Towards a Praxial Philosophy of Music History Pedagogy

James Vincent Maiello


This article argues for a paradigm shift in the teaching of music history that parallels relatively recent philosophical currents in music education.  After summarizing aesthetic and praxial approaches to music education, the author asserts that music education philosophy is an appropriate critical apparatus for addressing music history pedagogy. He then offers a critical assessment of the traditional model of teaching music history and advocates for an application of a praxial approach as an alternative.


aesthetic education; praxial philosophy; music history pedagogy

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ISSN 2155-109X