The present study deals with the development of theoretical reflexion of music education and systemic explanation of music-pedagogical thinking. The gist of the problem should be seen in the aknowledgement of the history of music pedagogy for the present time and for music and educational practice. From the methodological viewpoint the diachronical and synchronic dimension approarcih prevails, while the number of modalities in relation to the role and features of the given phenomenom of musical and pedagogic thinking. In a condense explanation we present a brief survey of individual models, their genesis, original historical function and we show suggest possibilities of their preservance, as well as their applicability in present conditions. The solution offers the idea on the present musical pedagogy and musical education trends, as well as their practical/pragmatic application based on various, mutually dependent (sometimes contradictory) paradigms of musical and pedagogic thinking.
In the conclusion the authors point to the present cultural plurality and its position within the musical pedagogy.