This issue focuses on a reexamination of traditional philosophical ideas and their relationship to music education. Alexandra Kertz-Welzel introduces a symposium on “Philosophical Roots” by questioning the uncritical use of second-hand accounts or translated passages of Western philosophers’ ideas that may result in lost or altered meanings. This is followed by Kai Martin’s fresh interpretation of Aristotle’s Nichomachean Ethics and its implications for music teacher practices. Kertz-Welzel then critiques some Anglo-American music education scholarship on what she considers an overly simplistic understanding of Kant’s views on the aesthetic. Finally, Martin Berger examines Augustine of Hippo’s ideas of creative action and remembering and suggest that they may be integral to music education.


The symposium is followed by two articles: Christian Vassilev and Emil Devedjiev explore the Platonic idea of communal music-making as a tool for community building; and Suzanne Hall draws on her experiences as a Black music educator of Jamaican-American heritage to envision an inclusive music education, building on the perspectives of writers W.E.B. DuBois and Sylvia Winter. The issue concludes with a book review by June Boyce-Tillman of Julia Eklund Koza’s “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music,” and Barbara Kennison’s moving In Memoriam for Mary Reichling.