What Philosophy Can Bring to Music Education: Musicianship as a Case in Point

dc.contributor.authorJorgensen, Estelle
dc.date.accessioned2022-05-05T20:17:18Z
dc.date.available2022-05-05T20:17:18Z
dc.date.issued2003
dc.descriptionPreprint
dc.description.abstractMy response to the question "What can philosophy bring to music education?" is to offer a case in point. Three important tasks that philosophers can fulfil - clarifying ideas, interrogating commonplaces, and suggesting applications to practice - are illustrated through an analysis of musicianship. Doing philosophy is inseparable from the content of philosophy, and how the idea of musicianship is clarified, interrogated, and applied is of central interest to music education, as is the task of music education philosophy itself. The article highlights the crucial importance of teachers as participants in this work.
dc.identifier.citationWhat philosophy can bring to music education: musicianship as a case in point. British Journal of Music Education 20 (2) (2003): 197-214.
dc.identifier.doihttps://doi.org/10.1017/S0265051703005382
dc.identifier.urihttps://hdl.handle.net/2022/27597
dc.publisherBritish Journal of Music Education
dc.relation.isversionofhttps://doi.org/10.1017/S0265051703005382
dc.rightsThis work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleWhat Philosophy Can Bring to Music Education: Musicianship as a Case in Point
dc.typeArticle
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