philosophy of music education review journal

Philosophy of Music Education Review

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Philosophy of Music Education Review

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

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Philosophy of Music Education Review

In this issue.

• Volume 25, Number 1, Spring 2017

PMER invites original and previously unpublished submissions, including articles (no longer than 7500 words) addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education (suggested length: 2500 words).

Authors may register with the Philosophy of Music Education Review , review submission guidelines, and submit manuscripts for consideration via the journal’s online submissions website: http://www.pmer.iu.edu . Editorial inquiries may be directed to Estelle R. Jorgensen, Editor, at [email protected] .

published by

Viewing issue, table of contents.

• Estelle R. Jorgensen
• DOI: https://doi.org/10.2979/philmusieducrevi.25.1.01

• Perspectives on Uniformity, Sameness, and Homogeneity and Proclamations of Pluralism, Diversity, and Heterogeneity
• Øivind Varkøy
• On the Hegemony of Technical Rationality and the Importance of Distinctions
• The Music Teacher as a Cultural Figure: A Cautionary Note on Globalized Learning as Part of a Technical Conception of Education
• Frederik Pio
• DOI: https://doi.org/10.2979/philmusieducrevi.25.1.04
• From Relevance Rationality to Multi-Stratified Authenticity in Music Teacher Education: Ethical and Aesthetical Frameworks Revisited
• Hanne Fossum
• DOI: https://doi.org/10.2979/philmusieducrevi.25.1.05
• What is Quality?: The Political Debate on Education and its Implications for Pluralism and Diversity in Music Education
• Eva Georgii-Hemming
• DOI: https://doi.org/10.2979/philmusieducrevi.25.1.06
• What is Right? What is Wrong?: Music Education in a World of Pluralism and Diversity
• Christian Rolle
• DOI: https://doi.org/10.2979/philmusieducrevi.25.1.07
• Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett Allsup (review)
• Juliet Hess
• pp. 100-107

Previous Issue

Volume 24, Number 2, Fall 2016

Volume 25, Number 2, Fall 2017

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What Is Philosophy of Music Education and Do We Really Need It?

• Published: May 2002
• Volume 21 , pages 229–252, ( 2002 )

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• Elvira Panaiotidi 1  

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The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.

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Music Education as Craft: Reframing a Rationale

How Teachers and Students Conceive Music Education: Towards Changing Mentalities

Crafting music education for all the composite knowledge base of music education in times of cultural diversity and social polarisation.

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Panaiotidi, E. What Is Philosophy of Music Education and Do We Really Need It?. Studies in Philosophy and Education 21 , 229–252 (2002). https://doi.org/10.1023/A:1015513807617

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The Oxford Handbook of Philosophy in Music Education

Wayne D. Bowman is professor of music and music education at Brandon University in Brandon, Manitoba, Canada. He has held visiting professorships at University of Toronto and New York University. His research explores a broad range of issues in music and music education philosophy. He was Associate Editor of the journal Action, Criticism, and Theory for Music Education from 2001 to 2006, and Editor from 2006 to 2011. His publications include Philosophical Perspectives on Music, The Oxford Handbook of Philosophy in Music Education, numerous book chapters, and articles in prominent scholarly journals. An accomplished trombonist, Dr. Bowman earned his graduate degrees at University of Illinois, Urbana.

Ana Lucía Frega is a music educator born in Buenos Aires, Argentina, who has taught at all levels of her country's general and artistic education system. An extensively published author in the Spanish-speaking world, she lectures regularly in France, Spain, Portugal, Canada, Greece, Australia and USA. Dr. Frega has served as Principal of School of Performing Arts at the Teatro Colon, as President of ISME, as an ExCom of IMC of UNESCO, and is a permanent member of the Argentinian Academy of Education. Her book All for Music, Music for All was published in 1998 by the University of Praetoria, South Africa.

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Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, frequently considered abstract and irrelevant, is often absent from the daily life of music instructors. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education, and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, it presents new approaches to the practice of teaching music. The editors go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, they offer a cross-section of often-contradictory approaches and viewpoints. By bringing together essays from both established and up-and-coming scholars from six continents, the editors go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the field's most pressing questions and issues. The volume acknowledges the inherent plurality of music-educational practices, emphasizing clarity, fairness, rigor, and utility above all.

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International Society for the Philosophy of Music Education

The International Society for the Philosophy of Music Education was founded at the Philosophy of Music Education International Symposium 5 at Lake Forest College, Lake Forest, Illinois, U.S.A., June 4-7, 2003 with Estelle Jorgensen (U.S.A.) and Frede Nielsen (Denmark) as co-chairs.

Since 1990, nine international symposia have been held in Bloomington, Indiana, U.S.A. (1990), Toronto, Canada (1994), Los Angeles, U.S.A. (1997), Birmingham, U.K. (2000), Lake Forest, Illinois, U.S.A. (2003), Hamburg, Germany (2005), London, Ontario, Canada (2007), Helsinki, Finland (2010) and New York, U.S.A (2013). These symposia have attracted philosophers, musicians, teachers, and others interested in the philosophy of music education from around the world to discuss important matters concerning music teaching and learning. They have been led by various prominent music educators, including Estelle Jorgensen, David Elliott, Anthony Palmer, Frank Heuser, Mary Reichling, Forest Hansen, Iris Yob, Frede Nielsen, Paul Woodford & Herman Kaiser and Heidi Westerlund & Randall Allsup. The papers and some of the responses presented have been published in essay collections and refereed journals such as the Philosophy of Music Education Review and the Journal of Aesthetic Education.

current ISPME board

Christian Rolle

Chair University web page

Cecilia Ferm Almqvist

Chair Elect University web page

Roger Mantie

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Cara Bernard

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Victor Fung

Program Chair-Elect University web page

Lia Lonnert

Secretary University web page

Joseph Abramo

Pre-Symposium Chair University web page

Lauren Kapalka Richerme

Site Chair University web page

José Luis Aróstegui

Site Chair Elect University web page

Student Rep University web page

Gaute Storsve

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Indiana University Press

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• Counterpoints: Music and Education

Values and Music Education

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by Estelle R. Jorgensen

Published by: Indiana University Press

• 9780253058218
• Published: November 2021
• 9780253058225
• 9780253058195

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What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?

In Values and Music Education , esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected.

An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.

Estelle R. Jorgensen is Professor Emerita of Music Education at the Indiana University Jacobs School of Music and University Research Reviewer, Research Methodologist, and Contributing Faculty Member at the Richard W. Riley College of Education and Leadership at Walden University. Recipient of the 2020 Senior Researcher Award from the National Association for Music Education, she is author of In Search of Music Education , Transforming Music Education , The Art of Teaching Music , and Pictures of Music Education and coeditor of Humane Music Education for the Common Good .

"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education ." ~Randall Everett Allsup, author of Remixing the Classroom

"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls." ~Patrick K. Freer, author of TIPS: The First Weeks of Middle School Chorus

NUVO article: "Music at the center of living"

National Association for Music Education | Senior Researcher Award Recipients | April 2, 2021

Reflections on the Counterpoints: Music and Education Series at Indiana University Press | Indiana University Press | Feb 5, 2021

NAfME Announces Estelle Jorgensen as the Recipient of the 2020 NAfME Senior Researcher Award | NAfME | July 15, 2021

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