國際第一本音樂教育哲學期刊Philosophy of Music Education Review(簡稱PMER)發行於1993 年，對音樂教育哲學發展有重大影響。本研究之目的在針對2005 年至2009 年PMER 的文章進行分析，總計有42 篇。採內容分析法，檢視這些文章的作者背景(教授或獨立研究者、研究生、學校教師、其他)、文章主題類型(本體論、認識論、價值論、倫理學、邏輯、政治、美學或藝術、其他)，以及論述方法(現象學、實證主義、演繹、歸納、概要、分析)，並探討這五年內音樂教育哲學研究的發展趨勢。研究結果顯示，在作者背景方面，多數文章由音樂教育學者或專業研究者所撰寫，研究生及學校音樂教師很少參與哲學議題之探討；在文章主題方面，PMER 中的議題朝向多元化發展，不再針對特定哲學理論進行辯證，而以政治與價值論的論述最多；敘寫方式以引用他人觀點建構本身理論之概要方式為主，少以批判方式進行哲學探究。此外，PMER 的文章呈現以下發展脈絡：（一）以歐美國家的哲學論述為主流，其他地區的音樂教育學者較少參與其中；（二）女性主義議題逐漸受到重視，而論述音樂教育價值的文章則持續出現；（三）朝向理論與實務結合，研究多強調音樂教育哲學觀在教學實務上的應用。

The purpose of this study was to analyze the contents of articles that fell into the category of philosophy of music education. 42 articles in Philosophy of Music Education Review (PMER) from 2005-2009 were analyzed. The research method of content analysis was employed to examine the following categories: backgrounds of the authors(professors/researchers,graduate/doctoral students, school teachers, others); categories of topics (ontological, epistemological, axiological, ethical, logical, political,aesthetic/artistic, others); and approaches of the articles (phenomenology,positivism, deduction, induction, synopsis, analysis). Moreover, this study also aimed at finding the possible trends in the past 5 years within philosophical inquiry in music education.The results showed that in PMER, almost all articles were written by professors or researchers. No school teachers or other people participated in this philosophical forum. Political and axiological issues were discussed most; and researchers usually adopted synopsis as a way to complete their discourses. Regarding the trends in the past 5 years, there were three features in PMER: first, most of the discourses were presented by Western music educators; second, feminist issue emerged recently, while the justification of music education appeared continually; third, philosophical inquiry in music education tried to bridge the gap between theory and practice.