The praxis of music has been with us since the beginning of mankind. Since then countless thinkers have speculated on its value and essence, and music philosophers have included their theories about it in their Grand Philosophies. Though Aristotle's empiricism eventually led to science, early music philosophies consistently advanced certain core premises of orthodox aesthetics that were largely devoid of what today would be called the social sciences and their evidence against aesthetic speculation. This trend continues today among music educators whose similar attempts at rationalizing the existence and study of music have led them to claim the status of "philosopher" and their efforts to be "philosophy." With so many philosophers one might think we should have greater clarity on these important issues and questions, yet that is not the case. I will offer a survey of the history of these attempts, their failures, and propose ‘neopragmatic’ conclusions enriched by the findings of ‘phenomenological sociology’. I have thus recently ceased referring to my findings as "praxial" and, instead, as "pra_xi_cal" for its resonance with "practical". Shorn of analytic aesthetic speculations about music and music education, I shall propose that contemporary thinking about music in education should return to its praxical beginnings.

• Εκπαιδευτικές πολιτικές για τη μουσική εκπαίδευση (διαχρονικά και συγχρονικά)

Regelski, Thomas (b Goshen, NY, 4 May 1941). Music educator, scholar. He graduated from the State University of New York at Fredonia (BM 1962), Teachers College, Columbia University (MM 1963), and Ohio University (PhD 1970) He is a Distinguished Professor of Music (Emeritus) at SUNY Fredonia, where he taught choral conducting, secondary school music methods, and foundations of music education (1970-2001). Since then he has taught courses in scholarly writing as a docent at Helsinki University (2001-present). Previously he taught music in the public schools of Bemus Point and Middletown, New York. He also taught at Aichi University in Nagoya, Japan (1985), Sibelius Academy in Helsinki, Finland (as a Fulbright Scholar in 2000), and was a research fellow at the Philosophy of Education Research Center at Harvard University (1991). He is co-founder of the international interdisciplinary association of music scholars, The MayDay Group (http://www.maydaygroup.org/) (1993) and first editor of its electronic journal, Action, Criticism, and Theory for Music Education [ACT] (2002-07) (http://act.maydaygroup.org/) and founding editor of TOPICS for Music Education Praxis (http://topics.maydaygroup.org/). He is the author of over 130 refereed journal articles, Principles and Problems of Music Education (1975), Arts Education and Brain Research (1978), Teaching General Music (1981), and Teaching General Music in Grades 4-8 (2004), A Brief Theory of Music as Social Praxis (2012), Curriculum Philosophy and Theory for Music Education Praxis (2021) and co-editor (with J.T. Gates) of Music Education for Changing Times (2009).