Music and music education: Theory and praxis for 'making a difference'

Educational Philosophy and Theory 37 (1):7–27 (2005)
The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music education stresses that appreciation is seen in use; thus, it seeks to ‘make a difference’ that students and society find musically noteworthy.
Keywords curriculum‐as‐practicum  praxis  music appreciation  music education  legitimation crisis  aesthetics  advocacy
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DOI 10.1111/j.1469-5812.2005.00095.x
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