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dc.contributor.authorSilcock, P.
dc.contributor.authorDuncan, D.
dc.date.accessioned2010-04-22T11:01:00Z
dc.date.available2010-04-22T11:01:00Z
dc.date.issued2001
dc.identifier.citationSilcock , P & Duncan , D 2001 , ' Values Acquisition and Values Education: Some Proposals ' , British Journal of Educational Studies , vol. 49 , no. 3 , pp. 242-259 . https://doi.org/10.1111/1467-8527.t01-1-00174
dc.identifier.issn0007-1005
dc.identifier.otherPURE: 106831
dc.identifier.otherPURE UUID: f677666e-842c-4d32-8c54-1a2907ab6a63
dc.identifier.otherdspace: 2299/4443
dc.identifier.otherScopus: 0035627116
dc.identifier.urihttp://hdl.handle.net/2299/4443
dc.description'The definitive version is available at www.blackwell-synergy.com.' Copyright Blackwell Publishing. DOI: 10.1111/1467-8527.t01-1-00174 [Full text of this article is not available in the UHRA]
dc.description.abstractThree proposals are made regarding values acquisition in schools. It is believed that: (a) optimal conditions for the integration of values into school-students' lives will include students' voluntary commitments; (b) values learning must lead to personally transformed relationships between students and topics considered worthwhile; (c) since values learning is, arguably, the core of formal education, there has to be some consistency between what is learned and the wider socio-political scene. It is argued that these conditions are hard to fulfil via the prescribed, performance-oriented curricula currently on offer in English school classrooms.en
dc.language.isoeng
dc.relation.ispartofBritish Journal of Educational Studies
dc.titleValues Acquisition and Values Education: Some Proposalsen
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
dcterms.dateAccepted2001
rioxxterms.versionofrecordhttps://doi.org/10.1111/1467-8527.t01-1-00174
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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