ol ars ▁assert ▁that ▁effective ▁music ▁advoc acy ▁uses ▁empir ically ▁sound ▁arguments ▁that ▁trans c end ▁political ▁motiv ations ▁and ▁personal ▁ag end as . ▁Music ▁education ▁philosoph ers ▁such ▁as ▁Ben nett ▁Re imer , ▁Est elle ▁J org ensen , ▁David ▁J . ▁Elli ott , ▁John ▁Pay n ter , ▁and ▁Keith ▁Sw an wick ▁support ▁this ▁view , ▁yet ▁many ▁music ▁teachers ▁and ▁music ▁organizations ▁and ▁schools ▁do ▁not ▁apply ▁this ▁line ▁of ▁reasoning ▁into ▁their ▁music ▁advoc acy ▁arguments . ▁Research ers ▁such ▁as ▁Ellen ▁W inner ▁conclude ▁that ▁arts ▁advoc ates ▁have ▁made ▁bog us ▁claims ▁to ▁the ▁det r iment ▁of ▁def ending ▁the ▁study ▁of ▁music , ▁her ▁research ▁deb unk ing ▁claims ▁that ▁music ▁education ▁impro ves ▁math , ▁for ▁example . ▁Research ers ▁Gl enn ▁Sch ellen berg ▁and ▁Eugen ia ▁Costa - G iom i ▁also ▁critic ize ▁advoc ates ▁incorrectly ▁associ ating ▁correlation ▁with ▁caus ation , ▁Gi omi ▁pointing ▁out ▁that ▁while ▁there ▁is ▁a ▁" strong ▁relationship ▁between ▁music ▁participation ▁and ▁academic ▁achiev ement , ▁the ▁caus al ▁nature ▁of ▁the ▁relationship ▁is ▁question able ." ▁Philosoph ers ▁David ▁Elli ott ▁and ▁Mar issa ▁Silver man ▁suggest ▁that ▁more ▁effective ▁advoc acy ▁involves ▁sh ying ▁away ▁from ▁" d umb ing ▁down " ▁values ▁and ▁a ims ▁through ▁s log ans ▁and ▁mis leading ▁data , ▁energy ▁being ▁better ▁focused ▁into ▁eng aging ▁potential ▁supp or ters ▁in ▁active ▁music - making ▁and ▁musical - aff ect ive