Values education: a fresh look at procedural neutrality

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

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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References found in this work

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.
Philosophers Discuss Education.S. C. Brown - 1977 - Mind 86 (344):611-614.
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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