| Preface |
i |
| Table of Contents |
ii |
| Introduction. Why such a
clumsy title? |
1 |
| Why study the educations and
values education? |
1 |
| How nine educations were
studied |
3 |
| What can data about the
aims, contents and similarity of educations, tell us? |
5 |
| Most aims stated for the
educations are intermediate aims |
5 |
| The fundamental aim of the
educations is responsible behaviour |
5 |
| Content in the educations is
largely technical information |
6 |
| There is considerable
overlap in the content of the educations |
8 |
| The educations are not as
effective as hoped for |
8 |
| A more effective way of
achieving the aims of the educations |
9 |
| How would values education
operate? |
10 |
| Figure One. Returning
technical content to traditional subjects and combining common
values/human relationship/responsibleness issues, in a new subject -
values education. |
11 |
| Just how effective is values
education? |
13 |
| Conclusions |
15 |
| Seven additional benefits
from values education |
16 |
| Four problems in the
philosophy of education and their relevance for values education
|
20 |
| Appendix One. Data on the
aims, content and similarity to one another other, of nine
educations |
24 |
| References |
30 |
