The purpose of the study was to examine music teachers’ philosophical beliefs, and their application of those beliefs to teaching and advocacy in the United States. I also explored the factors that might predict those beliefs and their application to teaching and advocacy. To measure music teachers’ philosophical beliefs, I developed the Philosophical Beliefs (Ph.B.) scale based on the foundational utilitarian, aesthetic, and praxial philosophical perspectives. Using the Ph.B. scale, I conducted a survey through the National Association for Music Education in the United States, and 527 music teachers responded to the survey. The results revealed that music teachers’ philosophical beliefs and their use of beliefs in teaching and advocacy varied among the philosophical perspectives. In particular, the aesthetic perspective was most favored as a philosophical belief by music educators but used the least in advocacy. More experienced music teachers had stronger philosophical beliefs and made more use of these beliefs in practice. I discuss how future work may extend the research in this paper to consider additional philosophical and ethical perspectives of music educators.

中文翻译：

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美国音乐教师的哲学信仰以及将这些信仰用于教学和宣传

这项研究的目的是考察音乐教师的哲学信仰，以及他们将这些信仰应用于美国的教学和宣传。我还探讨了可能预测这些信念的因素及其在教学和宣传中的应用。为了衡量音乐教师的哲学信仰，我根据基本的功利主义、审美主义和实践哲学观点开发了哲学信仰 （Ph.B.） 量表。使用 Ph.B. 量表，我通过美国全国音乐教育协会进行了一项调查，有 527 名音乐教师对调查做出了回应。结果显示，音乐教师的哲学信仰及其在教学和宣传中对信仰的使用因哲学观点而异。特别是，美学观点最受音乐教育家青睐为哲学信仰，但在宣传中使用最少。更有经验的音乐教师具有更强的哲学信仰，并在实践中更多地使用这些信仰。我讨论了未来的工作如何扩展本文的研究，以考虑音乐教育者的其他哲学和伦理观点。