Social Change and Music Education

• Me’Haley Babich
• Posted 10/19/23
• 0 comments

Embracing Cultural Diversity and Social Change through Reconstructionist Philosophy

In music education, various philosophies guide instructional practices and shape the goals and values of educators. One such influential philosophy is the Reconstructionist philosophy of music education by prominent music educator Charles Fowler. This article will explore Charles Fowler’s Reconstructionist philosophy of music education, delve into its historical context, discuss its guiding objectives, and provide a list of recommended readings for further research.

Understanding the Reconstructionist Philosophy of Music Education

Reconstructionist philosophy of music education, proposed by Charles Fowler, emphasizes the transformative power of music to foster positive social change. It aims to engage students in critical thinking, encourage cultural diversity, and address social issues through music education.

The Historical Context of Reconstructionist Philosophy of Music Education

The Reconstructionist philosophy of music education emerged in the mid-20th century and was influenced by Theodore Brameld’s book Toward a Reconstructed Philosophy of Education (1956). Social and political movements such as the Civil Rights Movement and the call for educational reform shaped Charles Fowler’s ideas.  

Fowler sought to create a music education philosophy from those ideas that addressed issues of inequality, promoted cultural understanding, and empowered students to challenge societal norms through music. 

Guiding Objectives of the Reconstructionist Philosophy of Music Education

The Seven Guiding Objectives

1. To justify the inclusion of music in education by relating music to the aesthetic and cultural needs of man. 
2. To utilize music as a means of social self-realization. 
3. To understand music as a means of communication. 
4. To work towards the attainment of a democratic art. 
5. To provide a means of aesthetic evaluation for developing a discriminating musical taste. 
6. To provide a means for the development of a more cosmopolitan musical taste. 
7. To develop a creative life orientation in all students. 

Impact on Student Learning in the Music Room  

• Social Change: The philosophy promotes music education as a catalyst for positive societal transformation, encouraging students to examine social issues critically and fostering their engagement in creating change through music. 

• Cultural Awareness and Inclusion: Reconstructionist philosophy emphasizes recognizing and celebrating the diverse cultural backgrounds represented in music, seeking to provide students with a comprehensive understanding of various musical traditions and practices. 
• Critical Thinking and Reflection: The philosophy encourages students to think critically about the role of music in society, analyze its historical and cultural contexts, and reflect on the impact music can have on personal and collective experiences. 
• Empowerment and Advocacy: Reconstructionist philosophy aims to empower students to become active participants in their communities, using music to express themselves and advocate for social justice. 

Recommended Readings for Future Research

For those interested in further exploring the Reconstructionist philosophy of music education or social change practices in the music classroom, here are some recommended readings: 

Benedict, C. (2021). Music and social justice: A guide for elementary educators. Oxford University Press. https://doi.org/10.1093/oso/9780190062125.003.0008 

Hess, J. (2014). Radical musicking: Towards a pedagogy of social change. Music Education Research, 16(3), 229–250. https://doi.org/10.1080/14613808.2014.909397 

Resta, C. M. (n.d.). Charles Fowler and his vision for music education: An introduction and selected writings from 1964 to 1989 [Ph.D., University of Maryland, College Park]. Retrieved January 17, 2023, from https://www.proquest.com/docview/304563023/abstract/ACDA86E8E84348BAPQ/1 

Wright, R. (2012). Music education and social transformation: Building social capital through music. Canadian Music Educator/Musicien Educateur Au Canada, 53(3), 12–13. 

Exploring the Future of Music Education

In conclusion, the Reconstructionist philosophy of music education offers a valuable perspective on the potential of music to drive positive social change. By embracing this philosophy, educators can empower students to examine social issues critically, appreciate diverse musical traditions, and actively contribute to creating a more inclusive and just society.  

Through further research and exploration of recommended readings, we can continue to deepen our understanding of the Reconstructionist philosophy of music education and its impact on music education practices.