FME1: Week 6: Ethics and Music Education

FME1: Week 6: Ethics and Music Education

Photo by Nathan Dumlao on Unsplash.

When I first read the title for this week, I thought we would be continuing down the path of Week 4 and Week 5 with social justice issues. Instead, we looked more at the “why” of music education. Why do we teach the things we do? Why do we teach in the ways that we do? How might the what and how we teach be excluding other students? There were points raised in some of our early readings this week (Jorgensen and Mantie & Tucker) that really resonated with me, but left me with some unresolved internal conflicts about my own philosophies of music education. Both of Regelski’s articles helped to clarify some of my thinking around those points, which you can read about below.

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FME1: Week 3: What is Music?/Ways of Viewing the World

FME1: Week 3: What is Music?/Ways of Viewing the World

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This week focused on reading about the two overarching philosophies for music education: aesthetic and praxial. We had a few introductory articles and then read the main chapters from the seminal works on the two philosophies. McCarthy and Goble’s article, Music Education Philosophy: Changing Times from the Music Educators Journal (2002, Volume 89, Issue 1), provided a great overview, definition, and history of the two philosophies. The two seminal works were Experiencing Art (Chapter 6 of Bennet Reimer’s A Philosophy of Music Education) and Toward a New Philosophy (Chapter 2 of David Elliott’s Music Matters: A New Philosophy of Music Education). Reimer’s philosophy of music education represents the aesthetic and Elliott’s philosophy represents the praxial.

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Previous Philosophies of Music Education

Previous Philosophies of Music Education

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As we have progressed through Week 1 and Week 2 of my first doctoral class, Foundations of Music Education I: Philosophy and History, I have found myself revisiting my prior philosophies of music education. At first, I was hesitant to share them because (1) I have not looked at or thought about them in quite some time, and (2) our learning in this class is more towards philosophy as an action. Here is a sampling from the prompt for our final paper:

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FME1: Week 2: What is Philosophy? What is History? What is Research?

FME1: Week 2: What is Philosophy? What is History? What is Research?

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This past week our topic was: What is Philosophy? What is History? What is Research?. I learned quite a bit from the online modules about the “tools” of being a philosopher, using different techniques to think and analyze. These modules drew from the works of George Knight (viewing philosophy as the intersection of content, attitudes, and activities), R.J. Hollingdale (philosophy is inquiry into logic, ontology, epistemology, ethics, and aesthetics), and Fosl & Baggini (different tools to use in philosophy). Another piece that I learned is the following paragraph from one of our modules:

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