I would like to take issue with some of Michael Drake’s comments on education (NZ Baptist, October).

He states: “The new NZ curriculum has shifted the focus of teaching from knowledge to values.” It is not clear whether he is referring to the changes that began in 1995 and led to NCEA in 2002 or the current realigning.

Knowledge is still the most important function! I quote: Achievement Standard AS 90189 “Describe aspects of chemistry”and Achievement Standard AS 90718 “Describe applications of biotechnological techniques.” It is all about knowledge.

In the current realignment of standards, at least in the junior school in addition to the knowledge aspect, students are expected to develop one or more of the following values – excellence, innovation and enquiry, diversity (culture, language and heritage), respect for themselves and others, equity (fairness and social justice), community and participation for the common good, care for the environment, integrity (accountability, honestly, acting ethically).

Could anyone disagree with these?

Michael states “The constructionist philosophy underpinning the Curriculum denies the possibility of teaching truth.” This is not correct. “Constructivism” is an educational theory that students never come to class with a blank mind. They have their own ideas. ...

Of course there is scientific truth! However we need an environment where students are free to express their views without them being rubbished as false. ...

Teenagers operate more than other age groups on the herd instinct. If key young people are overtly spiritual, then there will be many others around them who will be the same. This effect occurs in secular schools if there are the right leaders, just as in Christian schools.

– David Layzell
 Te Atatu, Auckland

Editor’s note: David is a science teacher who has been Head of Science and had 14 science education books published. He attends Glen Eden Baptist.