ABSTRACT
This conclusion explores ways to rethink concepts of resilience to make them useful to educators and musickers who have experienced trauma either directly or secondarily through their educational encounters with others. This chapter defines resilience and reconsiders the concept of resilience in relation to post-traumatic growth (PTG). Subsequently, this conclusion connects resilience and PTG to music and music education. It puts forward ways that music educators might shape their pedagogy with PTG in mind.
