Philosophical Debates and Critiques of Music Education from an Archaeological Perspective

Abstract

The purpose of this study is to explore the philosophical debate and criticism of music education from the perspective of archaeology, and to analyze how archaeological findings affect the theoretical basis and practice of music education. With the continuous development of archaeology, more and more musical sites and cultural relics provide new perspectives for understanding ancient music education. As the intersection of pedagogy and musicology, the philosophy of music education has been restricted by traditional ideas for a long time, and the discovery of archaeology helps to re-examine these ideas.

This study first reviews the basic concepts and main theoretical schools of music education philosophy, including pragmatism, idealism and critical theory. These theories offer different perspectives on the purpose, value and importance of music education in cultural inheritance. However, the traditional concept of music education often ignores the diversity of cultural background and the complexity of historical development.

Then, the paper deeply discusses the contribution of archaeology to the study of music education, emphasizing that archaeological findings not only reveal the practice of music education in ancient societies, but also reflect the understanding and values of music education in different historical periods. Through specific archaeological cases, the study analyzes how these findings have influenced the debate over the philosophy of music education, especially at the intersection of traditional and modern educational ideas, providing empirical evidence for a new understanding of the nature of music education.

In addition, this study criticizes and reflects on the main debates in the current philosophy of music education. By analyzing the conflict and interweaving of different views, this paper probes into how the philosophy of music education from the perspective of archaeology promotes the reflection of traditional ideas, especially in the aspects of educational purpose, curriculum and teaching methods. This critique not only helps to deepen the understanding of music education, but also provides important implications for future educational practice.

Finally, the study summarizes the influence of archaeological perspective on the philosophy of music education, points out the limitations of current research, and makes suggestions for future research directions. It is hoped that this study can stimulate a deeper discussion on the philosophy of music education, promote the interdisciplinary dialogue between archaeology and music education, and provide new ideas for the improvement of educational practice.