This paper seeks to illustrate that the social contributions of music education are vital to the justification of music in the schools. This position is based on the following: 1) Music behaviors are global behaviors associated with the earliest human existence; 2) If humans have maintained music, then some manner of music education has always been associated with humans; 3) If music is a global behavior, then some form of music education is a global practice; 4) If music and music education are globally associated with humans, it seems appropriate both should be part of a school curriculum.
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