In this essay, I focus on how attention to music's therapeutic efficacy is important to the praxial music education philosophy espoused by Elliott and Silverman. I note, despite the use of the term praxis from Aristotle's philosophy dating back to antiquity, there is no mention in Music Matters 2 of what historical evidence tells us about how music was valued for its therapeutic efficacy during Aristotle's lifetime-- from antiquity to the early modern era--before the rise of staged performance for an audience of spectators became the norm. Further, I note the scant attention to how music is valued in indigenous cultures. I discuss how pre-modern and--from my research as an ethnomusicologist--how indigenous African conceptions of music and its value found in Shona and Xhosa practices in southern Africa can inform and argue that these conceptions are essential to a praxial philosophy of music education.