Should there be a universal philosophy of music education?

Abstract

The four themes of the Conference focus on the universal dimension of music, claiming that music speaks universally to all generations, times, cultures, and nations. if that is the case, it should also be the case that a universal philosophy of music education – a coherent system of beliefs about the nature and value of music and its role in education and in life, applicable to all generations, times, cultures, and nations – should exist or can exist or does exist. However, no such universal philosophy has been articulated and has been recognized by the world's music educators to be universally acceptable. In fact, many would claim that a universally persuasive philosophy is unlikely if not undesirable. Lacking such a philosophy, claims for the universality of music have no firm foundation. Yet the intuition that there is, indeed, a universal dimension of music and of music education remains persuasive or at least attractive. Is it possible to identify universally accepted values of music and the teaching and learning of music? Would it be useful for the international community of music educators if attempts were made to do so? This paper will argue that it would be extremely useful to make such an attempt, and will suggest some of the strategies by which the attempt might prove fruitful.