The aim of this book is to demonstrate the many-sided relationships between value theory and educational policy and practice. Although one aspect of that relationship -- the connection between moral
philosophy and moral education -- has been thoroughly examined during the past three decades, relatively little has been written on the general import of value theory for the educational process as a whole.
Consequently, the present volume seeks to explore the broader implications of the relationship in question, without losing sight of the continuing debate on moral education. Rarely has such a collection ranged as widely
over the area of values and education or assembled as many leading moral philosophers and philosophers of education as this text.