Reducing the latter to the former threatens to overshadow the development of a well-rounded individual, worthy of interest in his own right, not simply as an agent of social consolidation. Education seeks to achieve a human quality marked by courage and freedom, selflessness and trust in others, wonder and creativity, hope, tolerance, solidarity, a sense of what is right, and justice. Regardless of the values we feel should be advocated, our efforts will be sterile unless we examine the conditions under which these values can be acquired. In a similar vein, endorsement of the goal of saving the individual from social homogenization could be proposed. While no doubt indispensable, this type of rationalization is insufficient as a basis for adopting values.
Various factors can help give rise to and support such a commitment.
We could add that the ability to freely adopt values conducive to human growth is developed through a relationship of trust with and respect for role models, and by listening to one's conscience and innermost being. Values education presupposes social, emotional and spiritual integration if we are to go beyond ethical exhortation or a simple exercise in enlightened judgment. Values may be taught in different contexts, through various actions or situations, often unexpectedly. As the saying goes, when everybody's responsible, nobody's responsible.