ABSTRACT
One could argue that it is rather odd to devote a chapter to the education question in music education. And one could even argue that it is rather presumptuous to assume that this question needs to be reclaimed. After all, what else have music educators been doing for centuries other than engaging in education? And what else are music educators around the world doing day in and day out other than engaging in education and, through this, engaging with the education question? If it were indeed as simple as that, then this chapter would be superfluous. The premise upon which this chapter is based, however, is that the education question in music education has in recent decades been displaced, most explicitly not only by turning the education question into the question of learning (on this, see also Pio, 2017) but also by turning the focus of music education to what engaging in music is supposed to be for rather than taking music seriously in its own right.
