Foundations of Music Education

Monday, February 9, 2009

Effects of Philosophy on Education

The rational, empiric and pragmatic philosophical viewpoints have each had practical effects on modern education in general and can even be applied to the more specific art of music teaching and learning.

Rationalist educators believe students should learn things of lasting value and therefore place a heavy emphasis on curricular planning. Evaluation of comprehensive understanding is important, and teachers are supposed to serve as models for students (Abeles, Hoffer, and Klotman 1995). In regards to teaching music, rationalists tend to select music that has stood the test of time. They focus more on the intellectual benefits of music than the technical skill of performing, and student selection, if any, is based on student’s intrinsic motivation and effort (Abeles, Hoffer, and Klotman 1995).

Empiricist educators, since they rely more on what is in the physical world than the ideal, place their emphasis on students learning the subject matter and evaluating skill acquisition. The empirical reliance on expert opinion causes these educators to follow prescribed curriculums and standards. Orderly classrooms are essential. The naturalist empiricist might disagree with this as well as the emphasis on evaluation and following standards that “society” has put in place (Abeles, Hoffer, and Klotman 1995). When it comes to music education, empiricists care less about broad understandings and more about the “reality” of performance or other expectations. Performing groups should be limited to qualified students. However, empiricist views on teaching tend to vary according to age and ability level, with natural development favored more in the younger ages than older (Abeles, Hoffer, and Klotman 1995).

Since pragmatists value the scientific method, these educators emphasize the “means” or “process” to be as important as the “ends” or “product.” However, there needs to be consistency between the two. Since pragmatists believe truth is ever changing, teachers prepare students to deal with this change; they are “agents who impart to the young the techniques for living and acquiring knowledge” (Abeles, Hoffer, and Klotman 1995, 58). In music education, pragmatists desire to educate students to become independent musicians. Students need to learn how to learn so that when they are presented with new music later in life and don’t have a teacher to guide them, they are still able to decipher, understand and perform it. Non-musical benefits of music education are also deemed worthwhile (Abeles, Hoffer, and Klotman 1995).

Abeles, Hoffer, and Klotman (1995) recommend an empirical (non-naturalist) approach to music education. They state, “The idea of accepting what can be known and working with it as best one can seems defensible, practical, and reasonable…. Pragmatism and its reliance on scientific method is very attractive in restricted situations, but it seems inadequate for the larger questions" (Abeles, Hoffer, and Klotman 1995, 51). In my own classroom, I believe I follow an empirical approach. I’m a strong believer in the National Standards for Music Education and try to follow a very sequenced curriculum. However, my ultimate goal is to create independent musicians (including musical listeners), so I may need to adjust my teaching to reflect more pragmatic practices.


Abeles, Harold F., Charles R. Hoffer, and Robert H. Klotman. Foundations of Music Education, 2nd ed. Belmont, CA: Thomas Higher Education, 1995.

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