John Ray C.

Enaje Values Education 19

BSED 4 TF 7:30am-9:00am

APPROACHES

ELEMENTS
VALUES VALUES MORAL ACTION TRANSPERSONAL
VALUE ANALYSIS
INCULCATION CLARIFICATION DEVELOPMENT LEARNING APPROACH

Talcott Parsons Raths, Harmin & Simon

Lawrence William James, Carl
(1951) Sears and Metcalf (1971); Ellis (1978), Simon &
Kohlberg (1969- Professor Reginald Jung, Roberto
A. Author his colleagues (1962) Kelly (1955) Kirschenbaum (1973),
1984); Gilligan Revans (1982) Assagioli and
(1957, 1976) and and Pepper (1947) and Simon, Howe &
(1977, 1982) Abraham Maslow
Whiting (1961) Kirschenbaum (1972)

Can be dated to
Is based primarily Maslows writings circa
on the work of Derived from a 1966; William James
It began from The values clarification
Lawrence perspective that was the first to use the
educators who approach arose
Was developed Kohlberg (1969, valuing includes a term transpersonal in
B. Origin/Background/ view the human primarily from
mainly by social 1984) as process of a 1905 lecture. Hes
Development nature as a humanistic psychology
referred to as the
science educators. presented in his 6 implementation as
reactor rather than and the humanistic founder of modern
stages and 25 well as
as an initiator. education movement. transpersonal
"basic moral development.
concepts." psychology and
psychiatry.

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html; Chapter Three: Approaches for Facilitating Values Formation. Retrieved [July 25, 2017], from
http://collections.infocollections.org/ukedu/uk/d/Js1471e/4.html; Andres, T. (1980). Understanding Values. Quezon City: New Day Publishers; Ikemoto, T. (1998). Values Clarification: Pros &
Cons. Retrieved [July 27, 2017], from http://www.hi-ho.ne.jp/taku77/papers/values.htm; Stages of Moral Development. Reyrieved from [July 27, 2017]
http://psychology.jrank.org/pages/431/Moral-Development.html; Revans, R. W. (1980). Action Learning: New Techniques for Management. London: Blond & Briggs
 Focuses upon critical
Places more thinking skills and a
The central focus is on emphasis on vision of ones self
Emphasizes rational
allowing students to action-taking and the surrounding
thinking and Focuses primarily
use both rational inside and outside universe, which goes
reasoning; on moral values,
Human Dignity, thinking and emotional the classroom than beyond personal
concentrates such as fairness,
C. Core Content Justice, and Self- awareness to examine is reflected in the considerations
primarily on social justice, equity,
exploration personal behavior moral entering the
values rather than on and human
patterns and to clarify development, transpersonal realm;
the personal moral dignity.
and actualize their analysis, and concerned w/
dilemmas
values. values clarification Transcendent
processes. Aspects of
Individuality.

To think critically,
logically while
To identify and considering the To choose wisely from
accept the verifiable facts about among alternatives, To judge To solve real
standards or the correctness or reflecting carefully on accurately problems that
norms of the value of the topics or the consequences of whether a involves taking
D. Competencies To
important issues under those alternatives, and particular action is action and
individuals and investigation; to prizing, affirming, and morally right or reflecting upon the
institutions within develop students acting upon one's morally wrong. results.
his society. metacognitive/ choices.
analytical thinking
skills.

