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This paper discusses value positions in education in terms of cognitive dispositions and cognitive structures, deriving the first concept from critical theory and the second from cognitive science. The author asserts that the development of vocational education courses is based on value-laden questions of purpose, opportunity and goals, and analyses the existing categorisation of these value positions for commonalities and differences. He concludes by arguing for a dual framework for analysing and reconciling antagonistic demands on course content, on the one hand attempting to reveal the cognitive structures which underlie the valuation of types of knowledge, and on the other understanding the cognitive dispositions which underlie the goals embraced by the parties to the design process.