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. Attached Files Name Description MIMEType Size Downloads webster-educativevalueof-2004.pdf Published version application/pdf 54.72KB 177 Title The educative value of values Author(s) 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 Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30033910 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Fri, 15 Apr 2011, 15:28:07 EST Fri, 03 Jun 2011, 13:26:06 EST Fri, 03 Jun 2011, 13:27:14 EST Fri, 03 Jun 2011, 14:06:32 EST Mon, 06 Jun 2011, 10:06:48 EST Tue, 05 Dec 2017, 10:48:59 EST Fri, 07 Sep 2018, 15:23:08 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 883 Abstract Views, 177 File Downloads  -  Detailed Statistics Created: Fri, 15 Apr 2011, 15:28:07 EST