Following the perceived breakdown of moral and social fabric and the diminishing role of traditional arbiters of morality and standards, more and more is being expected of schools and teachers in the guidance and control of children. It is a daunting task for educators at all levels of the education system to decide what values are appropriate, whose values are appropriate and how such values are addressed in the curriculum.
Based upon an empiracle study involving training and practising teachers from seven countries, this book investigates the various attitudes and practices towards the teaching of values and their place in the curriculum. The findings of each of the countries are compared and contrasted in the light of the diverse cultural conditions which are apparent.
This book brings together various approaches currently taken in values education and also suggests a theoretical foundation for decision making. The book culminates in practical examples, drawn from the evidence of the research project, which teachers can adapt for use with their own pupils.
This book provides a challenging and imaginative perspective on values in education and comes at a time when educators face a new era which demands dynamic, transformative and reflective approaches.

Based upon an empirical study involving training and practising teachers from seven countries, this book investigates the various attitudes and practices towards the teaching of values and their place in the curriculum. Countries covered include: Australia, Eire, Israel, Slovenia, Switzerland, UK and USA. The findings of each of the countries are compared and contrasted in the light of the diverse cultural conditions which are apparent.
This book brings together various approaches currently taken in values education and also suggests a theoretical foundation for decision making. The book culminates in practical examples, drawn from the evidence of the research project, which teachers can adapt for use with their own pupils.
This book provides a challenging and imaginative perspective on values in education and comes at a time when educators face a new era which demands dynamic, transformative and reflective approaches.