| Global Values Education | 2 |
|---|
| Preface | 7 |
| Acknowledgements | 9 |
| Contents | 11 |
| Values Education and Multiculturalism in the Global Culture | 13 |
| The Historical and Social Origins of Values | 13 |
| Historical Origins of Values | 14 |
| The Nature of Values in Schools | 14 |
| The Erosion of Moral Education | 15 |
| The Politics of Values Education | 16 |
| Moral Dilemmas | 17 |
| The Language of Rights | 17 |
| Teaching Values Strategies | 19 |
| Problematics of Values Education Ideology | 20 |
| Evaluation | 21 |
| References | 22 |
| Globalization, Social Capital, and Values: the Case of the Pacific Basin | 25 |
| 1 Globalization and Social Change in the Pacific Basin Region | 25 |
| 2 The Decline of Value Consensus due to the Rapid Social Change | 26 |
| 3 Values, Social Development, and Social Capital | 26 |
| 3.1 Leaders and Values | 28 |
| 4 The Translation of New Values into Values Education | 30 |
| 4.1 Interviewing Elites as a Means to Understanding the Current Values Education Debate | 31 |
| 4.2 International Elite Survey of Values Education1 | 32 |
| 4.3 The New Values | 32 |
| 4.4 Patterns of Variation | 35 |
| 4.5 Who For and How Should Values Education Be Implemented? | 36 |
| 6 Conclusion | 40 |
| References | 41 |
| Different Perspectives on Values and Citizenship Education | 43 |
| 1 Different Perspectives on Values and Citizenship Education: Introduction | 43 |
| 2 Teachers and Values | 44 |
| 3 Methodology | 45 |
| 3.1 Adapting Citizenship and Value Transmission | 45 |
| 3.2 Individualistic Citizenship and Value Communication | 46 |
| 3.3 Towards a Critical Democratic Citizenship Through a Combination of Value Stimulation and Value Communication | 48 |
| 3.4 Active Participation | 49 |
| 3.5 The Role of the Teacher | 51 |
| 4 Discussion | 52 |
| 5 Conclusion | 53 |
| References | 53 |
| Globalisation, Values and Human Rights for Cultural Diversity | 57 |
| 1 Culture, Ethnicity and the State | 57 |
| 2 Australia and Assimilation | 59 |
| 3 Emergence of Australian Multiculturalism | 60 |
| 4 Australian Cultural Diversity | 61 |
| 5 Core Values in a Multicultural Nation-State | 63 |
| 6 Cultural Diversity and Human Rights: An Evaluation | 65 |
| 7 Conclusion | 68 |
| References | 68 |
| Peace Education as Cosmopolitan and Deliberative Democratic Pedagogy | 70 |
| 1 Introduction | 70 |
| 2 Relations of Conflict | 71 |
| 3 Peace Education a Futile Aim? | 71 |
| 4 A Culture of Peace and Peace Education, and Their Normalising Tendencies | 74 |
| 5 Peace Education as Cosmopolitan and Deliberative Democratic | 81 |
| 6 Conclusion | 83 |
| References | 83 |
| Education in Values Through Children s Literature. A Reflection on Some Empirical Data | 85 |
| 1 Introduction | 85 |
| 2 Values and Education | 86 |
| 3 Values and Their Teaching | 88 |
| 4 Procedures and Strategies for Education in Values | 89 |
| 4.1 Language and Literature in Curricular Design. Educational Dimensions | 90 |
| 4.2 The Moralising Discourse of Children s Literature | 91 |
| 5 Empirical Study on Children s Literature for the 10 12 Age Group | 92 |
| 5.1 Methodology and Sample for Analysis | 93 |
| 5.2 Reliability and Validity of the Analysis | 94 |
| 5.3 The Obtaining and Description of Data | 95 |
| 5.3.1 Percentage of Categories of Values for Each Work of Children s Literature | 96 |
| 6 Indexes of Concentration of Values | 97 |
| 7 Correlations Between Indexes by Categories of Values and Children s Books | 97 |
| 8 Conclusion | 100 |
| References | 100 |
| A Global Imperative of Teaching Multiculturally in Florida s Schools | 103 |
| 1 Postmodernity, Cultural Diversity, and Globalization | 103 |
| 2 Multicultural Pedagogy a Global Imperative | 105 |
