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Values Education: Possibilities for Integration

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Starting with the view that there are four major approaches to values education in Australian schools, all with different theoretical underpinnings, this article examines two related issues of integration: to what extent these approaches can be used separately within a coherent program of values education; and to what extent they can be used together within particular teaching units. The author concludes that contemporary theories of teaching and learning have resulted in a narrowing of the contentious divide between prescription and non-prescription; and that as a result the different premises underlying the approaches are enriching rather than limiting factors in teaching values education.

Keywords: integration; moral biography; moral dilemmas; role-play; values clarification; values education

Document Type: Research Article

Publication date: January 1, 2013

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  • Learning and Teaching is a bi-annual, refereed, international journal providing a forum for discussion and analysis of the latest educational research on innovative approaches to classroom pedagogy and learning in the global culture. Articles are chosen for their originality, readability, and accessibility to wide audience of educational researchers, classroom-teachers, educational administrators and curriculum coordinators.
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