Philosophy of Music Education Review

It is dusk in the desert—that bewitching hour when the intensity of today’s unrelenting heat suddenly lifts with the hint of a breeze and a promise of darkness. Worn and weary with dust trailing my every movement, I am inexorably drawn forward by the distant sounds of drums and community. I am curious to see what lies ahead, but for one brief minute I look back from where I have come. A single window penetrates the gloom. It opens on a small room, cluttered with mementos celebrating a long history of great artistry. I feel the weight of this history, even at this distance; but what captures my attention is the music making in the only uncluttered corner of the room where four musicians are poring over a recently discovered score of a late Beethoven string quartet. While the music making appears to be motivated and bound by the score, it is as if the musicians are searching for something that lies beyond the score. At times, the searching seems to question the shape or presence of a particular note or melodic motive; other times, it appears to be a quest for “the work,” the string quartet written by Beethoven. As I continue to eavesdrop, I am struck by the way in which the searching in both instances ultimately seems to evolve into a question of ensemble. It is as if the musicians are not only trying to discover the music implied by [End Page 203]

the score notations, but also trying to find themselves, trying to get a sense of who they are in relationship to this music. It is a phenomenon that I have encountered frequently in my travels, and I wonder, as the sounds in the distance reenter my consciousness, why of all possibilities the window of my mind opened on this particular room.¹

Thus, Eleanor V. Stubley began a moving evocation of body, sound, and shifting identities in philosophical argument. It remains my favorite opening of any philosophical essay I have ever read, even though her skill and artistry grew immensely in the subsequent nineteen years. To be honest, the connection with this particular essay comes from my bond with Eleanor at a particular time and particular place, when each of us was establishing our career in a recognized university. We shared a lot through extensive phone calls and my visits to Montreal. While Eleanor was able to travel, we also shared conference spaces together, when I often functioned as her advocate as well as her friend. As I re-read this essay and the others, I remember fondly particular conversations where we discussed ideas and feelings about music, teaching, and life. We shared our health challenges and their effects on our lives and work. We talked about being female in the academy; she shared issues around disability; I around homophobia. I see sources in the endnotes for this essay resulting from those conversations and the ideas Eleanor worked out as we chatted. I find similar memories in her other philosophical essays. I am happy to have contributed to the thinking that came out of this heady time. We were slaying dragons!

Eleanor (and I must be personal because we were friends) contributed an original and strongly philosophical base to music education within a handful of articles. She never wrote the book she intended in those earlier years. Instead, she refocused her career outside of music education, partly because she realized she had much to say, do, and create within a limited lifespan and partly because music education did not have room for such brilliance and creativity. In fact, music education gave Eleanor a not so gentle shove. She worked nearly all of the last two decades of her life in the departments of musicology and performance. In addition, she served McGill’s students as Associate Dean of Graduate Studies. She knew she had no time to slay music education’s dragons. Even so, Eleanor continued to contribute philosophical columns to the Canadian Music Educator. She wrote regularly for volumes 42–44 (2001–2003) and intermittently before and after those years. These thirteen columns...