Persistent Link:
http://hdl.handle.net/10150/194064
Title:
Moral Concepts in the Philosophy of Music Education
Author:
Bates, Vincent Cecil
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This work is an analysis of moral concepts in the philosophy of music education. Philosophy is understood in a broad sense as scholarly writing in music education that implicitly or explicitly involves discussions of right action, appropriate human interaction, or moral authority in music education. The works of six music education scholars (Bennett Reimer, David Elliott, Estelle Jorgensen, Thomas Regelski, Clifford Madsen, and Patrician Shehan Campbell) were analyzed by applying Lakoff and Johnson's theories of Conceptual Metaphor and Family Metaphor. Results of the analysis indicate that a range of moral authorities and moral systems are used and that they reflect the conceptual metaphors of Strict, Nurturant, and Permissive Parent Families. Possible applications and implications of this analysis for the practice of music education are explored.
Type:
text; Electronic Dissertation
Keywords:
music; education; philosophy; morality; ethics; metaphor
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Music; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Vinson, Kevin D.; Hamann, Donald I.
Committee Chair:
Vinson, Kevin D.; Hamann, Donald I.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleMoral Concepts in the Philosophy of Music Educationen_US
dc.creatorBates, Vincent Cecilen_US
dc.contributor.authorBates, Vincent Cecilen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis work is an analysis of moral concepts in the philosophy of music education. Philosophy is understood in a broad sense as scholarly writing in music education that implicitly or explicitly involves discussions of right action, appropriate human interaction, or moral authority in music education. The works of six music education scholars (Bennett Reimer, David Elliott, Estelle Jorgensen, Thomas Regelski, Clifford Madsen, and Patrician Shehan Campbell) were analyzed by applying Lakoff and Johnson's theories of Conceptual Metaphor and Family Metaphor. Results of the analysis indicate that a range of moral authorities and moral systems are used and that they reflect the conceptual metaphors of Strict, Nurturant, and Permissive Parent Families. Possible applications and implications of this analysis for the practice of music education are explored.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectmusicen_US
dc.subjecteducationen_US
dc.subjectphilosophyen_US
dc.subjectmoralityen_US
dc.subjectethicsen_US
dc.subjectmetaphoren_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineMusicen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorVinson, Kevin D.en_US
dc.contributor.advisorHamann, Donald I.en_US
dc.contributor.chairVinson, Kevin D.en_US
dc.contributor.chairHamann, Donald I.en_US
dc.contributor.committeememberHancock, Carl B.en_US
dc.contributor.committeememberCooper, Shellyen_US
dc.identifier.proquest1082en_US
dc.identifier.oclc137353884en_US
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