Document Type
Issue Area Two
Abstract
Education is inherently a value-laden process. The seemingly neutral act of deciding what subject matter to include in the curriculum is, in fact, a decision-making process that is heavily based on value judgments. The value framework of the curricular designer will clearly be reflected in the materials chosen for instruction. Thus education, by its inherent nature, cannot be designed or delivered in a totally value-free manner.
Individuals representing the two major "value view" groups in Iowa met to attempt to identify a common core set of values which might be appropriate for public school instruction and at the same time be acceptable to all people of the community. In political terms, the two groups are often described as the conservative right and the liberal left with an assortment of other adjectives used to describe, degrade, or enhance, based on the perspective or frame of reference of the one applying the adjectives. Eleven individuals dialogued about the values question. As the term dialogue implies, the issues were examined from a wide variety of view points in an atmosphere of open collegial discussion.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
5
Issue
2
First Page
51
Last Page
54
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1994 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Warren, Sam
(1994)
"Issue Area Two: The Teaching of Values in the Public Schools: Which Values? Whose Values?,"
Institute for Educational Leadership Monograph Series: Vol. 5:
No.
2, Article 15.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol5/iss2/15
