Abstract
This chapter discusses the revival of values education. It is not uncommon for the discourse on values education to include consideration of various institutions including the church and even the mass media. Voluntary service and other related experiences may also be treated as elements in the process of values education. However, as each of these voluntary institutions is under separate control and, except for the schools, is largely out of the reach of public policy, it is difficult to foster discussion about the efficacy of extra-school institutions in values education. Thus, in advanced countries, where most of the policy research on values education has been carried out, the primary focus is on the role of schools. Pedagogues in contemporary advanced societies are often dismayed and sometimes outraged at the tendency of leaders in developing countries to portray values education as a means for strengthening national solidarity and the authority of the ruling elites. Proponents of values instruction believe that the responsibility for identifying appropriate values lies with the schools, the adult community, and/or the state, and thus the task of values education is to meaningfully convey the socially approved values to young people.
Published Version
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