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DOI

10.14221/ajte.2008v33n5.6

Abstract

This article describes briefly the growing emphasis in Australia on values education as evidenced by the Australian Government’s National Framework for Values Education in Australian Schools (2005), and the responses of the respective States and Territories. Arguing that the major approaches to the teaching of values (the trait approach often taught through moral biography; values clarification; the cognitive developmental approach taught typically by discussion of moral dilemmas; and role playing) are markedly different in theory and practice, and that the National Framework is not prescriptive about the nature of teaching, the author suggests that the strategies embedded in the approaches, rather than fully predetermined content, should drive the enterprise of values education. The implications for teacher educators are discussed.

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Link to publisher version (DOI)

10.14221/ajte.2008v33n5.6