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html; Chapter Three: Approaches for Facilitating Values Formation. Retrieved [July 25, 2017], from
http://collections.infocollections.org/ukedu/uk/d/Js1471e/4.html; Andres, T. (1980). Understanding Values. Quezon City: New Day Publishers; Ikemoto, T. (1998). Values Clarification: Pros &
Cons. Retrieved [July 27, 2017], from http://www.hi-ho.ne.jp/taku77/papers/values.htm; Stages of Moral Development. Reyrieved from [July 27, 2017]
http://psychology.jrank.org/pages/431/Moral-Development.html; Revans, R. W. (1980). Action Learning: New Techniques for Management. London: Blond & Briggs
 Help the learners
Help students use A learner who works to themselves to find To develop among
Engages the
logical thinking and clarify his values out how to deal, in students a higher
students to study
the procedures of becomes a more future, with other level of
the pros and cons
scientific purposeful, more such ill-defined consciousness and
of certain possible
investigation in productive human problems; to help spiritual upliftment. It
E. Significance to Helps learners to actions and their
dealing with values being. He will often be a them to learn how to underscores the
Contemporary instill or internalize corresponding
issues; help students person with beautiful learn; benefit process of self-
Learners certain values. consequences individuals by
use rational, human relations discovery and the
before he/she learning how to
analytical processes someone who can be significance of self-
makes any survive and operate
in interrelating and counted on because he actualization to
decision for final successfully in a
conceptualizing their knows where he become a fully
action. complex and
values. stands. functioning person.
confusing world.

Carol Gilligan
MORAL RELATIVISM--it criticizes theory for The
encourages moral being biased accomplishment of
relativism, the belief that against Western the example task
"anything goes." Pushed women whose or project can
to its extreme, it creates morality may be potentially
social chaos because no based on caring
overwhelm the
one can be held to any relationships, rather
F. Limitations than on abstract,
reflective learning
universal (or societal)
moral standard. THE impersonal process. Without
RIGHT TO PRIVACY principles. Gilligan reflection and
Values clarification claims Kohlbergs feedback, Action
threatens the right to theory is too Learning is similar
privacy of students and focused on to a normal day on
their families. autonomy and the job.
justice.

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html; Chapter Three: Approaches for Facilitating Values Formation. Retrieved [July 25, 2017], from
http://collections.infocollections.org/ukedu/uk/d/Js1471e/4.html; Andres, T. (1980). Understanding Values. Quezon City: New Day Publishers; Ikemoto, T. (1998). Values Clarification: Pros &
Cons. Retrieved [July 27, 2017], from http://www.hi-ho.ne.jp/taku77/papers/values.htm; Stages of Moral Development. Reyrieved from [July 27, 2017]
http://psychology.jrank.org/pages/431/Moral-Development.html; Revans, R. W. (1980). Action Learning: New Techniques for Management. London: Blond & Briggs
 Group dynamics, co-
operative learning,
discussions, guided
Modeling, Positive
imagery, role playing
and Negative
Problem Solving; games, simulations,
Reinforcement,
Structured Rational contrived or real value- Those method
Mocking,
Discussion that laden situations, in- listed for analysis
Nagging, Moral dilemma
demands application depth self-analysis and clarification as
Manipulating episode, with Rest and relaxation
of reasons as well as exercise, sensitivity well as action
Alternatives, small group exercises, meditation
Evidence; Testing activities, out-of-class project within the
Providing discussion and brief fantasizing,
G. Sample Strategies Principles; Analyzing activities, clarifying school and
Incomplete or relatively imagination, creativity
Analogous Cases; response strategy community and
Biased Data; structured and and mind games,
Debate; Research; (CRS) values grid, skill practice in
Games and argumentative, awareness activities
Individual or group ranking, large- and group organizing
Simulation, Role case study.
study library and small-group discussion, and inter-personal
Playing;
field with rational hypothetical, sensitivity relations.
Discovery
class discussions. and listening
Learning; and
techniques, personal
Storytelling.
journals and interviews;
self-analysis
worksheet.

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html; Chapter Three: Approaches for Facilitating Values Formation. Retrieved [July 25, 2017], from
http://collections.infocollections.org/ukedu/uk/d/Js1471e/4.html; Andres, T. (1980). Understanding Values. Quezon City: New Day Publishers; Ikemoto, T. (1998). Values Clarification: Pros &
Cons. Retrieved [July 27, 2017], from http://www.hi-ho.ne.jp/taku77/papers/values.htm; Stages of Moral Development. Reyrieved from [July 27, 2017]
http://psychology.jrank.org/pages/431/Moral-Development.html; Revans, R. W. (1980). Action Learning: New Techniques for Management. London: Blond & Briggs