About the sig­nif­i­cance of the ar­gu­ment-​based speech about mu­sic for aes­thet­ic ed­u­ca­tion

This paper discusses the educational potential of aesthetic arguments in music classes. The description of the characteristics of an aesthetic argument is linked with reflections on (appropriate) ways of speaking about music. The discussion of the fundamental question how music can contribute to education, which is seen in this context as a transformation process, provides the basics to obtain the preconditions under which aesthetic arguments in music classes can be seen as educational. In conclusion it is discussed how aesthetic arguments in music classes can be initiated.