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- W2950952492 abstract "It is widely held that as music teachers, we need to develop our own personal philosophy in order to be conscious of our own pedagogical goals, and to carry out the required educational tasks in a consistent manner. Through this personalized philosophy, we can refer to, or refer to the uniqueness of, the use of our personal practical knowledge in music education (see e.g. Clandinin 1985) or to what Polanyi (1962) calls ‘personal knowledge’. Such knowledge develops over years in and through our own education and through participating in musical practices, along with teachers’ own rational refl ections. Personal philosophy may be related to the choice of musical styles and instruments, or possibly to a particular systematic teaching and learning approach, such as Kodaly, Suzuki or Orff. One option for the music teacher when cultivating a personal philosophy concerning teaching music is offered, in a systematic manner, by academic philosophers of music education, many of whom have during the past decades developed comprehensive theories as to how to think of music education and from what kind of basic understandings to build educational practice (e.g. Reimer 1970/1989 Swanwick 1979, 1988, 1994; Elliott 1995). A philosophy, understood in this way, provides conceptual guidelines that aim to capture the features of successful practice." @default.
- W2950952492 created "2019-06-27" @default.
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- W2950952492 date "2012-07-26" @default.
- W2950952492 modified "2023-09-23" @default.
- W2950952492 title "What can a refl ective teacher learn from philosophies of music education?" @default.
- W2950952492 doi "https://doi.org/10.4324/9780203117446-10" @default.
- W2950952492 hasPublicationYear "2012" @default.
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