A democratic society requires a degree of consensus on values. But it is argued that the model of values education as the transmission of certain predetermined values is inadequate in a democracy, since for several reasons the transmission of predetermined values can itself be undemocratic. Education for individual autonomy in matters of values is also, by itself, inadequate. Each generation needs the resources by which it can work out its own interpretation of democratic (...) values. What is also needed, then, is an education in a common language of discourse — which can be drawn primarily from philosophy — which will facilitate public debate. (shrink)

Values Education in Schools is a new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

With the prevalence of values and the advent of the idea of rationalist education, the values characteristic of distinct subjectivity and affectiveness face many theoretical and practical problems when taught within the framework of modern education, which seeks certainty of knowledge. The challenges that values education encounters in today’s world urgently demand that we return to the origins of human spiritual life. We must be informed by the Marxist disclosure of the intrinsic value of (...) human existence, and grasp the intrinsic isomorphism between values education and human existence within the web of original and historical dialectic relations by relying on a complementary understanding of values and the essence of education: real men possess a logic of existence that endows value independence and consciousness of edification, and on the basis of the nature of the value of human existence, values education obtains a solid foundation both in the sense of fact and of value. Human existence thus displays the value content of self-selection, self-edification, and self-improvement peculiar to it due to its mutual dependence on and fulfillment of values education. (shrink)

R M Hare; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 7–23, https://doi.org/10.1111/j.146.

This paper suggests that medical education should redirect resources to values education, specifically developing new strategies to improve the process of clarification of values. The author suggests using the values journal method which is based on a systematic record of students' personal value systems reflected in their stories and life experience; and on their responses to case presentation. Generating a personal values journal helps students define who they are, what their social and professional roles (...) are, what their expectations are and where they are going. Keeping values journals promotes students' decision-making capacity, and equips them with the necessary skills to teach their future patients how to generate their own value systems. The development of a well defined values journal is a preparatory stage for active participation in clinical conferences or group discussion, and for effective communal dialogue among the group's members. (shrink)

Summary The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion. Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students? own involvement. We point out many of the insights of Stenhouse's approach, but also (...) some of its disadvantages which subtly encourage a popularist form of relativism. We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. (shrink)

In an article discussing the means by which democratic values education is to be inculcated, Tapio Puolimatka argued that ‘it is possible to educate in democratic values in ways that foster the development of the rational and moral autonomy of children only within the moral realist context’. Examining in detail Puolimatka’s defence of moral realism, we will offer a Rortyan response to moral realism as well as a pragmatist account of democratic values education.

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and (...) the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession—what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a ‘holistic’ mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through ‘action-oriented’ programmes introduced in some institutes of engineering in India. (shrink)

In this study of the main conceptual and normative issues to which the education of the adult gives rise, the author demonstrates that these issues can be understood and resolved only by coming to grips with some of the central and most contentious questions in epistemology, philosophy of mind, ethics, and social philosophy. A salient feature of the book is its searching examination of the different types of value judgement by which all educational discourse is permeated. The analysis of (...) the nature and justification of educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for the guidance of practitioners in this growing area of educational concern. (shrink)

Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological doctrine.

The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well-crafted values education program. Evidence for this latter claim will come from international studies as well as from the Australian Government's Values Education Program and, especially from the (...) class='Hi'>Values Education Good Practice Schools Project Stage 1 Report (DEST, 2006). (shrink)

P D Walsh; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 24–33, https://doi.org/10.1111/j.1.

The present education system is mainly object oriented material in nature but not subjective or spiritual. We study mainly subject viz. physic, chemistry, Biology, Computer, Applications, and Engineering etc.; which are related to the objective world, but we don’t ourselves, or the subjective world. There is story associated with a famous Greek philosopher, Socrates, who ones asked his disciples, what do you want to become in future?” One of them said that he wanted to become a lawyer, another wanted (...) to become a politician, so on and so forth. But one student told that he wanted to become a ‘man’. To become a man is very important, for unless we become a real man first, we will not be able to handle objective knowledge properly. That is why, speaking about education Swami Vivekananda said, “We must have life-building, man making, character-making assimilation of ideas”. So education must be subject-oriented. The subject orientation is an indispensable aspect of personality development. These are self-reliance, self-knowledge, self-control and self-sacrifice. A man of high personality must have the combination of super head, heart and hand. (shrink)

