Connections between Theory and Praxis in Music Education: Some Historical, Philosophical, and Practical Perspectives

abstract: The first part of this paper provides an overview of some important historic theories of education and their influences on music education. The second part deals with two specific theories related to music education, both from the late twentieth century. The paper presents some insights into the effects of these theories on the practice of music education (praxis). The important historic theories of education with implications for education and music education discussed in this paper are: (1) Charles Darwin's theory of evolution, published in 1759; (2) Jean Jacques Rousseau's concepts of childhood, published in 1762; (3) Henrich Pestalozzi's theory on the sequencing of instruction, published (variously) in 1810; (4) G. Stanley Hall's theories of child development stages, especially his construct of adolescence (1880s); (5) education theories of John Dewey and other leaders of the progressive education movement; and (6) Jean Piaget's theories of childhood development stages. The influences of these theories on music education praxis are discussed largely as a group. The two theories of music education discussed in this paper are: (1) Edwin Gordon's Music Learning Theory; and (2) Albert LeBlanc's theory of music preference. Both these theories are illustrated and their influences on music education praxis are discussed separately.Originally presented as a Keynote Speech for the Greek Society for Music Education Biennial Conference held in Volos, Greece in June 2002