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Values education as an ethical dilemma about sociability

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dc.contributor.authorCrotty, R.
dc.contributor.editorLovat, T.
dc.date.issued2010
dc.description.abstractThis chapter reports on the values education programmes of three school clusters operating within the Australian Government’s Values Education programme. It argues that a central outcome of the schools’ values education programmes is a new mode of knowledge. Depending on the particular approach to values education taken in the cluster and its component schools, this new mode of knowledge could relate to self-knowledge, to a different perception of companions, to a renewed vision of the adjacent human and natural environment or a combination of these. In keeping with the theme of this final section of the handbook, Values Education: Wellbeing and Social Engagement, the chapter argues that this new knowledge is not solely intellectual and academic, but related to wellbeing, sociability and sustainability.
dc.identifier.citationSource details - Title: International research handbook on values education and student wellbeing, 2010 / Lovat, T. (ed./s), pp.631-643
dc.identifier.doi10.1007/978-90-481-8675-4_36
dc.identifier.isbn9789048186747
dc.identifier.urihttps://hdl.handle.net/1959.8/117035
dc.language.isoen
dc.publisherSpringer
dc.publisher.placeNetherlands
dc.rightsCopyright 2010 Springer Science+Business Media B.V.
dc.source.urihttps://doi.org/10.1007/978-90-481-8675-4_36
dc.subjectvalues education
dc.subjectethics
dc.subjectsociety
dc.titleValues education as an ethical dilemma about sociability
dc.typeBook chapter
pubs.publication-statusPublished
ror.mmsid9915910366501831

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