Contiene : índice de autores, índice de materias. notas, tabla de contenido.

Incluye referencias bibliográficas

Philosophy and Music Education -- Serious Matters – Philosophy -- Characteristics of Philosophical Inquiry -- An Analogy -- Three Intersections -- Aims – Premises -- Looking Ahead -- Using the Book -- End of the Beginning -- Questions for Discussion and Review -- Supplementary Sources -- Toward a New Philosophy -- Three Problems -- Explaining Music -- Beginning and Proceeding -- The Aesthetic Concept of Music -- The Aesthetic Concept in Context -- The Aesthetic Concept of Music Education -- Against the Aesthetic Concept of Music Education -- Toward a New Philosophy -- Questions for Discussion and Review -- Supplementary Sources -- Music and music education – Musicing – Orientation -- Consciousness, Knowledge, and Thought – Musicianship -- The Procedural Essence of Musicianship -- Formal Musical Knowledge -- Informal Musical Knowledge -- Impressionistic Musical Knowledge -- Supervisory Musical Knowledge -- Musicianship as Musical Understanding -- Levels of Musicianship -- Implications for Music Education -- Questions for Discussion and Review – Sources -- Music Listening -- Listening: Thought-less, or Thought-full?, -- The Fundamentals of Music Listening -- The Procedural Essence of Music Listening -- Tones-for-Us -- Artistic Qualities versus Aesthetic Qualities -- Musical Works: Multidimensional Challenges -- Musical Works: The Design Dimension -- Musicianship and Listenership -- Music Listening: Five Dimensions of Musical Knowing -- Implications for Music Education -- Questions for Discussion and Review -- Supplementary Sources -- Musicers, Listeners, and Musical Values -- Human Tendencies and Human Interests -- Consciousness Revisited -- Self-Growth -- Conditions of Self-Growth and Enjoyment -- Characteristics and Consequences of Self-Growth -- Self-Esteem -- Human Tendencies and Human Interests Revisited -- The Values of Music Making -- The Values of Music Listening -- Musical Experience versus Aesthetic Experience -- Three Fundamental Concepts -- Implications for Music Education -- Questions for Discussion and Review -- Supplementary Sources -- Musical Works -- Form-Content Relationships -- Design-Based Works -- Expressional Music -- A Concept of Musical Expression -- Identifying Expressive Musical Properties-- Representational Music -- Musical Description and Characterization -- Implications for Music Education -- Questions for Discussion and Review -- Supplementary Sources --Musicing in Context -- Composing in Context -- Performing in Context -- Musical Interpretation -- Obligations and Ethics -- Improvising in Context -- Arranging in Context -- Implications for Music Education -- Questions for Discussion and Review -- Supplementary Sources -- Music Listening in Context – Orientation -- Culture and Ideology Influence Music -- Culture, Ideology, and Listening -- Further Examples of Cultural-Ideological Influences -- Love, Hate, and Other Musical Matters -- Music as Culture -- A Multidimensional View of Musical Works -- On the Ontology of Musical Works -- Summary of the Music-Affect Relationship -- Implications for Music Education, 206 Questions for Discussion and Review -- Supplementary Sources -- Musical Creativity in Context -- The Concept of Creativity -- Originality and Significance -- Spontaneous Originality -- Creative Personality and Creative Process -- Foundations of Creative Achievement -- Creativity and Imagination -- Creativity in Review -- Music Good and Great -- Implications for Music Education -- Questions for Discussion and Review -- Supplementary Sources -- Music teaching and learning -- Music Education and Curriculum -- The Concept of Curriculum -- Conventional Curriculum Making -- Against Conventional Curriculum Making -- Teachers and Curriculum Making -- An Alternative Concept of Curriculum Making -- Curriculum Commonplaces -- Music Curriculum Making -- Four Stages of Curriculum Making -- The Praxial Music Curriculum -- Stage One: A Praxial Orientation -- Questions for Discussion and Review -- Supplementary Sources -- Music Teaching and Learning -- The Reflective Musical Practicum -- Stage Two: Preparing and Planning the Practicum -- Stage Three: Music Teaching and Learning -- Stage Four: A Praxial View of Curriculum Evaluation -- The Multicultural Music Curriculum -- Questions for Discussion and Review -- Supplementary Sources -- Music Education and Schooling -- Education versus Schooling -- The Functions of Schooling -- The Principles of Schooling -- The Corollaries of Schooling -- A Fundamental Problem -- Toward the Future: The Short Term -- Toward the Future: The Long Term -- Toward the Future: The Professional Music Educator -- Questions for Discussion and Review -- Supplementary Sources

This book examines the nature and significance of music and music education. Through the development of critical discussions and practical principles, it aims to construct a philosophical foundation for educating people toward the fullest un derstanding and enjoyment of music making and music listening.

The book unfolds in three parts. Part I probes past and present relationships between philosophy and music education. Part II builds a philosophy of music education based on a new way of thinking about the nature and significance of music: new in the sense that it provides new reasons to believe that music is one of the most consequential, dynamic, and practical pursuits in the human repertoire and, therefore, fundamental to the full development of the individual and the col lective self. Part III proposes a new concept of music curriculum development for music teaching and learning.