Currently there is an increasing discussion about the importance of children's emotional competence. Due to the relationship between music and emotions, it is important to redefine music’s place in educational contexts towards a direction of emotional education. This redefinition should certainly consider the achievements of music psychology in recent years (Juslin, 2019). But, even more importantly, there is a need to explore the emotional goals in the context of music education. This exploration attempts both a historical and philosophical investigation through a Foucaultian archaeological and genealogical approach to emotions (Foucault, 2011-2013; Plamper, 2015). In this way, the historical approach, which answers "what it was", is connected with the philosophical investigation, which answers "what it should be", in the field of music education research (Phillips, 2008). The aim is not to represent the emotional past but to study, in a critical way, the present and also to demonstrate the contingency of emotions and the historical and social conditions that allow and determine their experience and expression (Zembylas, 2005).

The purpose of the above is to make clear that music in an educational context can lead to a critical approach to the way we experience and express emotions and also to an awareness about the power relations that are expressed through them. Because music carries the traces of nature and culture, of personal biography and collective experiences, as well as a human being a psychosomatic whole, it can be the field in which to overcome the dichotomies in the theoretical approaches of emotion.  That is, the dichotomies between those who consider them as universal and constant, those who consider them exclusively as social constructions and those who classify them strictly in the realm of the private. The relationship between music and emotions makes music education the appropriate field in which children and teachers can experience, express, recognize, but also reflect critically on emotions, according to the needs of each grade in school.

• Σύνδεση της μουσικής εκπαίδευσης με την καθημερινή ζωή
• Ζητήματα αναπαραστάσεων και ιδεολογιών στη μουσική εκπαίδευση (φυλή, φύλο, γλώσσα, τάξη, κουλτούρα κ.ά.)
• Ιδεολογίες και κοινωνικές-πολιτικές αξίες στα προγράμματα σπουδών μουσικής

Theocharis Raptis is Associate Professor at the University of Ioannina (Department of Early Childhood). He studied philosophy, pedagogy and psychology at the University of Ioannina and music pedagogy, philosophy and musicology at the Ludwig-Maximilians-Universität in Munich. After his Magister (MA) at the Institute of Musical Pedagogy (LMU), he received his PhD. During his studies he was funded by „The Panayotis & Effie Michelis Foundation” in Athens. His special interests include music education in early childhood, philosophy of music education, systematic music education and music education and the emotions.