Beyond Technique: An ethical reconceptualization of music education in a changing world

This article offers a critical exploration of contemporary music education, emphasizing the shift from positivist, teacher-centered paradigms to post-positivist, student-centered approaches. Drawing on philosophical, sociological, and historical perspectives, it interrogates the ethical implications of this transformation across Greece, France, and Finland. Central themes include the erosion of teacher autonomy, the instrumentalization of education, and tensions between standardization and cultural preservation. Through a literature-based philosophical methodology, the study critiques reductive educational models and proposes an alternative framework that foregrounds ethical reflection, pedagogical autonomy, and cultural responsiveness. Dewey’s pragmatist ethics supports the redefinition of “method” as a reflective, value-laden practice attuned to uncertainty. The music educator emerges not merely as a technician but as an ethical agent shaping transformative learning experiences. This work advocates for reformed teacher education that integrates ethical training and promotes critical inquiry. Ultimately, it situates music education as a vital force for cultivating ethical awareness, democratic values, and social transformation.