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The DIalectic of Modernization: Implications for Music Teacher Education

Essex, Malinda Wiard
http://rave.ohiolink.edu/etdc/view?acc_num=osu1274451516

Abstract Details

2010, Doctor of Philosophy, Ohio State University, Music.
This study offers a philosophical theory for the persistence of tradition and the 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 were: (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 Tönnies, 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in U.S. history, professional research journals, professional practice publications, conference proceedings, and historical documents aid in the synthesis of a cohesive theory to answer the research questions. 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 severe implications for the entire system if any one area attempts change. The works of Dewey, Greene, and Allsup as examples of reconciling tradition and change in music education, as opposed to binary, either/or choices. This reconciliation of tradition and change is necessary for music education, and therefore music teacher education, to achieve repeated calls for change and remain a relevant and required element of U.S. education.
Timothy Gerber (Advisor)
Jan Edwards (Committee Member)
Kevin Boyle (Committee Member)
Music; Music Education; Teacher Education
Music education; music teacher education; change; tradition; dialectic; identity; structure; purpose

Recommended Citations

Citations

  • Essex, M. W. (2010). The DIalectic of Modernization: Implications for Music Teacher Education [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274451516

    APA Style (7th edition)

  • Essex, Malinda. The DIalectic of Modernization: Implications for Music Teacher Education. 2010. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1274451516.

    MLA Style (8th edition)

  • Essex, Malinda. "The DIalectic of Modernization: Implications for Music Teacher Education." Doctoral dissertation, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274451516

    Chicago Manual of Style (17th edition)

osu1274451516
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© 2010, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.