The lack of professional knowledge in values education
The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.
The discussion of diversity in medical care should be expanded to include religious affiliation as a category of difference. Virtual Mentor is a monthly bioethics journal published by the American Medical Association.