Does the australian national framework for values education stifle an education for world peace?

Educational Philosophy and Theory 42 (4):462-475 (2010)
This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace.
Keywords Australian values  values  Dewey  educative value  valuing  existential
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DOI 10.1111/j.1469-5812.2008.00485.x
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References found in this work BETA
A. Macintyre (1984). After Virtue. Tijdschrift Voor Filosofie 46 (1):169-171.
R. S. Peters (1973). The Philosophy of Education. [London]Oxford University Press.

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