EDUCATION FOR VALUES Roy Gardner Jo Cairns Denis Lawton EDUCATION FOR VALUES Morals, Ethics and Citizenship in Contemporary Teaching London and Sterling, VA First published in Great Britain in 2000 by Kogan Page Limited This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” First published in paperback in Great Britain and the United States in 2005 by Kogan Page Limited Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned addresses: 120 Pentonville Road London N1 9JN UK www.kogan-page.co.uk 22883 Quicksilver Drive Sterling VA 20166–2012 USA © Roy Gardner, Jo Cairns and Denis Lawton, 2000 The right of Roy Gardner, Jo Cairns and Denis Lawton to be identified as the authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act l988. ISBN 0-203-41673-2 Master e-book ISBN ISBN 0-203-44296-2 (Adobe eReader Format) British Library Cataloguing in Publication Data A CIP record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Education for values: morals, ethics, and citizenship in contemporary teaching/edited by Josephine Cairns, Roy Gardner, Denis Lawton. p. cm. Includes bibliographical references and index. ISBN 0-7494-3944-0 (Print Edition) 1. Moral education—Cross-cultural studies. 2. Values—Study and teaching—Cross-cultural studies. I Cairns, Jo. II. Gardner, Roy. III Lawton, Denis. LC268.E353 2003 370.11’4–dc21 2003003759 Contents The Contributors and Editors vii Introduction 1 1. Morals, Ethics and Citizenship in Contemporary 7 Teaching Jo Cairns PART I: APPROACHES TO TEACHING VALUES 2. What Scope Is There for Teaching Moral 27 Reasoning? Graham Haydon 3. Three Approaches to Moral Education 37 Colin Wringe 4. Philosophy for Children: How Philosophical 49 Enquiry Can Foster Values Education in Schools Robert Fisher 5. Sharing Values with a Selfish Gene 67 Philip Goggin PART II: ISSUES IN EDUCATION IN VALUES 6. Legitimating the Moral Curriculum 79 Paul Yates 7. The Contribution of Special Education to Our 97 Understanding of Values, Schooling and the Curriculum Brahm Norwich and Jenny Corbett 8. Citizenship Studies, Community Service Learning 109 and Higher Education John Annette PART III: TEACHER EDUCATION AND VALUES v 9. The Moralization of Teaching: A Relational 127 Approach as an Ethical Framework in the Professional Preparation and Formation of Teachers Michael Totterdell 10. A Code of the Ethical Principles Underlying 147 Teaching as a Professional Activity John Tomlinson and Vivienne Little 11. The TTA Consultation Documents on ITT: 159 What, No Values? Stuart Ainsworth and Andrew Johnson 12. Communities in Search of Values: Articulating 187 Shared Principles in Initial Teacher Education Val Fraser and Mick Saunders PART IV: RESEARCH FOR EDUCATION IN VALUES 13. Valued Educational Research: 205 Reconceptualizations of the Curriculum David Scott 14. Education for Integrity: Values, Educational 221 Research and the Use of the Life History Method Paul Armstrong 15. Representation in Research: Whose Values Are 233 We Representing? Jane Erricker PART V: COMPARATIVE STUDIES 16. Ethics (Re)placed: Considerations for Educating 251 Citizens in Post-Apartheid South Africa Robert Balfour 17. Researching Values in Cross-cultural Contexts 259 Elwyn Thomas 18. Can Those Children Become ‘Good Cats’? 275 Dilemmas in Curriculum Reform in the Schools of Beijing, China Xiaopeng Li 19. Valuing Studies of Society and Environment 287 Gavin Faichney vi 20. In Search of a Vision of the Good: Values 303 Education and the Postmodern Condition Hanan Alexander 21. In Search of Common Values: Ethnic Schema, 313 Ethnic Conflict and National Reconciliation in Fiji Steven Ratuva 22. A Canadian Experience: Transcending Pluralism 325 Donald Santor Index 339 The Contributors and Editors Stuart Ainsworth is Co-Director of the Equality and Discrimination Centre, University of Strathclyde, Glasgow. Prof Hanan Alexander is Vice President for Academic Affairs at the University of Judaism, California. Prof John Annette is Assistant Dean in the School of Social Sciences, Middlesex University, UK. Paul Armstrong is Lecturer in Adult and Continuing Education at Birkbeck College, University of London. Robert Balfour was formerly Lecturer at the University of Natal and Rhodes University, Grahamstown, South Africa. Jo Cairns is a Senior Lecturer in Education at the Institute of Education, University of London. Dr Jenny Corbett is Senior Lecturer in Special and Inclusive Education at the Institute