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    Moral Concepts in the Philosophy of Music Education

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    Author
    Bates, Vincent Cecil
    Issue Date
    2005
    Keywords
    music
    education
    philosophy
    morality
    ethics
    metaphor
    Advisor
    Vinson, Kevin D.
    Hamann, Donald I.
    Committee Chair
    Vinson, Kevin D.
    Hamann, Donald I.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This work is an analysis of moral concepts in the philosophy of music education. Philosophy is understood in a broad sense as scholarly writing in music education that implicitly or explicitly involves discussions of right action, appropriate human interaction, or moral authority in music education. The works of six music education scholars (Bennett Reimer, David Elliott, Estelle Jorgensen, Thomas Regelski, Clifford Madsen, and Patrician Shehan Campbell) were analyzed by applying Lakoff and Johnson's theories of Conceptual Metaphor and Family Metaphor. Results of the analysis indicate that a range of moral authorities and moral systems are used and that they reflect the conceptual metaphors of Strict, Nurturant, and Permissive Parent Families. Possible applications and implications of this analysis for the practice of music education are explored.
    Type
    text
    Electronic Dissertation
    Degree Name
    PhD
    Degree Level
    doctoral
    Degree Program
    Music
    Graduate College
    Degree Grantor
    University of Arizona
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