From the Music to the People: Prioritizing a Human-centered Music Education Perspective

Abstract: The National Association for Music Education (NAfME) envisions a future where all United States music educators foster environments that honor the musical experiences of every individual. Despite a stated commitment to inclusivity from across musical traditions, the lived music experience of that inclusion remains elusive for many. Cultivating an inclusive environment for individuals with diverse musical goals and identities requires deliberate effort to confront systemic and organizational challenges that obscure the richness of musical diversity. This essay explores the challenges that impede the formation of deep connections with all students and proposes a human-centered approach to music education, a philosophical perspective grounded in the intrinsic value of each individual. While focusing on music education in the United States, this examination offers insights that are transferable to educators worldwide, inviting them to consider how their practice can build upon a human-centered philosophy of music education. Drawing on James Baldwin’s notion of reality as it relates to human interaction and an adaptation of Hoffman’s Institutes on the cycle of personal transformation, the authors share a reflexive inquiry to support music educators seeking to reorient themselves toward music teaching and learning at a human-to-human level. The paper concludes with actionable recommendations for sustaining a human-centered music education that reflects on the self, the student, and The Othered.