Seeking the Significance of Music Education

Part 1 Part I: Our Values as a School Subject
Part 2 Establishing Core Values
Chapter 3 What Music Cannot Do
Chapter 4 Essential and Nonessential Characteristics of Aesthetic Education
Chapter 5 The Experience of Profundity in Music
Chapter 6 Should There Be a Universal Philosophy of Music Education
Chapter 7 Once More with Feeling
Part 8 The Core in Larger Contexts
Chapter 9 Selfness and Otherness in Experiencing Music of Foreign Cultures
Chapter 10 Gender, Feminism, and Aesthetic Education: Discourses of Inclusion and Empowerment
Chapter 11 Research and Justification in Arts Education: An Ill-Fated Romance
Chapter 12 Artistic Creativity, Ethics, and the Authentic Self
Part 13 Part II: Achieving Our Values
Part 14 What and How to Teach
Chapter 15 Choosing Art for Education: Criteria for Quality
Chapter 16 What Is Performing with Understanding?
Chapter 17 Merely Listening
Chapter 18 Philosophy in the School Music Program
Part 19 Educating Our Teachers
Chapter 20 An Agenda for Music Teacher Education, Part I, Part II
Chapter 21 Avoiding Extremes of Theory and Practice in Music Teacher Education
Chapter 22 Toward a Research-Based Foundation for Doctoral Studies in Music Education
Part 23 The Role of Research
Chapter 24 Toward a More Scientific Approach to Music Education Research
Chapter 25 Qualitative Research and the Post-Positivist Mind
Chapter 26 New Brain Research on Emotion and Feeling: Dramatic Implications for Music Education
Part 27 Part III: Preserving and Enhancing Our Viability
Part 28 Our Values in Service of Our Future
Chapter 29 Is Musical Performance Worth Saving?
Chapter 30 Musical Disenchantment and Reenchantment: The Challenge for Music Education
Chapter 31 Music Education for Cultural Empowerment
Chapter 32 The Way It Will Be