ABSTRACT
David J. Elliott’s chapter concludes this collection by tying together recurring themes from other chapters around the notion of eudaimonia as “well-doing” or ethically guided action. Reiterating the assertion that music-making and music-learning are integral to human flourishing, Elliott situates a eudaimonic orientation at the heart of music learning. To this end he argues that “effective and ethical music education can make major artistic, social, cultural, gendered, ethical, emotional, mental, and political differences in students’ and adults’ lives.” He discusses obsessions, hedonism, and healthier, harmonious passions. Highlighting the importance of care for self and others, Elliott points to the necessity of love in a life well-lived.
