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A Matrix for Assessing Values in Curriculum Theory



It would be helpful from a systematic perspective to have a means to evaluate the four identified positions in relation to each other for the purposes of comparison and contrast. Also, it would be helpful from a curriculum theorist's perspective to see how to judge between these value positions for the purpose of making choices in constructing curricula. From both of these perspectives it would be helpful to have a specific matrix which shows the primary values at issue in each theorist and the systematic positions these values represent. Since no matrix or basis for comparison of these positions exists, one is constructed, based on elements of the four main positions. Each theorist’s position will be compared and contrasted as to their strengths for developing a systematic position, and for generating a balanced curriculum theory.

Foundational Values in Education html pdf

This paper was developed with a Department of Education, State of California grant and was delivered to 1200 teachers in Russia.  It develops a set of core values based on values in U.S. education and in the U.N. Declaration of Human Rights.  The set is fully present in both the U.S. and Russia but is variously applied.

Philosophical Values in Education: Part I html pdf

The educational enterprise can be seen broadly as a system implementing philosophical value choices in interaction with cultural and personal environmental elements. In order to gain a substantial view of current arguments in philosophical values it is important to examine the literature in (1) value theory, (2) educational systems, and 3) curriculum theory.

Philosophical Values in Education: Part II html pdf

Rawls, Kohlberg, Rokeach, Burbules, Wildavsky  represent four major value positions (developmental, rational, intuitive, and social). There are  four sources of values in a society: politics, social values, economics, and religion. 1. What would be an adequate matrix by which the theoretical values in these positions can be assessed?  2. How could such a matrix be useful in assessing the major value proponents? 
This paper presents such a matrix, develops a procedure for critical examination of the value proponents, and presents a philosophic base for educational values which can be embraced by all citizens of the U.S.

Research on Developing Talent html pdf

This paper presents research conducted under Benjamin Bloom which reveals a patter of the development of talent in people.  This has application for all educational systems and families and for developing spiritual gifts and discipleship.

Teaching Methods Manual doc pdf

This manual presents the class notes for a comprehensive class on the the philosophy and methodology of the teaching process. The last half the notebook correlates the taxonomies of teaching (cognitive, affective, behavioral) with eleven methods and teaches when to use each method, depending on the desired results. This is part of the material on the Mastery Model of Teaching used at the school world-wide.

Tertiary Education: Islam and the U.S. html pdf

In comparing the Classic Islamic education to that of university education in the U.S.A., this paper briefly overviews and compares the history of curriculum development and traces the affect of Bloom's 'indicators' (e.g., religion, culture, knowledge and character) on these two 'ideal' educational systems.

Theological Education: Values and Directions for Involvement html pdf

This article presents some basic conceptual points regarding the nature and values of theological education at elementary, secondary and graduate levels, and then presents visionary ideas about how these concepts might be implemented.


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