A Renewed Sense of Courage, Thank you Dewey!

In reading the first part of Democracy and Music Education I have found that many of my ideals are reinforced and supported by the words of Paul Woodford. When thinking about music education, I know that I, personally, am reluctant and even afraid at times to let myself think of my role in education as one that comes with a great deal of power and possibility for change in a “worldly” sense. I guess, in short, I am afraid to think too ideally about being a music educator. I feel as though it is very easy to drift away in that regard, and ultimately, set one’s self up for disappointment. I find, however, a sense of confidence, courage and reassurance in the readings of Paul Woodford thus far. He speaks so eloquently with regard to the ideals of Dewey, and the push on both parties of music as a social apparatus for change is something I identify strongly with.
This all makes me think WAY back to my freshman year, when I was writing my Philosophy of Music Education. I remember writing it thinking, “I have no idea what the hell I am talking about, but this sounds good!” And, reminiscing at the present, I am proud to say that I was an ill-informed freshman when writing my philosophy. But, however ill-informed I may have been in a "textbook" way, I find now that my views with regard to music education, and its purpose, have always been instinctual and consistent throughout my years at Westminster. I guess what I am really trying to say here is that it is very reassuring to see, looking back a few years, that I believed music to function as a catalyst to society and as a democratic vehicle just as I do now. Certainly, I may not have been able to identify this though as clearly my freshman year, but it is a thought that I know was there, and now, having gone through several years of intensive training, is an idea that I have carefully cultivated and still hold in high regard.
I find it is so easy at Westminster, or perhaps at college in general, to lose sight of what one is doing. We all get so caught up in the daily grind and living in the “now” that we seldom are given the opportunity to take a step back and meditate on our thoughts. At present, I have found some respite and outlet for contemplation in Woodford's. I know I stated that I was reluctant to think of music education to idealistically, but identifying others out there who think in the same vein as I do helps to alleviates that fear. What’s spectacular to think is that if I am thinking along these lines, and Dewey and Woodford are thinking along these lines, then there must be many other educators with the same ideals. And perhaps, given the tempestuous state of our country right now with regards to economics and our tainted pursuit of global democracy, perhaps an educational revolution is on the wing. Perhaps music education will lead the way. They say that music is a universal language, and if that’s true maybe world peace, whatever that may be, is on the horizon. And perhaps, most excitingly, it begins with me.