1. ABSTRACT

 

There is no escaping the fact that world views and cultural values trickle down to professional values. Evidence is readily available to show that current professional values in architecture mirror core religious values and that pedagogy is the main instrument to accomplish the task.

Furthermore, current debate related to critical theory forwards the notion that one world view, e.g., critical theory, should not be used to evaluate another world view. We might differ in judgement about a covert plan to systematically expose students to suffering experiences that erode their prejudices. On one side, the abolishment of prejudices guarantees their future, they insist. The other will object to the plan is an act of oppression. These expressions are value-laden. At the end of the day the values held by one world view, and expressed in the naming game as ‘oppression’ or ‘redemption’, is at the core of the tradition.

This paper discusses the substance of value in a diverse world, the role of education in perpetuating these values and, consequently, recognizes a multiplicity of pedagogical approaches consistent with different cultural values. Furthermore, the thrust of paper hints at a cultural perspective that underpins knowledge of substance and methods as the core responsibility of education that celebrates diversity as an enabler of will, choice and commitment.

In conclusion, the paper questions international accreditation efforts that underpin a particular pedagogical perspective in diverse value settings, and understands that in non-cooperative games, agreements are not possible. In the name of morality, a conflict persists. Only knowledge, as fact and faith, underpins or questions our commitments.

 

KEYWORDS:

Education, theory, culture, critical, pedagogy, religion, profession, values, skills, habits, character, socialization, prejudice, diversity, freedom, worship.