values name and define five values you believe are especially important for students in the 21st...

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)

What work requires of schools: A SCANS report for America 2000. (1991). Washington, DC: The Secretary's Commission on Achieving Necessary

Skills.

• Responsibility

• Self-esteem

• Sociability

• Integrity

• Honesty

Values

Huitt (1997)

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.

• Autonomy

• Benevolence

• Compassion

• Courage

• Courtesy

• Honesty

• Integrity

• Responsibility

• Trustworthiness

• Truthfulness

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

Kohlberg, L. (1984). The psychology of moral development. San Francisco:

Harper & Row.

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

• Hypothesizes six levels

Moral Development

Moral Development

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

• Other values given less consideration

• Based on work of Piaget, Erikson and others

• Hypothesizes six levels

• Moral dilemmas

Kohlberg’s (1984) theory

Kohlberg, L. (1984). The psychology of moral development. San Francisco:

Harper & Row.

Moral Development

Gilligan’s (1982) theory

Gilligan, C. (1982). In a different voice: Psychological theory and women's

development. Cambridge, MA: Harvard University Press.

• Critiqued Kohlberg’s work in terms of moral development of girls and women

• Relationships and the morality of care

Moral Development

Moral Development

• Critiqued Kohlberg’s work in terms of moral development of girls and women

• Equivocal empirical support

• Qualitative analysis versus a priori classification system

• Relationships and the morality of care

Gilligan’s (1982) theory

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

• Rheta DeVries

• Daniel Lapsley

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

Analysis

Developed mainly by social science educators

• Emphasizes rational thinking and reasoning

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

2. Questioning and substantiating relevance

Analysis

A variety of higher-order cognitive and intellectual operations are frequently used

1. Stating issues

3. Applying analogous cases

4. Pointing out logical and empirical inconsistencies

5. Weighing counter arguments

6. Seeking and testing evidence

2. Assemble purported facts

Analysis

A representative instructional model

1. Identify and clarify the value question

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

• Abraham Maslow

Values Clarification

Arose primarily from humanistic psychology and the humanistic education movement

• Gordon Allport

• 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)

Simon, S., Howe, L., & Kirschenbaum, H. (1972). Values clarification: A handbook of practical strategies for teachers and students. New York:

Hart.

• Choosing from alternatives• Choosing freely• Prizing one's choice• Affirming one's choice• Acting upon one's choice• Acting repeatedly, over time

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):

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.

• Input Phase

• Processing Phase

• Output Phase

• Review Phase

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

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

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

Summary

Each of the approaches to values education has

• purposes, processes and methods used in the approach

• view of human nature

Summary

Inculcation

Purpose Methods

• 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

Summary

Moral Development

Purpose Methods

• 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

Summary

Analysis

Purpose Methods

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

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

Summary

Values Clarification

Purpose Methods

• 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

Summary

Action Learning

Purpose Methods

• 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

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