The pieces and the unified experience - \nInvestigating music educational history from a Deweyan pragmatist perspective

Abstract

There are particular issues to consider when doing historic research from a Deweyan pragmatist perspective. How can pragmatism's demand for improvement of living conditions and holistic views be useful when the issue at hand is fragmented and already finished actions? This paper is an attempt to show how pragmatism can work as a reminder and guide in a process of music educational historic research.I am currently researching Hagström's music educational activities which took place during the 50s, 60s and 70s. Hagström grew into a consortium during the 40s representing the whole chain of consumption from design and production to shops and education. The education started out as courses in accordion with the focus eventually shifting towards guitar education. The focus on popular instruments and popular music invoked emotional debates regarding the value of such an education.The point I will make is that in my research, pragmatism helps to see historical sources as a part of today, parts of society and involving the actions and consequences of the people involved as well as well as their history. History, like the words life and experience, refers to the inseparability of what is done and how it is done.