Harmonizing Hearts and Minds: Reenacting the Role of Music in Holistic Education in Ghana
DOI:
https://doi.org/10.47941/ijcrs.3988Keywords:
Holistic Education, Music Pedagogy, Ghanaian Curricula, Spiritual Formation, Indigenous HymnodyAbstract
Purpose: The purpose of this study is to examine the systematic marginalisation of music within contemporary, exam-driven formal instructional frameworks in Ghana, which heavily prioritise cognitive development at the expense of affective, social, and spiritual formation. The paper seeks to explore the potential reintegration of music as a central pedagogical and theological instrument to facilitate holistic education and learner development.
Methodology: The study adopts a qualitative descriptive research design situated within a conceptual analytical framework. It draws upon biblical foundations, Ghanaian socio-historical contexts, and established psychological theories, specifically Howard Gardner’s Theory of Multiple Intelligences. Data are gathered by analysing documentary sources and relevant scholarly literature, alongside a conceptual curricular audit executed across the Basic, Secondary, and Tertiary teacher-training levels.
Findings: The structural curricular audit reveals significant systemic gaps, including the acute marginalisation of indigenous musical traditions, severe deprivation of instructional resources, and insufficient formal training parameters for music educators across all educational tiers. These multi-dimensional deficiencies are inextricably linked to broader systemic constraints and an overemphasis on high-stakes testing that limit cognitive enrichment, emotional development, cultural identity, and spiritual grounding in contemporary Ghanaian school environments.
Unique Contribution to Theory, Policy, and Practice: The study offers a distinct, actionable, four-fold strategic framework designed for educational stakeholders, policymakers, and mission-based institutions. This framework provides a practical blueprint for systemic curriculum integration, the structural revitalisation of chapel-based musical practice, targeted professional development models for teachers, and the explicit reclamation of Ghana's sacred soundscape as an essential tool for whole-person formation.
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