From Panopticon to Possibility: Rethinking Music Education Through Biesta’s World-Centered Lens

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Areas for Improvement

-Abstract -Some sentences are long and complex (label lines 6–12). These might be consolidated to highlight the one main disruption under discussion more clearly.

-Design/methodology: Empirical? Make this more explicit and address which methodological, refer to  Creswell and Creswell methodology book.

-Some paragraphs (particularly in the introduction and abstract) include long sentences that would benefit from tightening to better focus on the main message.

-Theory and application: There is good philosophical framing, but it needs to mention how to apply it in this research/paper

-The paper identifies that subjectification is important, there is very little in consideration for what it means from a samples/ (students) point of view. Add more meaningful info.

-Meed 3 years latest references

Author Response

Please see the attachment. Thank you.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

This manuscript offers a thoughtful and well-articulated philosophical exploration of Western classical music education through the metaphors of Foucault’s panopticon and Biesta’s world-centered education. The argument is original, engaging, and supported by a strong command of relevant literature. The narrative example provides an effective bridge between theory and pedagogical practice. To further strengthen the manuscript, I offer the following suggestions:

1. Clarify the methodological stance: Because this is a philosophical/conceptual contribution rather than empirical research, an early statement explaining the paper’s methodological orientation (e.g., philosophical inquiry using a narrative illustration) would help frame expectations for readers accustomed to empirical formats.

2. Enhance the linkage between the case story and the theoretical framework: The narrative of Sisi, Chelsea, and Chelsea’s mother is compelling, but certain sections could more explicitly connect the example to the evolving theoretical analysis—particularly within sections discussing power shifts and technological disruption.

3. Consider trimming or tightening dense sections: Sections 6.1 and 6.2 are rich but lengthy. Smoother transitions or minor condensation could further improve readability.

4. Expand briefly on broader applicability: Although the focus is Western classical music education, a short reflection on how world-centered approaches might translate across other music learning contexts would enhance the paper’s generalizability.

Author Response

Please see the attachment. Thank you.

Author Response File: Author Response.pdf

Reviewer 3 Report

Comments and Suggestions for Authors

This article is a skilful analysis of the erosion of the Western classical music tradition in the contemporary era, based on Gert Biesta's framework.

 

The article begins with a story that illustrates the power dynamics of the teacher-student-parent relationship and the changes brought about by shifting expectations and making connections to broader transformations within the music field that more or less affect the conservatory tradition. Following the conventions of academic writing, this theoretically constructed article returns to this story and also concludes with it.

 

While the article aptly depicts the tension fields of the “traditional architecture of Western classical music education” against Biesta’s conceptualization, some unresolved gaps arise in the author's interpretation of the teacher's story in contrast to Biesta's theorizing. The author argues that the parent’s reaction demonstrates individual agency “in an open, connected world” (p. 4) and that this opportunity, made possible by our digitized, information-rich world, allows the parents to question the teacher's authority, reflecting the possibility of world-centered education.

At this point, the author's interpretation ignores the fact that the parent's reaction is equally a result of the shift in education towards neoliberal values and consumerism in which the ”customer” of educational services (the author also refers in the story to how the parent emphasizes non-refundable tuition fees) demands a particular kind of ”product” that the teacher must provide at any cost. I would suggest introducing the learnification critique already at this point, as it illustrates the many sides of the story. As the author also brings up later in the article, Biesta does not suggest that world-centredness demands the disappearance of the teacher; quite the contrary. In other words, the story outlined at the beginning of the article offers just one interpretation, which is later elaborated upon from the teacher's perspective. This tension—possibility, “both sides of the coin”—should be introduced already at the beginning of the article; in other words, the demands of the parent as an expression of learnification / consumerism effect on the one hand, and as a corrosive force on Western conservatism and outdated teacher authority, on the other.

Other notions:

On p. 8, the list of expectations that the market has for musicians should also include the ability to reflect on and practically consider the goals of sustainable development and environmentalism.

 

The section on the Implications for Music Education Practice should maintain the focus on music education throughout.

 

In section 6, the author suddenly uses numbered subsections (6.1 etc.)

Please check the consistency of formatting in the reference list.

 

 

Author Response

Please see the attachment. Thank you.

Author Response File: Author Response.pdf