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In this book, music history is explored not only through narrative accounts but also through aesthetic and non-aesthetic practices that shape historical meanings related to music. The concept of validation emerges as both a foundational element in musical education theory and a key aspect of historical meaning construction. Validations occur simultaneously on neuronal and social levels, creating rich fields of meaning that exhibit relative cultural stability. This perspective positions the historical content of music as a function of validation processes. The insights offered serve as an invitation for cultural-theoretical reflection, encouraging thoughtful engagement with music pedagogy and teaching practices. By framing music history as an actionable concept, the text promotes reflection on music-related (self-)educational processes, fostering a theory-driven awareness of the significance of an individual's validation-sensitive approach to 'being-in-the-world' in relation to music.