Values education: a fresh look at procedural neutrality

Educational Studies 24 (2):183-193 (1998)
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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



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Language, Truth and Logic.[author unknown] - 1937 - Erkenntnis 7 (1):123-125.
Varieties of Relativism.Rom Harré & Michael Krausz - 1997 - Revue Philosophique de la France Et de l'Etranger 187 (2):251-253.
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Value Education in a Pluralist Society.R. M. Hare - 1976 - Journal of Philosophy of Education 10 (1):7-23.
Value Education in a Pluralist Society.R. M. Hare - 1976 - Journal of Philosophy of Education 10 (1):7-23.

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