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|a 10.2979/philmusieducrevi.25.1.07
|2 doi
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|a (DE-627)JST127873759
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|a (JST)philmusieducrevi.25.1.07
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|a DE-627
|b ger
|c DE-627
|e rakwb
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|a en
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|a What is Right? What is Wrong? Music Education in a World of Pluralism and Diversity
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|c 2017
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|a Text
|b txt
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|a We are living in a time of social and cultural changes. As in other disciplines, the foundations of music education are being increasingly challenged. Thus, it is no longer possible to specify reliably the aims and contents of music education and their implementation in school by simply basing them on lasting musical traditions and changeless forms of life. It has been said that such an assessment leads us to a pluralistic — if not relativistic—view of music education. But it does not help us when we have to make a decision on "What is to be done?" How can we orientate ourselves in our actions and whereupon should we base our judgements when negotiating decisions and trying to convince others? If we are not ready to accept that the decision-making process in the field of music education is just a matter of power, we have to be content with the arguments we can offer. We need to have the courage of independent critical thinking in terms of Didaktik involving all concerned. The situation is similar to that of aesthetic arguing: there is no sure footing; our criteria for evaluation are always up for discussion.
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|a © 2017 Philosophy of Music Education Review
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|a aims and contents
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|a critical thinking
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|a curriculum
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|a Didaktik
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|a pluralism
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|a Arts
|x Arts participation
|x Art education
|x Music education
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|a Philosophy
|x Applied philosophy
|x Philosophy of music
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|a Education
|x Formal education
|x Pedagogy
|x Foundations of education
|x Educational trends
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650 |
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4 |
|a Education
|x Formal education
|x Pedagogy
|x Curricula
|x Secondary school curricula
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650 |
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4 |
|a Behavioral sciences
|x Anthropology
|x Applied anthropology
|x Cultural anthropology
|x Cultural studies
|x Cultural diversity
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650 |
|
4 |
|a Philosophy
|x Metaphilosophy
|x Philosophical methods
|x Critical thinking
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650 |
|
4 |
|a Education
|x Formal education
|x Pedagogy
|x Curricula
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650 |
|
4 |
|a Arts
|x Art theory
|x Art criticism
|x Music criticism
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650 |
|
4 |
|a Philosophy
|x Axiology
|x Aesthetics
|x Applied aesthetics
|x Musical aesthetics
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650 |
|
4 |
|a Education
|x Academic communities
|x Students
|x Music students
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650 |
|
4 |
|a Arts
|x Arts participation
|x Art education
|x Music education
|
650 |
|
4 |
|a Philosophy
|x Applied philosophy
|x Philosophy of music
|
650 |
|
4 |
|a Education
|x Formal education
|x Pedagogy
|x Foundations of education
|x Educational trends
|
650 |
|
4 |
|a Education
|x Formal education
|x Pedagogy
|x Curricula
|x Secondary school curricula
|
650 |
|
4 |
|a Behavioral sciences
|x Anthropology
|x Applied anthropology
|x Cultural anthropology
|x Cultural studies
|x Cultural diversity
|
650 |
|
4 |
|a Philosophy
|x Metaphilosophy
|x Philosophical methods
|x Critical thinking
|
650 |
|
4 |
|a Education
|x Formal education
|x Pedagogy
|x Curricula
|
650 |
|
4 |
|a Arts
|x Art theory
|x Art criticism
|x Music criticism
|
650 |
|
4 |
|a Philosophy
|x Axiology
|x Aesthetics
|x Applied aesthetics
|x Musical aesthetics
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650 |
|
4 |
|a Education
|x Academic communities
|x Students
|x Music students
|x SYMPOSIUM
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|a research-article
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0 |
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|i Enthalten in
|t Transition
|d Indiana University Press, 1957
|g 25(2017), 1, Seite 87-99
|w (DE-627)306647273
|w (DE-600)1499150-0
|x 15278042
|7 nnns
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1 |
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|g volume:25
|g year:2017
|g number:1
|g pages:87-99
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|u https://www.jstor.org/stable/10.2979/philmusieducrevi.25.1.07
|3 Volltext
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|3 Volltext
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|d 25
|j 2017
|e 1
|h 87-99
|