Sociology and Music Education

A response to Swanwick

Datos Bibliográficos

ID11635499
AutoresGraham Vulliamy (University of York, autor de correspondencia), John Shepherd (0000-0003-1241-4182, Trent University)
Año1984
Volumen5
Número1
Páginas57-76
Fecha de publicación1984-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBritish Journal of Sociology of Education (JOURNAL)
Identificadores de la revistaISSN: 0142-5692 • E-ISSN: 1465-3346
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0142569840050105
OpenAlexW1989711929
IdiomaEN
Citas recibidas6
Referencias citadas22

This paper is a response to Professor Swanwick's critique of our sociological perspective on music education. A detailed presentation of the sociology of music thesis demonstrates that accusations of ‘social determinism’ and ‘referentialism’ are both misconceived. Moreover, Swanwick's position leads to difficulties in his approach to music aesthetics, where at times he makes assumptions concerning the work of theorists such as Meyer and Keil which these authors have themselves explicitly repudiated. We then relate certain observations which Swanwick makes concerning the processes of schooling to wider sociological theories of schooling that help make sense of the kinds of constraints Swanwick correctly identifies. Finally, we accept Swanwick's challenge to be more explicit concerning both our response to his charge of relativism and our practical recommendations for the reform of music teaching

Determinism · Epistemology · Perspective (graphical · Presentation (obstetrics · Social science · Sociological imagination · Sociology · Diverse Music Education Insights · Mathematics · Media, Communication, and Education · Neuroscience and Music Perception · Philosophy