philosophy of music education review journal

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Philosophy of Music Education Review

Edited by Estelle R. Jorgensen and Iris M. Yob

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Journal Information

• Keywords: Critical Thinking, Education, Hegemony, Instrumental Music, Learning, Music, Music Theory, Musical Aesthetics, Philosophy, Teacher Education

Description

Philosophy of Music Education Review features philosophical research in music education for an international community of scholars, artists, and teachers. It includes articles that address philosophical or theoretical issues relevant to education, including reflections on current practice, research issues or questions, reform initiatives, philosophical writings, theories, the nature and scope of education and its goals and purposes, and cross-disciplinary dialogue relevant to the interests of music educators.

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Editorial Office Contact Information

• Estelle R. Jorgensen

Associate Editor

• Iris M. Yob

Book Review Editor

• Alexandra Kertz-Welzel

Assistant Book Review Editor

• Leonard Tan

Technical Review Editor

• J. Paul Louth

Editorial Consultants

• Randall Everett Allsup
• Philip Alperson
• Deanne Bogdan
• June Boyce-Tillman
• Stephen Davies
• Pradeep Dhillon
• Lawrence Ferrara
• Forest Hansen
• Karen Hanson
• Robert Hatten
• Marianne Kielian-Gilbert
• Susan Laird
• Mary J. Reichling
• Jenefer Robinson
• John Shepherd
• Øivind Varkøy
• Heidi Maria Westerlund
• Paul Woodford

Authors may register with the  Philosophy of Music Education Review , review submission guidelines, and submit manuscripts for consideration via the journal’s online submissions website . Editorial inquiries may be directed to Estelle R. Jorgensen, Editor, at [email protected] .

The  Philosophy of Music Education Review  ( PMER ) is dedicated to following best practices on ethical matters, errors, and retractions. The prevention of publication malpractice is one of the important responsibilities of the editorial board. Any kind of unethical behavior is not acceptable, and  PMER  does not tolerate plagiarism in any form. Authors submitting articles to  PMER  affirm that their manuscript contents are original.

The following duties outlined for editors, authors, and reviewers are based on the Committee on Publication Ethics (COPE) Core Practices in accordance with its Principles of Transparency and Best Practice in Scholarly Publishing.

Duties of Editor

Publication Decisions : Based on review reports, the editors shall accept, reject, or request modifications to the manuscript.

Review of Manuscripts : The editors shall ensure that each manuscript is initially evaluated for originality and conformity with style guidelines. Following initial technical review, the manuscript will be sent out for peer review, which the editors will use to determine whether to accept, reject, or request revisions for the manuscript.

Fair Review : The editors shall ensure that each manuscript received by  PMER  is reviewed for its intellectual content without regard to sex, gender, race, religion, citizenship, etc., of the authors and that reviewers are selected who provide an impartial view of the philosophical perspectives articulated in the manuscript.

Confidentiality : The editors shall ensure that information regarding manuscripts submitted by the authors is kept confidential.

Disclosure and Conflicts of Interest : The editors shall not use unpublished materials disclosed in a submitted manuscript for their own research without written consent of the author.

Timely consideration of manuscripts : The editors shall undertake to consider submissions and subsequent revisions in a timely way. The time from submission to publication will vary considerably depending on the number of revisions required for acceptance, the time authors take to undertake revisions, and the available space in the journal. The editors shall take a pedagogical approach to encouraging new authors and assisting authors in improving their manuscripts. Aside from occasional special issues, articles will generally be published in the order of their acceptance.

Allegations of misconduct : Upon receipt of allegations of pre-publication or post-publication misconduct, the editors shall immediately confer with each other and with a group selected from the Board of Editorial Consultants to determine an appropriate course of action. Where misconduct is determined to have occurred, corrective measures may include the rejection of a manuscript or a statement of retraction of an article, to be posted on the journal’s website and published in the journal immediately after the misconduct is determined to have taken place.

Complaints and Appeals : The editors shall take prompt action in response to allegations against the editorial staff and its reviewers by immediately conferring with each other and with a group drawn from the Board of Editorial Consultants to consider the evidence and determine an appropriate response. The editors shall resolve complaints and appeals professionally and in a timely manner.

Conflicts of Interest and Competing Interests : The editors shall avoid conflicts of interests and competing interests during the publication process by carefully assigning reviewers and providing opportunities for post-publication dialogue.

Intellectual Property : The ownership of intellectual property of articles published in the journal is clearly stated in the Instructions to Contributors on the journal website.

Post-publication discussions and corrections : An In Dialogue feature in the journal welcomes post-publication discussions and Errata are published in the journal where necessary. Authors shall review copies of their articles in advance of publication to minimize errors. They also must sign Permission to Publish forms before their articles are published.

