Abstract

This article discusses the place of values in the pedagogy of higher education, specifically how transcendent values might play an important role in teaching--even in settings not overtly religious. While there is no agreement as to the proper role of values in the classroom, all of the authors viewed their teaching contexts as value-rich environments. The article also argues that the values themselves can serve as pointers toward a legitimate place for religious voices in the academy.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 1-26
Launched on MUSE
2003-06-11
Open Access
No
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