of Education, University of London. Jane Erricker is Senior Lecturer in Science Education and Education at King Alfred’s College, Winchester, UK. Gavin Faichney is Lecturer in Social Education at Deakin University, Victoria, Australia. Robert Fisher is Director of the Centre for Research in Teaching Thinking, Brunel University, UK. Val Fraser is a Lecturer and researcher in the School of Education at the University of Nottingham, UK. Dr Roy Gardner is a Senior Lecturer in Education at the Institute of Education, University of London. Philip Goggin is Continuing Professional Development Framework Manager at the Manchester Metropolitan University Institute of Education, Crewe and Alsager Faculty, UK. Graham Haydon is a Senior Lecturer in Education at the Institute of Education, University of London. viii Andrew Johnson is Co-Director of the Equality and Discrimination Centre, University of Strathclyde, Glasgow. Denis Lawton is Professor of Education at the Institute of Education, University of London. Xiaopeng Li is a Member of the Institute of Sociology at the Chinese Academy of Social Sciences, Beijing. Vivienne Little is Lecturer in Education at the Institute of Education, University of Warwick, UK. Brahm Norwich is Professor of Educational Psychology and Special Needs at the University of Exeter, UK. Steven Ratuva is Lecturer at the University of the South Pacific, Suva. Dr Donald Santor is Lecturer in Values Education, University of Western Ontario, Canada. Formerly, he was Education Officer for moral and religious education, Ontario Ministry of Education. Mick Saunders is Director of the PGCE Programme at the University of Nottingham, UK. Dr David Scott is a Senior Lecturer at the Open University, UK. Dr Elwyn Thomas is a Lecturer in Education at the Institute of Education, University of London. Prof John Tomlinson was formerly Director of the Institute of Education at the University of Warwick, UK. Michael Totterdell is a Lecturer and Assistant to the Dean at the Institute of Education, University of London. Dr Colin Wringe is Reader in Education at Keele University, UK. Rev Dr Paul Yates is a Lecturer in the Graduate Centre, University of Sussex, UK. Introduction Jo Cairns This revised edition of Education for Values is published at a critical time in world history. The events of 9/11 have now become embedded in the consciousness and memory both of individuals and of the national and global communities of which they are members. Responses to global terrorism have been, so far, neither consensual, consistent nor necessarily considered. While examples surface of academics in the United States being silenced both in their reactions to 9/11 and in their choice of classroom materials, politicians throughout Europe and the United States issue something equating to moral sound bites, with clear warnings that views expressed in these are not open to challenge. Post-9/11 it becomes harder to find reasoned reflection as a characteristic of public discourse on matters of communal safety and related political strategy; nor on religious and ethnic identity and public and private virtues. Therein lies the crisis for education in values. The cultural ambience in which values are developed, discussed and acquired increasingly frustrates the informed, reasoned, participatory and joined-up processes previously taken as the norm in such matters in democratic communities. Nonetheless, from September 2002 Citizenship Education became a compulsory part of the school curriculum for all pupils up to the age of 16. Perhaps this will prove to be the most significant educational development since the introduction of the National Curriculum if it can highlight the present state of unexamined debate in the public arena. At the same time, a number of other initiatives have been taken by the Department for Education and Skills in respect of curriculum and training entitlement for young people. Recently it has revoked aspects of the revised curriculum for 2000 and introduced 14–19 Opportunity and Excellence in order to ‘create a clearer more appropriate curriculum and qualifications framework for 14– 19 pupils (and) prepare them for life and work in the 21st century’. It is further attempting to underpin its qualifications systems, whose academic and ethical foundations were severely challenged during the academic year 2001–02. Transforming Youth Work underlines the place of youth