ABSTRACT
I have tried to show how intuition and analysis interactively allow us to construct meaning and create experience of quality. My main theme has been this dialectical relationship, firstly as it is found at the heart of the nature of musical knowledge itself, secondly as it appears in the processes of research, and finally as a necessary tension in education. In this last area I have been specific concerning the implications, both for formal music education in general classes and for specialist instrumental teaching. Our understanding of musical knowing has to be translated, analysed into curriculum planning, a sensitive process during which intuitive insights may too easily be surrendered to educational jargon, the clutter of curriculum writing or the whims of politicians and administrators. I have suggested ways of thinking about music teaching that might avoid inappropriate mechanisation of curriculum practice.
