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International Journal of
Population Studies Re-conceptualizing music education

the micro approach of understanding life as a personal attention, including music educators, to focus on questions
experience alongside macro factors, such as historical concerned with how this prolonged lifespan can be spent
time and place of individuals in particular age cohorts in a most self-determined and meaningful way.
(Hunt, 2017). This ontological pluralism is advantageous There is no single definition of how a person experiences
also for the considerations of older adult music education, aging or when old age begins. Some aging theories articulate
as it abandons the expectations of old age identity and continuity and others change (Hunt, 2017, p. 259). Some
considers social transformation and personal experience older people might look for continuity, simultaneously
(Hunt, 2017). finding it difficult to come to terms with the physical,
Bengtson et al. (2012, pp. 10–12) designate five principles psychological, and social changes of aging. They might
for the life course perspective. The first one is “linked lives,” develop a disintegrated identity or a passive-dependent
which refers to the recognition of interconnectedness and identity, which means that they have little confidence in
fluctuation in human relationships. Interestingly, it has their own abilities to cope with on a daily basis. Some
been predicted that transformations in home and work individuals develop a defended identity through which
relationships will foster more intergenerational friendships they live independently but are fearful of growing older
as people from different age groups may pursue similar and fight to stay fit and youthful in ways that may engender
lifestyles (Gratton & Scott, 2017, p.14). We find this concept stress and disappointment. Change, on the other hand,
of ‘linked lives’ relevant to music participation being refers to how many older people actively seek to meet new
related to life course experiences, and the idea of music people and reappraise themselves through new challenges,
being deeply embedded with social connection rather which plausibly have positive or negative consequences,
than excluding older adults in their own silo. The second thus developing an integrated identity. They retain their
principle emphasizes the impact of social and historical personal integrity and optimism while accepting that
contexts on individuals’ lives, which again strengthens growing old is inevitable (Hunt 2017, p. 265).
our understanding of social connection as an underlying
value attached to music learning and the idea of life history 1.1.2. Justifications for music education in older adult
based on how earlier life-course experiences related to life course
music influence later modes of participation. Adult education is becoming increasingly important
The third principle reminds us of the (sometimes for economic, social, and political reasons (Biesta et al.,
unpredictable) life transitions and their timing that 2011). At the same time, while lifelong learning has been
connects to music as self-fulfillment and personal growth, acknowledged as an important part of educational policies
for example, the potential of music learning in navigating and strongly recommended, for instance, by UNESCO
significant transitions, such as retirement from work. (Faure et al., 1972), it is increasingly understood in terms
Referring to the well-established health and well-being of economic development and formation of human capital,
discourse in music (MacDonald et al., 2016), we argue that in other words, through a neoliberalist agenda, rather than
music may have more substantial potential as a vehicle for as a personal good and an inherent aspect of democratic
protection, resilience, and strengthening self-knowledge life. According to educational theorist Gert Biesta, this
rather than “traditional” health effects. The fourth principle transformation “is not only visible at the level of policy; it
stresses agency, in other words, the significance of having a also has had a strong impact on the learning opportunities
sense of control over making decisions that affect personal made available to adults, partly through a redefinition
change and continuity – hence, issues of identity become of what counts as legitimate or ‘useful’ learning” (Biesta,
central to questions of navigating a long life, including 2006, p. 169).
the capacity to develop oneself, make individual choices, The recent changes in the lifelong learning discourse
and navigate through transitions, self-fulfillment, personal also raise important questions for music educators as to
growth, and also a developmental possibility. The fifth why older learners remain so widely underserved by our
principle highlights that aging and personal development educational institutions that generally are thought to be
is cumulative: relationships, behaviors, and life events open and inclusive. While several projects providing musical
have consequences for later life statuses, relationships, and activities for older adults are taking place, they are mostly
well-being. This principle seems to connect health and residing within the field of community music. However,
well-being with valuable lifelong experience, resulting in community music as such is lacking critical reflection
a self-defined definition of well-being derived from music and scholarly analysis of its pedagogical principles. The
learning and participation. These changes in experiences individual and social meanings of adult music learning that
and perceptions of the life course are fostering increasing justify its pedagogical relevance have not yet been seen as so

Volume 9 Issue 3 (2023) 17 https://doi.org/10.36922/ijps.383