Abstract
Abstract In recent years, there has been an emphasis on music education for social change in Anglo-American music education. This one-sided focus caused a marginalization of aesthetic aspects. This is problematic since Anglo-American music education is often seen as “international” even though it only represents one part of global thinking. In Northern Europe, aesthetic music education has been a longstanding paradigm, being based on the concept of Bildung. It emphasizes that education is about more than knowledge and skills. It is also about formation, self-actualization and contributing to the welfare of society. In view of the global crises we currently face, it might be time to rethink international music education’s focus on social change and to embrace again music education’s aesthetic dimensions. This could lead to a truly international music education approach, being based on concepts from various countries, including China.
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