Severn, Paul Michael; (2003) If a lion could talk : a philosophical investigation into frameworks and the transmission of values in schools. Doctoral thesis , Institute of Education, University of London.

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Abstract

Abstract If a Lion Could Talk: A philosophical investigation into frameworks and the transmission ofvalues in schools. By Paul Michael Severn. Submitted for the degree ofPhD at the University of London, Institute of Education. June 2003 There is a widespread concern about values and values education at the present time, which I explore in an introductory chapter. Whilst it is conceded that talk of 'crisis' is perhaps excessive, there does seem to be genuine cause for concern. At the end ofthis introduction, I make the claim which is at the heart of this work: that the teaching of values requires a framework. The term framework is widely used and I begin by exploring and clarifying my use of this term further. I discuss frameworks and language drawing principally on the work of Wittgenstein. I consider frameworks and tradition drawing on the work of MacIntyre, and I consider frameworks and community, drawing on the work of Charles Taylor. Finally, I synthesise these, to derive an understanding of frameworks for values education. Then I respond to the twin criticisms that either my claim is so general as to be trivially true, or that insisting on a framework is tantamount to indoctrination. I argue that this is a false dichotomy and that my framework constitutes a via media. Recognising that a number ofreferences have been made to the nature ofthe self I draw these together, particularly in the light ofthe liberal / communitarian debate. I argue that the self is both encumbered and autonomous and I go on to expand this position, to justify my claim that values education requires a framework. Then, I address the possibility that the classical liberal approach to education constitutes a framework and argue that it does not. Finally I examine the debate about faith schools and make comparisons between it and my own discussion, in an attempt to show that my largely philosophical discussion and the conclusions I draw, are indeed pertinent to current educational debate

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