Abstract

China's music education has historically been rooted in Western aesthetic pedagogy and traditional Chinese musical systems, based primarily on the conventional epistemology of subject-object dichotomy. In the context of China's significant economic and cultural growth in the 21st century, several issues have become increasingly evident in this educational system, including cultural detachment, dominance of rational-technical logic, and a growing disconnect between music and everyday life. This paper employs the core principles of philosophical hermeneutics—situation, vision, and dialogue—to explore these challenges within China's music education landscape. By adopting hermeneutical approaches, the study aims to illuminate potential paths towards a more diversified, open, and inclusive future for music education in China. It proposes new conceptual frameworks and practical paradigms that could realign music education with the evolving cultural and social dynamics, highlighting the potential for music to enrich spiritual and religious experiences.