Opening the Door: Using Pluralism as a Philosophical Lens in the Jazz History Classroom

Abstract

An introductory jazz history course is an opportunity to create meaningful dialogue with students that adds a necessary nuance to the common narrative of jazz history. To capitalize on this opportunity, instructors must understand the limitations of a traditional approach and realize that their student body does not enter the classroom deficient. Instead, a shift in perspective from fine arts to humanities allows students to bring their own backgrounds to a philosophical discussion that centers on jazz history. Using pluralism as a specific philosophical lens allows a diverse and inclusive understanding of jazz that can be extrapolated to a larger human experience. Instructors can use the breadth of pluralism at specific landmarks in their curriculum to allow jazz to be observed through sociology, culture, and the human condition. The exclusionary barriers formed from over-simplification can be eliminated by this cognitive understanding of jazz and instead students will synthesize the wide array of opinions associated with the music. By opening the philosophical door, students will have a more well-rounded introduction to jazz history that will serve them as musicians and human beings.