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ERIC Number: EJ936996
Record Type: Journal
Publication Date: 2011-Jul
Pages: 14
Abstractor: ERIC
Reference Count: 56
ISSN: ISSN-0313-5373
Values Pedagogy and Teacher Education: Re-Conceiving the Foundations
Lovat, Terrence; Dally, Kerry; Clement, Neville; Toomey, Ron
Australian Journal of Teacher Education, v36 n7 p31-44 Jul 2011
Recent research in fields as diverse as educational philosophy and psychology, as well as in the neurobiological sciences, has underlined the need to reassess many of the assumptions that underpin the role of the school, the teacher and education in general. The work of the philosophers such as Carr and Kristjansson could be interpreted as important re-statements of the moral pragmatism of Dewey (1930), himself reliant on Aristotle (Pagan, 2008; Pamental, 2010) in arguing for the inherent moral basis of education. Their renewed interest in Aristotle is to be found amidst a rekindled interest by philosophy in the interaction between reason and emotion and the consequent need for the education of those emotions. This article explores the research findings of values pedagogy, both Australian and international, and makes application to the need to re-conceive many of the assumptions and foundational theories that underpin teacher education, based on the new insights into learning, human development and student well-being that have resulted from these research findings.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia