What makes me mad about music education?

This: A national workshop presenter of a major music education approach (in this case, Kodaly) teaches a workshop and incorporates an Irish song. She says the song is in Mixolydian (sounds like it supposed to come to a "rest" on the tone SO of the do-re-mi scale). The song has one sharp in the key signature which makes G “DO” of the do-re-mi scale. Now the song ends on D, which is the last note of the melody. D is “SO” of the do-re-mi scale. With me so far? Now most songs end on the sound (or a special tone) that is the “ending tone” or “resting tone.” Mary Had A Little Lamb, London Bridge, Twinkle Twinkle, etc. all end on a last note of a melody which is also the resting tone—the one that feels like you’ve reached home. It comes to a rest there. Usually, songs do end on the resting tone.

Well, this Irish song ends on SO but the resting tone is easily heard as being DO. It’s not really a subjective matter. If one listens to the melody and the accompaniment that goes with the song, it’s very clear that the song is in major tonality (sound like it “rests” on DO). After two years of instruction, some of the children that I teach (2nd graders) can not only hear the difference between mixolydian and major, but also identify unfamiliar songs as mixolydian or major. What’s this say if our leading music educators can’t do what 2nd grade children can? It says to me that we music educators have been trained to understand music theory, not to understand music. Notation is only supposed to be a reminder of what we already can hear in our minds. It’s incomplete.

I can go on, but can you hear where I’m going?

Tell me I’m not crazy.