Teaching Values Whilst Respecting Difference: (Bloomsbury Philosophy of Education)

Should schools promote values to children? Most people are happy with schools teaching the value of kindness and that bullying is wrong. But since 2014, schools in England have also been required to teach “British values”, including “democracy”, “liberty” and “mutual respect and tolerance”. To the dismay of some parents and conservative religious groups, some schools are also teaching more controversial values: that it’s okay to be gay, for example, or that we must appreciate religious traditions that we regard as making mistakes about how to live. Is this value-shaping justifiable in the liberal state? If so, what values may students be directed towards, and how may teachers in schools go about this? This book answers these questions by first defending a distinctive theoretical approach, ‘thin comprehensive liberalism’. This approach shows respect for persons by seeking minimally controversial justifications for policy and curricula, whilst also considering other important normative commitments such as protecting children from harm and securing their future equal political status. This ultimately justifies a substantive and controversial values education. The book also discusses the approach that should be taken to teaching values in schools. Using the British values policy as a platform for discussion, it recommends that values education should become a compulsory, high-status subject, with dedicated curriculum time and taught by experts at managing discussions of controversial issues. This change would help secure the welfare of children and a society where the free and equal status of all individuals is respected.

Table of Contents:

Series Editors Preface
Introduction
1. The liberal dilemma
2. ‘British values’ in schools: The politics and the policies
3. Liberalism and civic education: A critical analysis
4. Thin comprehensive liberalism
5. The content of values education
6. Deciding the content of the wider curriculum
7. Respectful classroom discussion
8. Responding to harmful student speech
9. Approaching the teaching of liberal values in schools: Rethinking the ‘British values’ policy
Conclusion
References
Index