Towards a Transcultural Theory of Democracy for Instrumental Music Education

Autor/in	Tan, Leonard
Titel	Towards a Transcultural Theory of Democracy for Instrumental Music Education
Quelle	In: Philosophy of Music Education Review, 22 (2014) 1, S.61-77 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-5734
DOI	10.2979/philmusieducrevi.22.1.61
Schlagwörter	Music Education; Democracy; Teaching Methods; Music Activities; Music Techniques; Music Theory; Cultural Pluralism; Educational Philosophy; Global Approach; Confucianism; Educational Practices; Cross Cultural Studies; Relevance (Education); Educational Strategies + Suchen Sie Ihr Suchwort? Musikerziehung; Demokratie; Teaching method; Lehrmethode; Unterrichtsmethode; Musikalische Aktion; Musikalische Technik; Musiktheorie; Kulturpluralismus; Bildungsphilosophie; Erziehungsphilosophie; Globales Denken; Konfuzianismus; Bildungspraxis; Cultural comparison; Kulturvergleich; Relevance; Relevanz; Lehrstrategie
Abstract	At present, instrumental music education, defined in this paper as the teaching and learning of music through wind bands and symphony orchestras of Western origin, appears embattled. Among the many criticisms made against instrumental music education, critics claim that bands and orchestras exemplify an authoritarian model of teaching that does not foster democracy. In this paper, I propose a theoretical framework by which instrumental music education may be conceived democratically. Since educational bands and orchestras have achieved global ubiquity, I theorize broadly for both the East and the West and draw on ancient Chinese philosophy and American pragmatism as sources of inspiration to construct the theory. This theory comprises a quintet of themes that emerge from a comparative analysis of key philosophical texts by Confucian and pragmatist philosophers, namely, the people, participation, equality, cooperation, and conflict. This paper aims to address critical issues in instrumental music education with respect to democracy, complement extant music education philosophies, and serve as a first step towards a transcultural philosophy of music education relevant to the interconnected world in which we live. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10