Editors:
- Provides accounts of the philosophies, beliefs, world-views and traditions that might frame values education policies and programmes
- Examples of policies for values education and lifelong learning in various national and international contexts are reviewed and assessed
- Good practice programs and practices from different schools and school systems around the world are presented and explored
- Contributes to assisting those concerned to achieve high quality lifelong learning for all, particularly in the realms of values education, personal development, education for citizenship and social cohesion
- Assists with the work of educational systems and institutions in building new futures for education, that seek to be more sensitive to the needs of learners and are informed by new and emerging educational and societal priorities
Part of the book series: Lifelong Learning Book Series (LLLB, volume 10)
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Table of contents (21 chapters)
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Front Matter
About this book
The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter in this book is written in an accessible style by an international expert in the field. Authors tackle the task of identifying, analysing and addressing the key problems, topics and issues relevant to questions about the nature, purpose and scope of values education and Lifelong Learning that are internationally generalisable and, in times of rapid change, of enduring interest to the scholar and practitioner. Authors explore the ways and means by which learners may be encouraged to become educated and grow, both as individual beings and social agents, throughout the whole of their lifespan.
The book seeks to provide accounts and critical appraisal of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to some of the key concepts and categories at work in such theories. We provide reference to and accounts of some examples of policies or proposals in various national contexts and a range of examples of good practice in policies, programs and curriculum schemes from different schools, school systems and other educating agencies, institutions and organisations around the world.
Editors and Affiliations
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Faculty of Education, Monash University, Melbourne, Australia
David N. Aspin
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Centre for Lifelong Learning, Australian Catholic University, Melbourne, Australia
Judith D. Chapman
Bibliographic Information
Book Title: Values Education and Lifelong Learning
Book Subtitle: Principles, Policies, Programmes
Editors: David N. Aspin, Judith D. Chapman
Series Title: Lifelong Learning Book Series
DOI: https://doi.org/10.1007/978-1-4020-6184-4
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2007
Hardcover ISBN: 978-1-4020-6183-7Published: 31 August 2007
Softcover ISBN: 978-90-481-7558-1Published: 30 November 2010
eBook ISBN: 978-1-4020-6184-4Published: 17 August 2007
Series ISSN: 1871-322X
Series E-ISSN: 2730-5325
Edition Number: 1
Number of Pages: XVI, 448
Topics: Curriculum Studies, Educational Philosophy, Administration, Organization and Leadership, Sociology of Education, Teaching and Teacher Education