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Ruud, Josephine BartowTeaching for Changed Attitudes and Values.Home Economics Education Association, Washington,D.C.Aug 7144p.

Home Economics Education Association (N.E.A.), 120116th Street, N.W., Washington, D.C. 20036 (Stock#265-08378)

MF -$0.65 HC Not Available from EDRS.DESCRIPTORS *Attitudes; Changing Attitudes; Educational

Resources; *Home Economics Education; Home EconomicsTeachers; *Instructional Materials; *TeachingTechniques; *Values

ABSTRACTThis publication has been prepared to help hare

economics teachers present the intangibles of attitudes and values tostudents. Definitions and a discussion of the dimensions of valuesand attitudes are included, along with information pertaining toteaching for changed values and attitudes. In addition, numeroustechniques for helping students recognize their own-values andattitudes and become more accepting of the values and attitudes ofothers are described, and Sample teaching materials are provided.(SB)

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HOME ECONOMICS

EDUCATION ASSOCIATIONan affiliate of theNATIONAL EDUCATION ASSOCIATION1201 Sixteenth St., N. W., Washington, D. C.20036

EXECUTIVE COMMITTEE 1971-73Mrs. Margaret Larson,

PresidentMiss Helen Scheve,

Vice PresidentDr. F. June Clarke,

TreasurerMiss Ruth Wheeler,

Past President - Counselor

PUBLICATIONS COMMITTEE 1971-73Mrs. Louise HarmanDr. Mary Lee HurtMiss Margaret LiggettMiss Barbara ReedDr. Josephine B. RuudDr. Hazel Taylor Spitze

HEADQUARTERS CONTACTMrs. Catherine A. Leisher

Administrative AssistantNEA CenterWashington, D. C.

LIBRARY OF CONGRESSCatalog Card Number 71-187577

.copy, $2.50 (Stock #265- 08378). Discountson quantity orders. 2-9 copies, 10 percent; 10 ormore copies, 20 percent. All orders must be prepaidexcept for those on official purchase order forms.Shipping and handling charges will be added to billedorders. Order from Publications-Sales Section, Nation-al Education Association, 1201 Sixteenth Street, N. W.,Washington, D. C. 20036.

TO OUR READERS:

And in the beginning before there was readin*and 'ritin' and 'rithmetic There was "home econom-ics." Disinterred from the earth has come the evidenceof mankind's earliest home economics akin to thatof today's recently-discovered "stone age" tribes in theremoteness of the wild's of the Phillioines and Bra-zil.-

Ours is, perhaps, the oldest body of learnedknowledge, and most uniquely, nearly solely passeddown from generation to generation through families.This knowledge has varied between families, tribesand peoples, but however meager, it has been the ex-planation of survival through the ages.

While readin' and 'ritin' and 'rithmetic, taughtby professionals in and out of school, has transformedsociety in the last several thousand years, and con-tinues to d6 so, home economics remains primarily afamily hearth subject. Throughout the ages familieshave incorporated additions to their home economicsknowledge from social and commercial contacts.

Unlike academic subjects, home economics isused every day in the lifetime of humans and yetremains, elusively, beyond the reach of those whomight try to shape home economics to regimenthumans into a society of impersonal living and rigidrules. Contrariwise it has been the secure foundationand inspiration for mankind's creativity, adventuringinto the unknown, and exaltation of all his senses inexciting and beautiful living! It is the basis of the uni-qtieness of life styles and a direct measure of freedomof the individual.

!n the broadest sense, )-rume economics- is thebody of knowledge, and tec ues for its applicationare used by families and ir,r.P..iduals to maintain andpreserve themselves in personal living. Since the fam-ily is the perpetuating unit of society, the home eco-nomics practiced by the family is of paramount im-portance; that of the individual living alone, by con-trast, is only nominal.

Formal education in home economics in the com-mercial, institutional and educational fields is a must,but in that greatest area of all, the home and family,.home economics as a subject of formal education hasnot yet won real acceptance . . . it is not accepted asare those come lately subjects, readin' and ' ritin'and 'rithmetic. We home economists know we havea body of knowledge and techniques invaluable totomorrow's homemakers, but how do we inspire inthem the desire to hear us out? I give you this bookby Dr. Josephine Ruud!

