Abstract
Greater governmental control over the curriculum and an increasing emphasis on education as instruction towards pre-determined outcomes have generated new interest in the question whether schools should only instruct or also have a pedagogical task. In this paper, it is argued that schools do have a pedagogical task but that this task should not be understood as the teaching of norms and values. A transformative conception of education is presented in order to argue that the pedagogical task, conceived as a concern for the whole person of the student, is the proper and all-encompassing task of education. © 2002 Elsevier Science Ltd. All rights reserved.
Original language | English |
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Pages (from-to) | 173-181 |
Number of pages | 9 |
Journal | Teaching and Teacher Education |
Volume | 18 |
DOIs | |
Publication status | Published - 2002 |