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Values Education: a fresh look at procedural neutrality
The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion. Advocacy of such a stance is especially associate...
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| Published in: | Educational studies 1998-07, Vol.24 (2), p.183-193 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c418t-3d73f29aca2f22d39692bd8e1069244023b0d3b9c633f9dfb697b5d5bd41d1c33 |
| container_end_page | 193 |
| container_issue | 2 |
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| container_title | Educational studies |
| container_volume | 24 |
| creator | Ashton, Elizabeth Watson, Brenda |
| description | The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.
Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students' own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.
We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others. |
| doi_str_mv | 10.1080/0305569980240204 |
| format | article |
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Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students' own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.
We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.</description><identifier>ISSN: 0305-5698</identifier><identifier>EISSN: 1465-3400</identifier><identifier>DOI: 10.1080/0305569980240204</identifier><language>eng</language><publisher>Dorchester-on-Thames, U.K: Taylor & Francis Group</publisher><subject>Agenda Setting ; Beliefs ; Child Advocacy ; Childrens Rights ; Controversial Issues (Course Content) ; Education ; Educational Benefits ; Educational Methods ; Educational Philosophy ; Ethics ; Higher Education ; Humanities Instruction ; Instructional Materials ; Moral Values ; Morality ; Neutrality ; Student Empowerment ; Teacher Influence ; Teacher Role ; Teachers ; Teaching Methods ; Values ; Values Education</subject><ispartof>Educational studies, 1998-07, Vol.24 (2), p.183-193</ispartof><rights>Copyright Taylor & Francis Group, LLC 1998</rights><rights>Copyright Carfax Publishing Company Jul 1998</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c418t-3d73f29aca2f22d39692bd8e1069244023b0d3b9c633f9dfb697b5d5bd41d1c33</citedby><cites>FETCH-LOGICAL-c418t-3d73f29aca2f22d39692bd8e1069244023b0d3b9c633f9dfb697b5d5bd41d1c33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/209723425/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/209723425?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,12847,21378,21394,27924,27925,33223,33611,33877,43733,43880,74093,74269</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ605749$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Ashton, Elizabeth</creatorcontrib><creatorcontrib>Watson, Brenda</creatorcontrib><title>Values Education: a fresh look at procedural neutrality</title><title>Educational studies</title><description>The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.
Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students' own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.
We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.</description><subject>Agenda Setting</subject><subject>Beliefs</subject><subject>Child Advocacy</subject><subject>Childrens Rights</subject><subject>Controversial Issues (Course Content)</subject><subject>Education</subject><subject>Educational Benefits</subject><subject>Educational Methods</subject><subject>Educational Philosophy</subject><subject>Ethics</subject><subject>Higher Education</subject><subject>Humanities Instruction</subject><subject>Instructional Materials</subject><subject>Moral Values</subject><subject>Morality</subject><subject>Neutrality</subject><subject>Student Empowerment</subject><subject>Teacher Influence</subject><subject>Teacher Role</subject><subject>Teachers</subject><subject>Teaching 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Brenda</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ605749</ericid><atitle>Values Education: a fresh look at procedural neutrality</atitle><jtitle>Educational studies</jtitle><date>1998-07-01</date><risdate>1998</risdate><volume>24</volume><issue>2</issue><spage>183</spage><epage>193</epage><pages>183-193</pages><issn>0305-5698</issn><eissn>1465-3400</eissn><abstract>The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.
Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students' own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages which subtly encourage a popularist form of relativism.
We suggest the substitution of procedural neutrality with a different approach, that of critical affirmation. Here the teacher advocates a stance alongside everyone else. This, however, is done in a way that affirms pupils, and their right to personal views, whilst subjecting all views, including the teacher's own, to a close scrutiny, especially regarding implications for the views of others.</abstract><cop>Dorchester-on-Thames, U.K</cop><pub>Taylor & Francis Group</pub><doi>10.1080/0305569980240204</doi><tpages>11</tpages></addata></record> |
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| identifier | ISSN: 0305-5698 |
| ispartof | Educational studies, 1998-07, Vol.24 (2), p.183-193 |
| issn | 0305-5698 1465-3400 |
| language | eng |
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| source | International Bibliography of the Social Sciences (IBSS); Education Collection (Proquest) (PQ_SDU_P3); Taylor & Francis; Social Science Premium Collection (Proquest) (PQ_SDU_P3); ERIC |
| subjects | Agenda Setting Beliefs Child Advocacy Childrens Rights Controversial Issues (Course Content) Education Educational Benefits Educational Methods Educational Philosophy Ethics Higher Education Humanities Instruction Instructional Materials Moral Values Morality Neutrality Student Empowerment Teacher Influence Teacher Role Teachers Teaching Methods Values Values Education |
| title | Values Education: a fresh look at procedural neutrality |
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