Purpose: Despite advances in Environmental and Sustainability Education (ESE) scholarship and practice, ESE has not yet contributed to mitigate the sustainability-related problems it is meant to remedy. As part of an explanation, some scholars have argued that current ESE scholarship and practice overemphasizes intellectual and neglects…

The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is…

This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between "politically qualified" and "politically…

The authors analyse and compare two of the major moral education programmes in the United States, namely, Character Education Curriculum and the Values Clarification Programme. (Editor)

Argues that correctional education can and should be value centered and illustrates how a concern for values can be integrated into the traditional content of various courses. Indicates that a lack of values underlies the debilitating process of imprisonment. (JOW)

The suggestion to equate values with purpose is considered. The advantage of value development over moral development is that values apply to a broader category of ideas while morality has a more confined and narrow application. All students and teachers should attempt to become both creators and appreciators of values. (JN)

The historical study of words, and particularly of the changes in their meanings, has two benefits. First, it can bring to light our recent and culture-bound perspective on the nature of language, and, secondly, the approach to language needs to be made with a perspective on the future rather than the past. (JN)

Analogies help students to unlock long-term memory and to project the implications of courses of action. Gives examples of how analogies can be brought into the social studies curriculum in areas like value claims and decision making. (CS)

Within a carefully structured situation, students can be allowed greater choice than they now have, and this can be accomplished without making them feel lost and confused. The balance between direction and freely offered alternatives is a delicate one, but the teacher need not be afraid of it. (Author)

For the last two decades, health educators have been laboring at coalescing the philosophical premise and goals of school health education. The focal point of this conflict emerges when proponents claim that health education curricula enhance decision making skills and concurrently require health educators to teach toward specific health-promoting…

This article explores the validity of values clarification as an approach to values education. Several passages from "Values and Teaching: Working with Values in the Classroom" (1966 and 1978, Raths, Harmin, and Simon) are used in a discussion of criticisms leveled against values clarification. (DF)

A rationale for the inclusion of liberal education in the preservice teacher education program is presented, broad liberal outcomes are proposed, and recommendations for the attainment of these outcomes are suggested. (MJB)

Written for prospective and practicing K-12 teachers, this book examines values education. The authors' central concerns are twofold. The first is to help and encourage teachers develop their own rationale for values education. The second concern is to help teachers help students develop a rational foundation for their own values and learn the…

Discusses findings of a curriculum study on the place of death education in Catholic and Jewish schools. Religious educators felt religious courses should cover death education, and that courses should help develop values and clarify them. They believed their educational policies fostered a sense of community among students. (JAC)

Some of the major changes and trends in ethical philosophy and ethics teaching are illustrated through an analysis of ethics primers. Changes in the field of ethics and in the development of moral awareness are reflected in the development of ethics primers. (JN)