What Should the Music Education Profession Expect of Philosophy?

Abstract

Philosophical inquiry is a lively and provocative, daunting yet rewarding practice that questions received views, and challenges habits and assumptions. Historically, music education's philosophical practice has been left to a small cadre of specialists: philosophical habits and skills have not been cultivated or refined in the profession at large. In music education, philosophical inquiry seeks to render practice more effective and more satisfying. This article examines the music education profession's neglect of philosophy. It argues that the question confronting music education professionals is not whether to engage in philosophical practice, but in what manner, and how effectively.

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