Values

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Values
Name and define five values you believe are
especially important for students in the 21st
century. Support your proposal with research,
theory, and statements the requirements of being
successful in an information age economy. How
would recommend educators go about teaching those
values?
Developed by W. Huitt, 1999
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Values
Values are defined in literature as everything
from eternal ideas to behavioral actions.

• Criteria for determining levels of goodness,
  worth or beauty.

• Act of valuing

• Part of the affective system

• Also provide an important filter for selecting
  input and connecting thoughts and feelings to
  action

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Values

• Responsibility

• Self-esteem

• Sociability

• Integrity

• Honesty

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Values

• Autonomy

• Honesty

• Benevolence

• Integrity

• Compassion

• Responsibility

• Courage

• Trustworthiness

• Courtesy

• Truthfulness

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Values
Others

• The Character Education Partnership, Inc.

• The Council for Global Education

• Association for Supervision and Curriculum
  Development

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Values Education
Values education is an explicit attempt to teach
about values and/or valuing.

• Inculcation

• Moral development

• Analysis

• Values clarification

• Action learning

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Inclucation
Values as socially or culturally accepted
standards or rules of behavior

• Social versus individualistic orientations

• Certain values are universal and absolute

• Major contributors

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Moral Development

• Focuses primarily on moral values, such as
  fairness, justice, equity, and human dignity

• Hypothesizes six levels

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Moral Development
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Moral Development

• Focuses primarily on moral values, such as
  fairness, justice, equity, and human dignity

• Hypothesizes six levels

• Other values given less consideration

• Based on work of Piaget, Erikson and others

• Moral dilemmas

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Moral Development

• Critiqued Kohlbergs work in terms of moral
  development of girls and women

• Relationships and the morality of care

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Moral Development
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Moral Development

• Critiqued Kohlbergs work in terms of moral
  development of girls and women

• Relationships and the morality of care

• Equivocal empirical support

• Qualitative analysis versus a priori
  classification system

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Moral Development
More recent proponents of this view

• Larry Nucci

• Daniel Lapsley

• Rheta DeVries

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Analysis
Developed mainly by social science educators

• Emphasizes rational thinking and reasoning

• Students urged to provide verifiable facts about
  the correctness or value of the topics or issues

• Major assumption--valuing is the cognitive
  process of determining and justifying facts and
  beliefs derived from those facts

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Analysis
A variety of higher-order cognitive and
intellectual operations are frequently used
1. Stating issues
2. Questioning and substantiating relevance
3. Applying analogous cases
4. Pointing out logical and empirical
inconsistencies
5. Weighing counter arguments
6. Seeking and testing evidence
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Analysis
A representative instructional model
1. Identify and clarify the value question
2. Assemble purported facts
3. Assess the truth of purported facts
4. Clarify the relevance of facts
5. Arrive at a tentative value decision
6. Test the value principle implied in the
decision
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Values Clarification
Arose primarily from humanistic psychology and
the humanistic education movement

• Gordon Allport

• Abraham Maslow

• Carl Rogers

• Sidney Simon

• Howard Kirschenbaum

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Values Clarification
Central focus

• Rational thinking

• Emotional awareness

• Examine personal behavior patterns

• Clarify and actualize their values

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Values Clarification
Relies on internal cognitive and affective
decision making process
An individualistic rather than a social process
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Values Clarification
Individual makes choices and decisions affected
by the internal processes of willing, feeling,
thinking, and intending
Assumed that as the individual develops, the
making of choices will more often be based on
conscious, self-determined thought and feeling
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Values Clarification
Person is seen as an initiator of interaction
with society and environment
The educator should assist the individual to
develop his or her internal processes
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Values Clarification
Methods used

• Large- and small-group discussion

• Individual and group work

• Hypothetical, contrived, and real dilemmas

• Rank orders and forced choices

• Sensitivity and listening techniques

• Songs and artwork

• Games and simulations

• Personal journals and interviews

• Self-analysis worksheets

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Values Clarification

• Choosing from alternatives

• Choosing freely

• Prizing one's choice

• Affirming one's choice

• Acting upon one's choice

• Acting repeatedly, over time

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Action Learning
Derived from a perspective that it is important
to move beyond thinking and feeling to acting
Related to the efforts of some social studies
educators to emphasize community-based rather
than classroom-based learning experiences
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Action Learning
Advocates stress the need to provide specific
opportunities for learners to act on their values
Place more emphasis on action-taking inside and
outside the classroom
Service learning carries on the tradition of
action learning
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Action Learning
Values are seen in the interaction between the
person and society
The process of self-actualization is viewed as
being tempered by social factors and group
pressures
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Action Learning

• Input Phase

• Processing Phase

• Output Phase

• Review Phase

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Action Learning
First two phases of Huitt's model are almost
identical to the steps used in analysis
Skill practice in group organization and
interpersonal relations and action projects

• Similar to that of Kohlberg's "Just School"
  program

• Major difference--does not start from a
  preconceived notion of moral development

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Summary
Each of the approaches to values education has

• view of human nature

• purposes, processes and methods used in the
  approach

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Summary

• Instill or internalize
• Change the values of students to more nearly
  reflect certain desired values

• Modeling
• Positive and negative reinforcement
• Manipulate alternatives
• Games and simulations
• Role playing

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Summary

• Help students develop more complex moral
  reasoning patterns
• Urge students to discuss the reasons for their
  value choices and positions

• Moral dilemma episodes with small-group
  discussion
• Relatively structured and argumentative without
  necessarily
  coming to a "right" answer

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Summary

• Structured rational discussion that demands
  application of reasons as
  well as
  evidence
• Testing principles
• Analyzing analogous cases
• Research and debate

• Help students use logical thinking and
  scientific investigation
• Help students use rational, analytical processes

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Summary

• Help students become aware of and identify own
  values
• Help students communicate openly and honestly
• Use both rational
  thinking and emotional awareness

• Role-playing games
• Simulations
• Contrived or real value-laden situations
• In-depth self-analysis exercises
• Sensitivity activities
• Small group discussions

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Summary

• Purposes listed for analysis and values
  clarification
• Provide opportu-nities for personal and social
  action
• Encourage students to view selves as interactive
  beings

• Methods listed for analysis and values
  clarification
• Projects within school and community practice
• Skill practice in group organizing and
  interpersonal relations

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Summary
Preferred method of values education depends as
much (if not more) on view of human beings and
desired outcomes as it does on research on
effectiveness
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The End