ABSTRACT
This work seeks to further explore some principles of procedure for a critical pedagogy for understanding controversial issues such as poverty, war and violence and related controversial value issues by educators and students. Such a pedagogy would count as a critical theory of action and embodies at least four elements:
1 a consideration of ethics and ethical principles of procedure in discussion-based work;
2 a commitment to the development of situational understanding, or practical reason;
3 a commitment to inquiry and teacher action research; 4 principles for the selection of evidence and curriculum content.