Preliminary Material --Foreword /Samuel M. Natale --Acknowledgements /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Introduction /William O'Neill and Samuel M. Natale --Section I /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --The Working Class Spirituality /Joseph M. McShane --Comparative Christian Perspectives on the Meaning of Work /Joseph W. Ford --Work, Spirituality, and the Moral Point of View /Kenneth E. Goodpaster --Can Christian Ethics Inform Business Practice?: A Typological Road Map (...) and Criteria of Adequacy for an Ethic of Capitalism /David A. Krueger --The American and Catholic Models of Worker Rights: A Comparison and Appraisal /Michael A. Zigarelli --Section II /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --The Work Ethic and Notions of Character in Scottish Education /W. A. Gatherer --The Multidimensionality of Values Conflicts in the Organizational Life /Michel Dion --New Organizational Structures: A Chance for Workers or a New Mode of Control? /Jacques Delcourt --Defining Forces in Work Attitudes: Cultural Values and Economic Environment /Eduardo S. Paderon and Charles F. O'Donnell --The Growing Dilemma of Loyalty to the Firm /John C. SJ. Haughey --Section III /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Values/Work/Education: Definitions and Context /Lee J. Richmond --Six Questions for Ethical Educational Management /Michael Bottery --Values Education: A More Effective Route to Managerial Competence? /W. M. Robb --The Educative Dimensions of Workplace Democracy /W.J. Toth --Influences on the Value-Mediating Work of Educational Leaders /K.D. Walker --Personal and Social Education in Vocational Preparation /Richard Pring --Contributors /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --Index /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden --VIBS /Samuel M. Natale, Brian M. Rothschild, Joseph W. Sora, and Tara M. Madden. (shrink)

The essays in this book consist of revised versions of Victor Cook Memorial Lectures delivered in the universities of St. Andrews, London, Cambridge, Aberdeen, Oxford, Glasgow and Leeds.

The paper explores the moral ontology of democratic values education. It argues against the assumption that democratic values education, based on individual freedom, should be understood in a moral anti-realist and constructivist frame of reference. It claims, instead, that it is possible to educate in democratic values in ways that foster the development of the rational and moral autonomy of children only within the moral realist context. The Kohlbergian, Deweyan, Rawlsian, MacIntyrean and Rortyan counter-arguments are (...) considered and some of their problems discussed. (shrink)

This article, drawing on philosophical sources, proposes a certain way of seeing the nature and scope of values education: as a matter of ‘sustaining the ethical environment’. The idea is introduced that just as we live in a physical environment we also live in an ethical environment, ‘the surrounding climate of ideas about how to live’. It is argued that there are some illuminating analogies between our responsibility for the quality of the physical environment and our responsibility for (...) the quality of the ethical environment. Values education, in turn, can be seen as an important way in which we can collectively attend to the quality of the ethical environment; in doing so, we should put positive value on diversity within that environment. This way of seeing values education suggests a way in which teachers can realistically see their own responsibilities for values education. (shrink)

La presente investigación se efectuó con el objetivo de evaluar el impacto de la introducción y generalización del resultado científico: La educación en valores mediante la aplicación de medios de enseñanza - aprendizaje en la disciplina de Morfofisiología en la Licenciatura en Enfermería, a través de indicadores diseñados de acuerdo a las particularidades de la investigación. Se aplicaron encuestas, se realizó una revisión documental de bibliografía relacionada con la temática y de documentos de los departamentos e instituciones en que ha (...) incidido este resultado, lo cual permitió constatar la amplia y efectiva aplicación práctica de los resultados obtenidos de forma sistemática, a través de publicaciones, posgrados, presentación en eventos científicos y su generalización en diversas instituciones educacionales. This research was conducted with the objective of assessing the impact of the introduction and generalization of the scientific result: Values education through the application of teaching aids- learning in Morphophysiology subject in the Nursing Degree through indicators designed according to the research characteristics. Surveys were carried, furthermore, a documentary bibliographic review related to the subject matter and a review of documents from departments and institutions affected by this result were made. They enabled to verify the wide and effective practice of the results got in a systematic way, through publications, postgraduate courses and presentations in scientific events as well as its generalization in different educational institutions. (shrink)

This article examines the social development of Hong Kong's cultural and national identity since its return from the UK to the People's Republic of China nearly six years ago, focusing on the extent to which Hong Kong students are now inculcated in traditional Chinese music and express their devotion to the PRC through singing the national anthem. Hong Kong music teachers experience conflicts concerning their roles as music teachers and as purveyors of values education. These observations raise fundamental (...) questions concerning the sociopolitical function of values education in the music classroom. (shrink)

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching (...) how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. (shrink)

This book is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives. It explores issues such as the kinds of values that are communicated between educators and children and the kind of future citizens we foster in early childhood settings. It illustrates by way of cases involving many participants, including children, educators, and researchers, who have their roots in diverse contexts, and reside in different parts of the (...) world, including Australia, Denmark, Finland, Iceland, Norway, Slovenia, and Sweden. The book carefully considers the contextualized character of the cases presented, yet argues that the questions, theories, and methodologies emphasized do inform the international debate in manifold ways. Communication of values in a broad and diverse sense is central in any pedagogy, especially for the youngest children in the educational system. Still, values education has been neglected as a research field, in education in general and particularly in the early years. This book addresses this lack of knowledge by scrutinizing various questions about values education in ECEC settings. (shrink)

Three proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what is learned and the wider socio-political scene. It is argued that these conditions (...) are hard to fulfil via the prescribed, performance-oriented curricula currently on offer in English school classrooms. (shrink)

