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Back in 2013, in theBJMEeditorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, wedoi:10.1017/s026505171600022x fatcat:c3oqkwtv7bdzjjypxxmnm544vm