Journal Management : PMER is professionally managed by two teams who work together. The editorial team is listed on the journal website and utilizes the OJS 3 platform to manage the submission, review, and copyediting process. The publication team comprised of staff of Indiana University Press manages the online and print publication and distribution process.

Duties of Authors

Reporting Standards : Manuscripts must follow the submission guidelines of the journal.

Originality : Authors shall affirm during the submission process and on the Consent to Publish form that they have written entirely original work.

Multiple, Redundant, or Concurrent Publications : Authors shall not submit the same manuscript to more than one journal concurrently. It is also expected that the author will not publish redundant manuscripts or manuscripts describing the same research in more than one journal.

Acknowledgement of Sources : Authors shall acknowledge all sources of data and publications that have been influential in their research.

Authorship of the Paper : Authorship is limited to those who have made a significant contribution to the study. All who have made significant contribution must be listed as co-authors. Senior authors shall also ensure that all the authors have seen and agreed to the submitted version of the manuscript and to inclusion of their names as co-authors.

Fundamental Errors in Published Works : If at any point of time, the author(s) discovers a significant error or inaccuracy in a submitted manuscript, the error or inaccuracy must be reported immediately to the editor.

Duties of Reviewers

Confidentiality : Information regarding manuscripts submitted by authors shall be kept confidential and treated as privileged information.

Acknowledgement of Sources : Manuscript reviewers shall ensure that authors have acknowledged all sources used in their research. Any kind of similarity or overlap between the manuscripts under consideration or with any other published paper of which a reviewer has personal knowledge shall be brought immediately to the editor’s notice.

Standards of Objectivity : Review of submitted manuscripts shall be done carefully within the traditions of philosophical discourse and reviewers shall express their views clearly, humanely, and with supporting arguments.

Promptness : If a reviewer feels it is not possible for him/her to complete review of manuscript within the stipulated time, this information shall be communicated to the editor promptly so that the manuscript can be sent to another reviewer in a timely way.

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• For more great scholarship on music education, see the  Counterpoints series , also edited by Estelle R. Jorgensen.

Philosophy of Music Education Review

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The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

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This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

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Philosophy of Music Education Review

In this issue.

• Volume 30, Number 2, Fall 2022

PMER invites original and previously unpublished submissions, including articles (no longer than 7500 words) addressing philosophical or theoretical issues relevant to music education; responses to articles that have appeared in PMER, or comments on other issues relevant to the philosophy of music education (no longer than 1500 words); and book reviews, offering critical analysis of recent publications dealing with philosophical or theoretical issues in music education (suggested length: 2500 words).

Authors may register with the Philosophy of Music Education Review , review submission guidelines, and submit manuscripts for consideration via the journal’s online submissions website: http://www.pmer.iu.edu . Editorial inquiries may be directed to Estelle R. Jorgensen, Editor, at [email protected] .

published by

Viewing issue, table of contents.

• Estelle R. Jorgensen
• pp. 109-110

• Music Education in Times of Darknes: The Posibility of Resistance
• Joseph Abramo, Randall E. Allsup, Cathy Benedict, Panagiotis A. Kanelopoulos
• pp. 111-118
• Re -sistance in the Age of Cooption by the Political Right
• Joseph Michael Abramo
• pp. 119-125
• Can Creativity Ensure Criticality?
• Randall Everett Allsup
• pp. 126-131
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.03
• Resisting Neoliberal Subjectivities: Friendship Groups in Popular Music
• Cathy Benedict
• pp. 132-144
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.04
• Countering Reverse Détournement: Subversive vs. Subsumptive Creativity
• Panagiotis A. Kanellopoulos
• pp. 145-162
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.05
• Ambiguous Musical Practice: Rethinking Social Analysis of Music Educational Practice
• Kim Boeskov
• pp. 163-182
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.06
• Black Metal Bildung
• Ketil Thorgersen, Thomas von Wachenfeldt
• pp. 183-201
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.07
• Complicating, Considering, and Connecting Music Education by Lauren Kapalka Richerme (review)
• Nasim Niknafs
• pp. 202-206
• Music Education for Social Change–Constructing an Activist Music Education by Juliet Hess (review)
• Martin Berger
• pp. 207-212
• DOI: https://doi.org/10.2979/philmusieducrevi.30.2.09

Previous Issue

Volume 30, Number 1, Spring 2022

Volume 31, Number 1, Spring 2023

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This issue focuses on a reexamination of traditional philosophical ideas and their relationship to music education. Alexandra Kertz-Welzel introduces a symposium on “Philosophical Roots” by questioning the uncritical use of second-hand accounts or translated passages of Western philosophers’ ideas that may result in lost or altered meanings. This is followed by Kai Martin’s fresh interpretation of Aristotle’s Nichomachean Ethics and its implications for music teacher practices. Kertz-Welzel then critiques some Anglo-American music education scholarship on what she considers an overly simplistic understanding of Kant’s views on the aesthetic. Finally, Martin Berger examines Augustine of Hippo’s ideas of creative action and remembering and suggest that they may be integral to music education.