The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of (...) its disadvantages which subtly encourage a popularist form of relativism.We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. (shrink)

Societies concerned with preventing acts of violent extremism often target the ideas that are thought to motivate such acts. The state's use of educational institutions is one mechanism by which those ideas are subjected to challenge. Teaching liberal democratic values to students is one method. Here, David Stevens argues that this model is misguided. First, commitment to violent methods is not primarily driven by the attractiveness of radical ideas themselves, but by material facts and circumstances. Second, an education (...) that ignores the teaching of various socioeconomic values, such as a commitment to a certain degree of material equality and welfare provision, is inadequate as a conception of citizenship. These criticisms are related. Citizens are owed certain resources and commitments as citizens, and grounds for dissatisfaction and violence are reduced when citizens receive the holdings to which they are entitled, and when their fellow citizens recognize and endorse this. Consequently, it is the role of education to teach directively toward the adoption of such socioeconomic values and commitments. (shrink)

This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) (...) space. As such, human behavior and decision-making are embedded in a broad range of possibilities that may become actualities in the process of responding intelligently to what is perceived in the environment. This article also brings into the conversation some contemporary discourse in bioethics and neuroscience that appears to have an uncanny affinity to Peirce's and Dewey's much earlier conceptualizations. Human intelligence proper arises in the interactions between mind, body, and the environing world: we learn from experience that necessarily has a value-element embedded in this triadic matrix. (shrink)

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian (...) framework promotes the potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace. (shrink)

오늘날 우리 사회의 대학은 외부적 위기와 내부적 위기를 겪고 있다. 외부적으로 신자유주의의 시장경쟁과 정보통신기술의 도전에서 살아남아야 하고, 내부적으로는 대학의 의미와 교육의 의미에 대한 도전에 대응해야 한다. 이 중 내부적 위기와 관련해서, 대학 교육의 의미를 다시 한번 성찰할 필요가 있다. 본 논문은 먼저 대학교육의 위기를 교육의 본질이라고 생각되어 온 가치관 교육의 위기라는 관점에서 고찰하면서, 가치중립적 교육이 교육현장에 가치 상대주의와 회의주의를 불러온 과정을 추적한다. 현대 자유주의 사회에서의 가치중립적 교육은 자유로운 개인에게 가치의 선택을 맡김으로써, 고립된 이기적 인간의 무한 경쟁에 따른 인간성의 파괴를 가져오고 (...) 있다. 최근에 강조되고 있는 인성교육은 가치관 교육의 중요성을 인식했다는 점에서 의미가 있으나, 교육을 통해서 실현해야 할 인간 본성에 대한 고찰 없이 특정한 사회적 맥락에서 요구되는 다양한 덕목만을 나열하는 것은 가치 상대주의에 빠지게 될 위험이 있다. 따라서 인성교육, 혹은 도덕교육은 경험적으로 주어져 있는 인간 본성에 근거하는 것이 아니라, 경험적 영역을 초월할 수 있는 인간의 내재적 본성으로서의 영성을 전제하지 않을 수 없는 것이다. 본 논문은 인간을 육체와 영혼으로 나누고, 영혼의 능력을 감성과 지성에 한정한 근대적 인간관의 한계를 고찰하면서, 인간의 내재적 초월성으로서의 영성을 전제하지 않고서는 가치관 교육이 이루어질 수 없다는 점을 밝힌다. 지금까지 영성이 공교육의 영역에서 배제되어 온 이유는 영성을 신비로운 내적 체험으로 이해했기 때문이다. 하지만 영성을 자아와 타자 사이의 초월적 연결성으로 이해한다면, 영성의 강화와 성숙은 대학 교육의 중요한 내용이 되어야 한다. (shrink)

The integration of ethics into accounting curricula is a critical challenge facing accounting educators. The ethical subject matter to be covered and the role of the professor in ethical debates in the classroom are important unresolved issues. In this paper, we explore teaching basic values as an integral part of ethics education. Concern about indoctrination of students is addressed and the consistency of values education with the goals of ethics education is examined. A role for (...) ethics researchers in identifying and clarifying the basic values that define our profession is recommended, and suggestions for implementing values education in accounting ethics are provided. (shrink)

This study analysed the effects a values education programme can have on the feelings of self‐realisation, self‐concept and self‐esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The self‐realisation, self‐concept and self‐esteem of both groups were evaluated using the Self‐Concept and Realisation Questionnaire. Statistical analyses showed the existence of significant differences between the (...) experimental and control groups on the variables studied. Based on the results, we suggest that a values education programme like this, that has been culturally adapted, can make a positive impact on the self‐realisation of young people from a marginalised community. (shrink)

Peter Emberley is one of Canada's leading scholars writing on issues linking education and philosophy. This dense, very erudite work could be seen as the high counterpart to his two more popular books on similar themes, Bankrupt Education: The Decline of Liberal Education in Canada and Zero Tolerance: Hot Button Politics in Canada's Universities.