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
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
Values
SCANS report (1991)
• Responsibility
• Self-esteem
• Sociability
• Integrity
• Honesty
What work requires of schools: A SCANS report for America 2000. (1991).
Washington, DC: The Secretary's Commission on Achieving Necessary
Skills.
Values
Huitt (1997)
• Autonomy
• Honesty
• Benevolence
• Integrity
• Compassion
• Responsibility
• Courage
• Trustworthiness
• Courtesy
• Truthfulness
Huitt, W. (1997). The SCANS report revisited. Paper delivered at the Fifth
Annual Gulf South Business and Vocational Education Conference, Valdosta
State University, Valdosta, GA, April 18.
Values
Others
• The Character Education Partnership, Inc.
• The Council for Global Education
• Association for Supervision and Curriculum
Development
Values Education
Values education is an explicit attempt to teach
about values and/or valuing.
• Inculcation
• Moral development
• Analysis
• Values clarification
• Action learning
Inclucation
Values as socially or culturally accepted
standards or rules of behavior
• Social versus individualistic orientations
• Certain values are universal and absolute
• Major contributors
Moral Development
Kohlberg’s (1984) theory
• Focuses primarily on moral values, such as
fairness, justice, equity, and human dignity
• Hypothesizes six levels
Kohlberg, L. (1984). The psychology of moral development. San Francisco:
Harper & Row.
Moral Development
Moral Development
Kohlberg’s (1984) theory
• 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
Kohlberg, L. (1984). The psychology of moral development. San Francisco:
Harper & Row.
Moral Development
Gilligan’s (1982) theory
• Critiqued Kohlberg’s work in terms of
moral development of girls and women
• Relationships and the morality of care
Gilligan, C. (1982). In a different voice: Psychological theory and women's
development. Cambridge, MA: Harvard University Press.
Moral Development
Moral Development
Gilligan’s (1982) theory
• Critiqued Kohlberg’s 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
Gilligan, C. (1982). In a different voice: Psychological theory and women's
development. Cambridge, MA: Harvard University Press.
Moral Development
More recent proponents of this view
• Larry Nucci
• Daniel Lapsley
• Rheta DeVries
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
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
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
Values Clarification
Arose primarily from humanistic psychology and
the humanistic education movement
• Gordon Allport
• Abraham Maslow
• Carl Rogers
• Sidney Simon
• Howard Kirschenbaum
Values Clarification
Central focus
• Rational thinking
• Emotional awareness
• Examine personal behavior patterns
• Clarify and actualize their values
Values Clarification
Relies on internal cognitive and affective
decision making process
An individualistic rather than a social
process
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
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
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
Values Clarification
Guidelines of the values clarification
approach (Simon et al., 1972)
• Choosing from alternatives
• Choosing freely
• Prizing one's choice
• Affirming one's choice
• Acting upon one's choice
• Acting repeatedly, over time
Simon, S., Howe, L., & Kirschenbaum, H. (1972). Values clarification: A
handbook of practical strategies for teachers and students. New York:
Hart.
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
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
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
Action Learning
A problem-solving/decision making model
(Huitt, 1992):
• Input Phase
• Processing Phase
• Output Phase
• Review Phase
Huitt, W. (1992). Problem solving and decision making: Consideration of
individual differences using the Myers-Briggs Type Indicator. Journal of
Psychological Type, 24, 33-44.
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
Summary
Each of the approaches to values education
has
• view of human nature
• purposes, processes and methods used in
the approach
Summary
Inculcation
Purpose
• Instill or internalize
• Change the values of
students to more
nearly reflect certain
desired values
Methods
• Modeling
• Positive and negative
reinforcement
• Manipulate alternatives
• Games and simulations
• Role playing
Summary
Moral Development
Purpose
• Help students
develop more complex
moral reasoning
patterns
• Urge students to
discuss the reasons for
their value choices
and positions
Methods
• Moral dilemma episodes
with small-group
discussion
• Relatively structured
and argumentative
without necessarily
coming to a "right"
answer
Summary
Analysis
Purpose
• Help students use
logical thinking and
scientific investigation
• Help students use
rational, analytical
processes
Methods
• Structured rational
discussion that demands
application of reasons as
well as evidence
• Testing principles
•Analyzing analogous
cases
• Research and debate
Summary
Values Clarification
Purpose
• Help students
become aware of and
identify own values
• Help students
communicate openly
and honestly
• Use both rational
thinking and
emotional awareness
Methods
• Role-playing games
• Simulations
• Contrived or real valueladen situations
• In-depth self-analysis
exercises
• Sensitivity activities
• Small group discussions
Summary
Action Learning
Purpose
• Purposes listed for
analysis and values
clarification
• Provide opportunities for personal
and social action
• Encourage students
to view selves as
interactive beings
Methods
• Methods listed for
analysis and values
clarification
• Projects within school
and community practice
• Skill practice in group
organizing and
interpersonal relations
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
The End