The symposium is followed by two articles: Christian Vassilev and Emil Devedjiev explore the Platonic idea of communal music-making as a tool for community building; and Suzanne Hall draws on her experiences as a Black music educator of Jamaican-American heritage to envision an inclusive music education, building on the perspectives of writers W.E.B. DuBois and Sylvia Winter. The issue concludes with a book review by June Boyce-Tillman of Julia Eklund Koza’s “Destined to Fail”: Carl Seashore’s World of Eugenics, Psychology, Education, and Music,” and Barbara Kennison’s moving In Memoriam for Mary Reichling.        

What Is Philosophy of Music Education and Do We Really Need It?

• Published: May 2002
• Volume 21 , pages 229–252, ( 2002 )

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• Elvira Panaiotidi 1  

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The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.

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Panaiotidi, E. What Is Philosophy of Music Education and Do We Really Need It?. Studies in Philosophy and Education 21 , 229–252 (2002). https://doi.org/10.1023/A:1015513807617

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International Society for the Philosophy of Music Education

The International Society for the Philosophy of Music Education was founded at the Philosophy of Music Education International Symposium 5 at Lake Forest College, Lake Forest, Illinois, U.S.A., June 4-7, 2003 with Estelle Jorgensen (U.S.A.) and Frede Nielsen (Denmark) as co-chairs.

Since 1990, nine international symposia have been held in Bloomington, Indiana, U.S.A. (1990), Toronto, Canada (1994), Los Angeles, U.S.A. (1997), Birmingham, U.K. (2000), Lake Forest, Illinois, U.S.A. (2003), Hamburg, Germany (2005), London, Ontario, Canada (2007), Helsinki, Finland (2010) and New York, U.S.A (2013). These symposia have attracted philosophers, musicians, teachers, and others interested in the philosophy of music education from around the world to discuss important matters concerning music teaching and learning. They have been led by various prominent music educators, including Estelle Jorgensen, David Elliott, Anthony Palmer, Frank Heuser, Mary Reichling, Forest Hansen, Iris Yob, Frede Nielsen, Paul Woodford & Herman Kaiser and Heidi Westerlund & Randall Allsup. The papers and some of the responses presented have been published in essay collections and refereed journals such as the Philosophy of Music Education Review and the Journal of Aesthetic Education.

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Mortarboard Review

Montessori-related dissertations, 2023.

• Jennifer Moss Emporia State University
• Katie Keller Wood CMStep: Cincinnati Montessori Secondary Teacher Education Program

This is the second article in an ongoing series, published annually, highlighting a selection of English-language dissertations from the previous calendar year related to Montessori philosophy and education. Thirteen doctoral dissertations completed and approved during the 2023 calendar year were identified. The authors selected three dissertations to spotlight because they represent high-quality research in an area that is relevant to the current educational landscape: antibias and anti-racist (ABAR) educational practices.

Author Biography

Joel Parham is an Affiliate Researcher at the University of Kansas and owner of JRP Consulting & Research. He has a Bachelor of Science in Sociology and a Master of Library and Information Science. His research interests include the historical diffusion of the Montessori method of education, and the American Montessori movement. Joel is also the creator of the Montessori Bibliography Online – https://montessoribib.ku.edu – which he regularly maintains.

Bass-Barlow, K. (2023). Examination of Montessori training: Experiences of People of Color in public and charter Montessori schools [Doctoral dissertation, Arkansas State University]. https://www.proquest.com/docview/2856660597

Canzoneri-Golden, L., & King, J. (2020). An examination of culturally relevant pedagogy and antibias-antiracist curriculum in a Montessori setting [Doctoral dissertation, Lynn University]. https://spiral.lynn.edu/etds/360

Canzoneri-Golden, L., & King, J. (2023). Montessori education and critical race theory in the United States. In A. K. Murray, E.-M. Tebano Ahlquist, M. K. McKenna, & M. Debs (Eds.), The Bloomsbury handbook of Montessori education (pp. 503–511). Bloomsbury Academic.

Cooper, J. (2022). Searching for equity in education: A qualitative study examining the experiences of African American families in accessing and financing Montessori education [Doctoral dissertation, Saint Joseph’s University]. https://www.proquest.com/docview/2806396666

Cossentino, J. (2009). Culture, craft, & coherence: The unexpected vitality of Montessori teacher training. Journal of Teacher Education, 60(5), 520–527. https://doi.org/10.1177/00224871093445

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Copyright (c) 2024 Joel Parham, Jennifer Moss, Katie Keller Wood

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ISSN:  2378-3923