This phenomenological case study looks at the perspectives of primary public school students when grappling with the dilemma of learning and performing sacred songs. These views are examined in response to two opposing hegemonic stances on this controversy: assertions made by a local group of school district administrators versus official position statements set forth by The National Association for Music Education (MENC). Student outlooks are also viewed in alignment with literature in the areas of (1) human rights, (2) human development, and (3) human values, as these domains coincide with the goals of music education and sacred choral music.

To better understand children's perspectives I listened as they talked about the sacred songs issue, using a discursive curriculum called Philosophy for Children or “P4C” (Lipman, 1984) as a tool of inquiry. This open-ended discourse pedagogy is accomplished by having students read a story where the topic of concern is problematized through discussion among the children in the narrative. Afterwards a corresponding lesson plan enables a facilitator to guide the students in further dialogue about the topic. For this research, an experienced P4C practitioner was engaged to develop a curriculum addressing the sacred songs controversy and to facilitate the sessions. Notably, the use of P4C as a methodological instrument is novel in music education research.

Results from this study indicate that children seemed interested in making a sacred music curriculum work, as long as it was impartially implemented. To this end, several innovative ideas were offered. Some participants viewed singing sacred songs as a welcomed form of celebration and a possible way to engender better human relations. Interestingly, these viewpoints represent the antithesis of the school district administrators' presumptions concerning the mental vulnerability of children. In contrast, student comments regarding the possible contribution of sacred songs and the caliber of learning they might imbue indicate an alignment with the MENC position statements. Overall, this research suggests that children are capable and eager to discuss matters about their lived world. This investigation also indicates the need for a reassessment of music policy concerning the use of sacred choral music in public school.