This article considers whether the German concept of “Bildung”, meaning human personal growth—a term not often used in English debates about culture or education—can help in understanding differing pedagogical and philosophical approaches to recent music education policy in England. It explores connections between two conceptions of Bildung: “object-oriented” and “subject-oriented”; two key approaches to education: “traditional” and “progressive”; and two models of cultural policy: cultural democracy and democratisation of culture, in explaining one of the significant debates in music pedagogy about how to engage children and young people in music education. In considering these questions, the article examines recent developments in the provision of music education in the English school system, particularly the National Plan for Music Education, Music Education Hubs and the independent Musical Futures initiative. We conclude that recent government policies incorporate ideas of the authority of teachers and a musical canon, while other approaches give more priority to children’s own musical references and activity. Our three related theories shed light on this continuing debate about value and engagement in music education, and on the place of children and young people in their musical learning.

中文翻译：

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音乐在我们的生活中：使用“ Bildung”的概念来理解英国音乐教育政策的作用

本文考虑了德国的“ Bildung”概念，即人的个人成长-这个在英语有关文化或教育的辩论中并不经常使用的术语-是否可以帮助理解英国最近的音乐教育政策的不同教学方法和哲学方法。它探讨了Bildung的两个概念之间的联系：“面向对象”和“面向对象”。两种主要的教育方法：“传统”和“渐进式”；文化政策的两种模式：文化民主和文化民主化，解释了音乐教育学中有关如何使儿童和年轻人参与音乐教育的重大辩论之一。在考虑这些问题时，本文考察了英语学校系统（尤其是《国家音乐教育计划》）在英语学校系统中提供音乐教育的最新发展，音乐教育中心和独立的音乐期货倡议。我们得出的结论是，最近的政府政策结合了教师权威和音乐规范的思想，而其他方法则更重视儿童自己的音乐参考和活动。我们的三个相关理论为有关音乐教育的价值和参与的持续辩论以及儿童和年轻人在音乐学习中的地位提供了亮点。