The teaching of value-laden issues has generated much controversy. Some argue that in a pluralistic society, there can be no broad consensus on values. People who adopt this assumption argue that social studies education has to be objective and value free in order to avoid offending certain points of view. A second position is to provide students with opportunities to clarify their personal values, work out the consequences of those values and decide for themselves what they will or will not accept. A third position is to argue that there is some basic consensus on fundamental moral and ethical values in our society and that these values can be taught in a meaningful way.

It is assumed in Canadian Studies that there are fundamental values on which there is agreement. It is also assumed that there are many disagreements and that students need to learn to deal with controversy. The social studies and history curricula provide students with learning experiences that will help them identify some of the fundamental value positions of society and how these arose. This curriculum deals with controversy, even invites it. However, it does not suggest that any belief is as good as any other belief. Our society does not accept that, and we should not give that impression to our students. Therefore, this curriculum makes no attempt to be objective in the sense of being value free.

There is a fine line between education and propaganda. Canadian Studies treads this line by giving students opportunities to examine controversial issues. Debating these issues will provide students with the opportunity to apply concepts and higher order thinking skills in organizing, interpreting, and communicating information meaningfully. In this process, students can begin to understand the role of values as the basis for making inferences. From this, it is a short step to understanding that values provide us with evaluative criteria and that we depend upon the traditions of Canadian society to provide us with guidelines. A short list of these criteria would include human dignity, basic rights and responsibilities as defined in the Canadian Charter of Rights and Freedoms, and respect of and tolerance for individual differences.

In determining what is appropriate for students in the area of values objectives, teachers should be aware of family and community standards. Educational decisions related to value objectives in the classroom should reflect these standards as well as those in the Canadian Charter of Rights and Freedoms. If a controversy arises between positions taken by family and community and that of the Charter, students should be encouraged to engage in dialectical thinking about the various positions before arriving at their personal value position.