Archaeological Perspectives on Music Education Philosophy: Cross-Cultural Transmission and Multidisciplinary Integration

Abstract

This paper explores the core concepts of music education philosophy from an archaeological perspective, focusing on their cross-cultural transmission. Through multidisciplinary analysis of ancient Mediterranean civilizations' music education remains, incorporating evidence from archaeology, anthropology, and history, it reveals the philosophical connotations and evolution of music education in different cultural contexts. The paper first traces the historical evolution of music education in Western and Eastern philosophical traditions, clarifying the basic connotations and interrelationships of key philosophical concepts such as "beauty," "morality," "emotion," and "creativity." Utilizing archaeological findings of musical instruments, scores, and related texts, it explores the concrete embodiment and practical significance of these concepts in ancient music education.

The core part of the paper analyzes the dialectical relationships between aesthetics and ethics, emotional education and cognitive education, individual development and social function, revealing the complex interactions and balance among multiple goals in music education. Additionally, it discusses how the integration of technology and music education promotes new developments in music education philosophy under the backdrop of globalization and multiculturalism, and forecasts future trends in this field.

The research demonstrates that music education is not only a teaching method but also a philosophical practice. Through multidimensional archaeological evidence and philosophical reflection, a more comprehensive understanding of the essence and value of music education can be achieved, promoting its wider application in the educational system. This study contributes to deepening the understanding of music education philosophy and provides new perspectives and methodological support for the future development of music education theory.