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Praxial Music EducationReflections and Dialogues$
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David J Elliott

Print publication date: 2009

Print ISBN-13: 9780195385076

Published to Oxford Scholarship Online: January 2010

DOI: 10.1093/acprof:oso/9780195385076.001.0001

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The Praxial Philosophy in Historical Perspective

The Praxial Philosophy in Historical Perspective

(p.19) 2 The Praxial Philosophy in Historical Perspective
Praxial Music Education

David J. Elliott

Oxford University Press

Since the 1950s, music educators have witnessed striking developments in the philosophical foundations of their profession. This chapter explores and interprets these developments and, in the process, to historically situate the concepts of praxialism in music education. The chapter accounts for developments within each decade since 1950 and shows that the primary philosophical perspectives of the last fifty years may be termed “utilitarian” and “aesthetic” and that a new praxial philosophy of music education has appeared in recent years. The evolution of music education as aesthetic education is discussed, along with alternative perspectives on music education, trends impacting the development of aesthetic education, and questions surrounding the aesthetic rationale for music in education. In the 1990s, three themes emerged as having strong connections with the past: the use of insights from cognitive psychology as bases for exploring the nature and meaning of musical behavior and music education; the need for increased attention to philosophy in teacher education programs; and continued emphasis on defining the relationship between music education philosophy and advocacy.

Keywords:   music, praxialism, aesthetic education, cognitive psychology

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