This article introduces and reflects on the biographies of ISME’s four Honorary Presidents: Leo Kestenberg, Zoltán Kodály, Dimitri Kabalevsky and Frank Callaway. The lenses of modernity and postmodernity are applied in an examination of the relationships among the topics of individuality, community and ‘representation’ in relation to: (a) the four men discussed in this issue; and (b) key issues in music education including the nature of music education ‘foundations’, curriculum development and feminism(s).
Get full access to this article
View all access options for this article.
References
1.
Alexander, J. (1992). The promise of a cultural sociology. In R. Munch & N. J. Smelser (Eds.), Theory of culture (pp. 293-323). Berkeley: University of California Press .
2.
Altenmüller, E. (2004). Music in your head . Scientific American Mind, 14(1), 24-31 .
3.
Bell, D. (1976). The cultural contradictions of capitalism. New York: Basic Books .
4.
Bowman, W. (2003). Re-tooling ‘foundations’ to address 21st century realities: Music education amidst diversity, plurality, and change . Action, Criticism, and Theory for Music Education, 2(2), 1-29 .
5.
Burckhardt, J. (1982). Über das Studium der Geschichte. Munich: C. H. Beck .
6.
Caputo, V. (1996). Music, culture and the politics of identity: Combining anthropological and musical insights for music education . Music Educators National Conference, Kansas City, KS.
7.
Chalmers, D. J. (1996). The conscious mind: In search of a fundamental theory. New York: Oxford University Press .
8.
Colwell, R. J., & Wing, L. B. (2004). An orientation to music education: Structural knowledge for teaching music. Upper Saddle River, NJ: Pearson Education .
9.
Dennett, D. (1991). Consciousness explained. Boston, MA: Little, Brown .
10.
Elliott, D. J. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press .
11.
Elliott, D. J. (2002). Philosophical perspectives on research. In R. Colwell & C. Richardson (Eds.), New handbook of research on music teaching and learning (pp. 85-102). New York: Oxford University Press .
12.
Erwin, J., Edwards, K., Kerchner, J., & Knight, J. (2003). Prelude to music education. Upper Saddle River, NJ: Pearson Education .
13.
Green, L. (1997). Music, gender, education. Cambridge: Cambridge University Press .
hooks, bell (1989). Talking back. Boston, MA: South End Press .
16.
LeDoux, J. (2002). The synaptic self: How our brains become who we are. New York: Viking Penguin .
17.
Leonhard, C., & House, R. (1959). Foundations and principles of music education. New York: McGraw-Hill .
18.
McCarthy, M., & Goble, S. (in press). The praxial philosophy in historical perspective. In D. J. Elliott (Ed.), Praxial music education: Reflections and dialogues. New York: Oxford University Press .
19.
O’Toole, P. (in press). Why don’t I feel included in these musics, or matters? In D. J. Elliott (Ed.), Praxial music education: Reflections and dialogues. New York: Oxford University Press .
20.
Regelski, T. (1996). Prolegomenon to a praxial philosophy of music and music education . Finnish Journal of Music Education, 1(1), 1-34 .
21.
Reimer, B. (2003[1970]). A philosophy of music education: Advancing the vision. Upper Saddle River, NJ: Pearson Education .
22.
Rosenau, P. M. (1992). Postmodernism and the social sciences: Insights, inroads, and intrusions. Princeton, NJ: Princeton University Press .
23.
Small, C. (1990). Whose music do we teach anyway? Music Educators National Conference, Washington, DC.
24.
Weiss, J. (1992). Representative culture and cultural representation. In R. Munch & N. J. Smelser (Eds.), Theory of culture (pp. 121-144). Berkeley: University of California Press .
