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The educative value of values

Webster, R. Scott 2004, The educative value of values, in PESA 2004 : Education and values : Proceedings of the 2004 Philosophy of Education Society of Australasia conference, The Society, Sydney, N.S.W., pp. 1-12.

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Title The educative value of values
Author(s) Webster, R. ScottORCID iD for Webster, R. Scott orcid.org/0000-0002-5253-4894
Conference name Philosophy of Education Society of Australasia. Conference. (2004 : Melbourne, Victoria)
Conference location Melbourne, Victoria
Conference dates 26-28 Nov. 2004
Title of proceedings PESA 2004 : Education and values : Proceedings of the 2004 Philosophy of Education Society of Australasia conference
Editor(s) [Unknown]
Publication date 2004
Start page 1
End page 12
Publisher The Society
Place of publication Sydney, N.S.W.
Summary There appears to be increasing interest among certain educational institutions to include values as a prominent feature of their practice (Buckley & Erricker, 2004). One recent example is the Victorian Curriculum Assessment Authority (VCAA) who released a discussion paper earlier this year, which indicates that values are to play a much greater role in government schools. However, endeavouring to promote values as common standards can be criticised to be problematic in our pluralist society, because not all values are necessarily valuable.

This paper reviews the VCAA paper and attempts to respond to Nietzsche’s (1998) challenge to question the value of our values, by offering guidance as to how the educative value of values might be determined. Such an examination is expected to identify a potential tension between a particular civic education and that of a more philosophic and universally educative perspective. In order to do this, a differentiation between a value (noun) as ‘objective fact’ and value (verb) as a ‘subjective relation’ is made. This paper will adopt an existential perspective by drawing upon consequentialism, intentionality and the works of Kierkegaard and Dewey, to argue that emphasis should be placed on the subjective aspects of educative valuing without fostering an objective/subjective divide.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, PESA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30033910

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.