In this issue, Estelle Jorgensen and Iris Yob reflect on thirty years of editing the journal and they offer sound advice on writing philosophy, defending the idea that we must not abandon methodological rigor in a rush to publish. Stuart Chapman Hill argues that song lyrics should be taken seriously as musical entities. Drawing on the work of the late political scientist Russell Hardin, Paul Louth and Lauren Kapalka Richerme suggest that social influences may cause music educators to adopt a view of knowledge as the acquisition of information that is useful rather than truthful in the sense of being falsifiable and supported by evidence.

Considering music education as a series of interactions that occur in public spaces, David Lines and Daniela Bartels explore the important role that emotional self-awareness plays in helping educators remain open to unexpected possibilities. Finally, Lieren Buelens, Joris Vlieghe, Thomas De Baets, and Wiebe Sieds Koopal collectively envision, through an analysis of the musings of Benjamin Britten, a post-critical love for classical music and a potential response to the neoliberal insistence that music education’s value be measured through a functionalist lens.

Two book reviews round out the issue: Beatrice McNamara reviews Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School, by Irmgard Merkt; and Mengchen Lu reviews Chinese Music Education and International Music Education, by Jianhua Guan.