David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 24 (4):409-426 (1995)
Abstract The structure of value education in Flanders is deeply shaped by segregation, i.e. a pattern of separate social organisation based on world view. Several religious authorities are officially recognized which control their own course in the community and official schools. A course of non?denominational ethics is offered to students who do not identify with a recognized religion. Representatives of the catholic and of the humanist groups base the legitimacy of separate value education on the claim that students of respectively the Roman Catholic and the ethics course reflect the sociomoral diversity in the wider population. A newly devised Dutch adaptation of the DIT and a questionnaire were administered to 631 secondary school students from the highest two grades. It was found that either (1) values education in the Flemish schools has no or very little effect on the students as far as moral reasoning is concerned, or (2) that values education in the Flemish schools does have an effect on the moral reasoning skills of the students, but that the respective populations of the courses are not influenced in an appreciably different way
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