The Oxford Handbook of Philosophy in Music Education

Abstract

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, frequently considered abstract and irrelevant, is often absent from the daily life of music instructors. 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, it presents new approaches to the practice of teaching music. The editors 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, they offer a cross-section of often-contradictory approaches and viewpoints. By bringing together essays from both established and up-and-coming scholars from six continents, the editors 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 field's most pressing questions and issues. The volume acknowledges the inherent plurality of music-educational practices, emphasizing clarity, fairness, rigor, and utility above all.

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