The dialectic of modernization: Implications for music teacher education.

摘要

This study offers a philosophical theory for the persistence of tradition and elusiveness of change in music teacher education. Deeper understanding of the dialectic of modernization (the tension that exists between tradition and change in modern society) better equips those in the field to reconcile tradition and change in order to bring about desired reform, consequently keeping music education relevant and thriving. The questions guiding this study are: (1) Why does music teacher education remain relatively unchanged despite persistent, similar calls for change over time?, (2) What are the obstacles impeding implementation of recommended changes?, and (3) Is this phenomenon unique to music or can music educators look elsewhere to understand the problem?;The underpinnings of the study lie in sociology, U.S. history, and education. This broad perspective is required to fully understand the dialectic of modernization. Works of Tonnies, Wiebe, and Dewey offer examples of the dialectic of modernization in sociology, history and education. Additional examples from relevant literature in U.S. history, professional research journals, professional practice publications, conference proceedings, and historical documents aid in the synthesis of a cohesive theory.;Three facets of dialectic emerge as primary reasons for the unchanging nature of music teacher education. These facets include: (1) identity, (2) structure, and (3) purpose. Dialectic occurs within and between each facet, hindering change in music teacher education. In addition, the cycle of interdependence, which typifies music education, creates overwhelming implications for the entire system if any one area attempts change. The study offers the works of Dewey, Greene, and Allsup as examples of reconciling tradition and change in music education, as opposed to binary, either/or choices.