Document Type
Issue Area Two
Abstract
One basic premise needs to be established to examine the subject at hand: It is not primarily the state's responsibility to inculcate values into children. That responsibility rests primarily with the parents (Prince v. Massachusetts), and, in a religious sense, with the church. Schools are in the position to reinforce those values the parents have taught, but are not given the mandate to originate or fundamentally alter them.
The question of whether a school should teach values, however, is somewhat moot-if subjects dealing with history and human behavior are included in the course of study, values will be addressed. To address some historical event such as the Holocaust will address values. To teach about the Nazi's killing of Jews and other minorities from a neutral viewpoint implies it was acceptable social behavior. Children will see that it is at least tacitly approved by authority-the teacher. To teach that it was wrong is obviously a value statement as well. The issue is how we address those values, and what emphasis is placed on them as opposed to skills. We certainly do not want a "catechism" in the public schools, but we should at least refrain from teaching a morality which erodes the relationship between a child and his parents and God.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
5
Issue
2
First Page
55
Last Page
59
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
Duckstein, Dwight
(1994)
"Which Values? Those to Create a Society to Benefit All People,"
Institute for Educational Leadership Monograph Series: Vol. 5:
No.
2, Article 16.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol5/iss2/16
