ABSTRACT

Drawing on the current condition of aesthetic education as a philosophy of music education, this paper proposes a comprehensive overview that analyzes the original characteristics of aesthetic judgment in terms of the philosophical system. The author then considers the educational implications of this philosophical direction following the initial intention of aesthetic education, which forms the topical stream in the current debate about the philosophy of music education. Accordingly, this article argues that aesthetic education has emanated from Kant’s critical philosophy, and later interpretations of it appear to be a divergence from the primary design.

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