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  1.  9
    Memoria, Contuitus, et Expectatio : Revisiting Augustine of Hippo.Martin Berger - 2024 - Philosophy of Music Education Review 32 (1):34-45.
    Since the Middle Ages, Augustine and the wealth of his writings have had an enormous impact on Western philosophical thinking. His approach to time and memory, which he sets out in his eleventh book of the Confessions, is one of the most important sources for research about the philosophy of time. Augustine describes time as a permanent movement in which the future passes unceasingly through an unrelated present into the past. Only the very present moment exists, but this present moment (...)
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  2.  4
    “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund Koza (review).June Boyce-Tillman - 2024 - Philosophy of Music Education Review 32 (1):83-88.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:“Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music by Julia Eklund KozaJune Boyce-TillmanJulia Eklund Koza, “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music (Ann Arbor, MI: University of Michigan Press, 2021)This is a difficult book to read not only because of its length but also its content. While reading the history of eugenics and how it played out in the (...)
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  3.  4
    Reimagining Inclusive Music Education: Reflections from a Black Music Educator.Suzanne Hall - 2024 - Philosophy of Music Education Review 32 (1):62-82.
    The Eurocentric canon remains the predominant focus of music education often excluding the role of music and experiences of Black individuals and people of color. This singular perspective creates an incomplete and inaccurate understanding of the comprehensive nature of music and the humans who create, perform, and engage with it. In this article, the author shares her experience as a Black music educator and her aspirations for a music profession that incorporates the full range of human music engagement and expression. (...)
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  4.  4
    Mary J. Reichling (March 29, 1941–July 4, 2023).Barbara Kennison - 2024 - Philosophy of Music Education Review 32 (1):89-92.
    In lieu of an abstract, here is a brief excerpt of the content:Mary J. Reichling (March 29, 1941–July 4, 2023)Barbara KennisonIn the early morning hour on July 4, 2023, Mary died from cancer at the age of 82. On July 8, 2023, her family, professional colleagues, former students, and friends gathered in Holy Family Chapel, Nazareth, Michigan to celebrate her life and legacy. In this sacred space, several in attendance offered expressions regarding Mary’s impact on their life professionally and personally. (...)
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  5.  7
    What Kant Really Said: Facts and Fiction in International Music Education Philosophy.Alexandra Kertz-Welzel - 2024 - Philosophy of Music Education Review 32 (1):16-33.
    In international philosophy of music education, there are some philosophers who are important points of reference. One of them is the German Immanuel Kant (1724–1804). While his philosophy is complex, an oversimplified understanding of his ideas turned him into the “bad guy” of international music education philosophy, being in favor for instance of art for its own sake. His assumed ideas are thought to be the foundation of aesthetic education, in opposition to music education concepts promoting praxis and social change. (...)
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  6.  2
    Updating Aristotle: A Blueprint for a New Perspective on Musicality Developed from Nicomachean Ethics.Kai Martin - 2024 - Philosophy of Music Education Review 32 (1):7-15.
    Can Aristotle’s idea of practice be made fruitful for music pedagogical action in schools? That this is the case is repeatedly asserted in the music pedagogical discussion. This article takes up this assertion and develops a proposal for class music making based on Aristotle’s theory of action.
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  7.  6
    “The Whole City Must Never Cease Singing”: Plato and the Community of the Musical Nomos.Christian Vassilev & Emil Devedjiev - 2024 - Philosophy of Music Education Review 32 (1):46-61.
    This paper explores the fundamental tenets of Plato’s philosophy of education, particularly his views on a practice of great educational potential: communal musical participation. According to Plato, music can attune the individual and the community to cosmic harmony and this, in turn, is the only way to form and maintain a community. The paper explores how the concepts of ethos and nomos are utilized to explain music’s role in community cohesion. It argues that Plato’s understanding of the power of immediate (...)
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