ABSTRACT

The purpose of this study is to explore what the epistemic discourse towards powerful knowledge and a praxis of conceptualization proposed by G. McPhail implies for elementary music education in South Korea, basedon the development of epistemology and music education philosophy. This study is structured around two main axes. Firstly, it explores the epistemic ways in which McPhail challenged the schism between aestheticism and praxialism in past music education philosophy, based on the positions of various philosophers who challenged the dichotomous epistemology between the absolute objectivity of knowledge and its relativity according to sociocultural contexts. Secondly, it examines the process of how epistemic discourse exploring the essence of knowledge can directly influence music curriculum design. Ultimately, the study discusses the applicability and educational significance of McPhail’s music education philosophy, focusing on Korean elementary classroom teachers’ expertise in music teaching and learning, the content consistency of elementary general music in the 2022 revised national curriculum, and boundaries between musical genres.

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