The music relevance in the Adolphe Ferrière’s pedagogical thinking and its topicality to promote school inclusion

Adolphe Ferrière is considered one of the scholars from whom derive the principles that have changed the approach of music education, towards an active methodology. In this process, the foundation of the Ligue internationale pour l’education nouvelle (1921) can be considered the beginning of a progressive pedagogical tradition that considers music as an aesthetic experience to be conceived in the context of a new education. The process that will lead to active musical education and to research about inclusive music for inclusion draws recognition and driving force also from the attention to artistic and moral education, presented as a specific area that characterizes new education in the 30 points proposed by Ferrière in 1919 and reworked by him in the magazine Pour l’Ère Nouvelle.