An Archaeological Perspective on Music Education in the Mediterranean Region: A Dialectical Examination of Philosophical Concepts

Abstract

This paper conducts a dialectical examination of philosophical concepts in music education from an archaeological perspective, focusing on the Mediterranean region. Initially, it reviews the origins and development of the philosophy of music education, exploring the thoughts on music education in classical and modern philosophy. Subsequently, it analyzes the fundamental philosophical concepts of music education, including aesthetics, ethics, and epistemology, as well as major schools of music education philosophy such as pragmatism, idealism, and positivism. The paper then delves into the dialectical relationships within music education from the perspectives of opposition and unity, particularly examining the dialectical relationships between theory and practice, and individual and society, to understand the dynamic evolution of philosophical concepts in music education. By reflecting on the theories of classical music education theorists and contemporary music education practices, this study aims to reveal the dialectical relationships within the philosophy of music education and their impact on practical applications. Finally, the main research findings are summarized, limitations are discussed, and suggestions for future research are proposed.