VALUES THEORY AND TEACHING: THE PROBLEM OF AUTONOMY VERSUS DETERMINISM.

Five theoretical models of values teaching are identified and analyzed in terms of their philosophical tenets. The implications of these models for values teaching in the social studies classroom are discussed for the purpose of helping educators achieve some understanding of the closeness of fit between their own concerns for values teaching and the models discussed herein. Hopefully this would result in a clearer picture of their own personal philosophy of values teaching with reference to the question of having students autonomously authenticate their values vis-a-vis the demands that values be authenticated according to some external standard. The five paradigms represent models of : (1) personal authentication, (2) traditional authentication, (3) social commitment, (4) cultural relativism and (5) democracy (pragmatism). Following a discussion of each of the models some conclusions are drawn concerning the degree of integration that is possible among these apparently exclusive modes of authentication. [ABSTRACT FROM AUTHOR]