000			03678cam a2200517Mi 4500
001			ocn288074970
003			OCoLC
005			20240726105453.0
008			941028s1995 onc ob 001 0 eng d
010			_a95172581
040			_aMT4IT _beng _epn _erda _cMT4IT _dLVB _dOCLCQ _dIDEBK _dE7B _dOCLCQ _dCELBN _dC7D _dFVL _dOCLCQ _dOCLCE _dJSTOR _dOCLCF _dOCLCQ _dNT _dOCLCO _dEBLCP _dOCLCO _dOCLCQ _dOCLCO _dOCLCQ _dDEBBG _dOCLCQ _dCNKUC _dOCLCO _dCSAIL _dCOCUF _dVT2 _dOTZ _dOCLCA _dOCLCQ _dMOR _dIOG _dJG0 _dCEF _dAU@ _dOCLCO _dOCLCQ _dEZ9 _dYOU _dCANPU _dBRX _dW2U _dUX1 _dOCLCQ _dINARC _dOCLCA _dOCLCO
015			_aC94-932841-3
016			_z949328413
016			_z949328413 (print)
020			_a9781442683013 _q((electronic)l(electronic)ctronic)
027			_aDESLIB_CEL
042			_adlr
050	0	4	_aLC268 _b.V358 1995
049			_aMAIN
100	1		_aEmberley, Peter C. _q(Peter Christopher), _d1956- _e1
245	1	0	_aValues education and technology : _bthe ideology of dispossession / _cPeter C. Emberley.
260			_aToronto, Ont. : _bUniversity of Toronto Press, _c(c)1995.
300			_a1 online resource (viii, 330 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aToronto studies in education.
504			_a2
505	0	0	_a1. Values and Values Education: Towards a New Regime -- _t2. The World and Spirit as Possession -- _t3. Values Education: Three Models -- _t4. Values Development: The Hegelian Experiment -- _t5. Values Clarification: The Nietzschean Experiment -- _t6. The Technological Environment -- _t7. From Dispossession to Possession.
520	0		_aFor decades, values education has been one of the most hotly contested areas of reappraisal in school curricula. This book contributes to the debate with the controversial proposition that the current modes of values education are not cultivating the qualities associated with moral judgment and character, that they are in fact producing a consciousness which merely reinforces some of the potentially destructive tendencies of modern technology.
520	8		_aThe consequence of this collusion between values education and technological consciousness is a person who cannot be critical of technology, one who cannot recognize any limits to our technological prowess. Whether this collusion is intentional or inadvertent is one of the many issues Emberley pursues. He proposes pedagogical options which revive the spirit (though not the letter) of the 'traditional curriculum.' He argues that the aim of education is to produce a character that does not allow reason to become merely a faculty of shrewd calculation and technical expertise.
530			_a2 _ub
538			_aMaster and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. _uhttp://purl.oclc.org/DLF/benchrepro0212 _5MiAaHDL
583	1		_adigitized _c2010 _hHathiTrust Digital Library _lcommitted to preserve _2pda _5MiAaHDL
650		0	_aMoral education.
650		0	_aTechnological innovations.
650		0	_aValues _xStudy and teaching.
650		0	_aTechnology _xMoral and ethical aspects.
653	0		_aMoral education
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=682232&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLC _m(c)1995 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c101298 _d101298
902			_a1 _bCynthia Snell _c1 _dCynthia Snell