for <"All My Relations>" ; Charlene Morton ; VI. Afterword ; 26. But is it philosophy? ; Wayne Bowman and Ana Lucia Frega ; Index
