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The educative value of values

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conference contribution
posted on 2004-01-01, 00:00 authored by Scott Webster
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.



Philosophy of Education Society of Australasia. Conference. (2004 : Melbourne, Victoria)


1 - 12


The Society


Melbourne, Victoria

Place of publication

Sydney, N.S.W.

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Publication classification

E1.1 Full written paper - refereed

Copyright notice

2004, PESA

Title of proceedings

PESA 2004 : Education and values : Proceedings of the 2004 Philosophy of Education Society of Australasia conference

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