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Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.

Print Price: $58.50

Format:
Paperback
544 pp.
6.69" x 9.61"

ISBN-13:
9780199377121

Publication date:
March 2014

Imprint: OUP US


The Oxford Handbook of Philosophy in Music Education

Edited by Wayne Bowman and Ana Lucia Frega

Series : Oxford Handbooks

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In 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 the profession's most exciting 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, 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, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music.

Bowman and Frega 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, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega 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 fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.

Readership : Suitable for music educators and instructors, undergraduate and graduate students interested in music education, and music education scholars.

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

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Wayne Bowman is Professor of Music and Music Education, and Chair of Music Education at Brandon University in Manitoba, Canada. Ana Lucía Frega, a life-long music educator from Buenos Aires, is currently Head of the Music Education Research Center in the Department of Music and Sonic Art at the National University of Arts.

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Special Features

  • Presents new philosophical arguments and viewpoints.
  • Considers perspectives beyond school-based music instruction.
  • Allows for a diversity of perspectives by considering music education and philosophy in broad terms.