We in the Home Economits Education Associa-tion are deeply indebted to Dr. Josephine Ruud, Chair-man, Home Economics, Educlation, North Dakota StateUniversity, as author of this publication, and to ourformer President, Dr. Pauline Garrett, of the Officeof Education, Department of Health, Education andWelfare, for finding and encouraging Dr. Ruud to shareher time and talent and make this contribution toHEEA.

Margarent P. LarsonPresidentHEEA/NEA

(sr1

NI r.'

Lac3 TEACHING FORCHANGED ATTITUDES AND VALUES

U S DEPARTMENT OF HEALTH.EDUCATION& WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPROOUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATEO 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

v.7

e

Written by

Josephine Bartow RuudCollege of Home Economics

North Dakota State University

for the

Home Economics Education Association of the National Education Association

illustrated by Elaine Gunderson

The cover design depicts rigid attitudes and valueswith the straight rigid lines, and flexible attitudes andvalues in the spiral. The rigid and spiral lines overlapsomewhat since all of us have some rigidity and flexi-bility.

4

TABLE OF CONTENTS

Introduction 1

Chapter I Understanding the Concepts: Values, Attitudes .... . .... .... 2Values 2

Definitions 2Other dimensions of values 3

Relationships of Values to Personal Coals of the,Individual 4Attitudes 4

Definitions 4Other dimensions of attitudes 6

Sources of Attitudes and Values 6

Interrelationships of Attitudes, Values, and Other Concepts

Facts versus Values and Attitudes 8

Chapter II Teaching for Changed Attitudes and Values 10

In Support of Teaching Attitudes and Values 10

Opposing Views 11

Attitudes and Values Taught in Home Economics 11

The Middle Class Values of Teachers 12

Should Teachers Change Their Own Values? 13

Which Values to Teach? 14

Chapter '111 Teaching Techniques to Help Students Recognize

ana Understand Attitudes and Values 16

Value Diary 16

Analysis of Attitudes and Values 17

Identifying Attitudes and Values

Sentence Completion

Value or Attitude Pictuies 18Surveys of Attitudes 20Value Thread 21

The Devil's Advocate 21

Value Clarifying Responses 22One-Legged Conferences 23Value Sheet 23

Thought Sheet 26

Voting

Zig-Zag Lesson

Proud Whip , ,

Role Playing

Discussion 30Discussion of Films or Case Studies

Test Questions on Attitudes and Values , . ... . . . ... . ... . . . . ... ........... . . ... . .... 31

Evaluation of Techniques by Students 32

27

Chapter IV Changes in Attitudes and Values

Resistances to Change

The Change Process

Theories applied to change of attitude

Helping Change to Come About

Interrelationship of attitudes and valuesRecipients of change

Introduction of new approaches

Complexity of changes

Change is a slow process

Satisfaction from change

33

33

33

35

35

35

36

36

37

37

37

. Chapter V Summary - The Values of Home Economists 38

Selected References for the Teacher 39

IntroductionThe values and attitudes of students are

quite different today as compared with onlya few years ago. Changes seem to come morerapidly and students raise more questionswhich relate to their values and those of so-ciety.

This book is written to help teachers presentthe intangibles of attitudes and/Values to thesequestioning students. Numerous techniquesare described which help students recognizeand analyze their own attitudes and values andbecome more accepting of the attitudes andvalues of others. Many examples of actualteaching materials are included. Teachers mayalso be challenged to think about their own at-titudes and values, to analyze the values theyactually teach or use in the classroom, and toreconsider their apprOpriateness.

Both attitudes and values are included be-cause they are closely related. Both are intan-gible concepts which affect behavior. ChapterI defines and describes these two concepts.

Change is a focus in education. Even thoughstudents are changeable from day to day, it isseldom easy for the teacher to bring aboutchanges she feels are needed. One chapter,therefore, analyzes change processes and pro-vides practical guidelines to help teachers en-courage change in attitudes and values. ,

Jt may appear contradictory to discuss theimportance of providing opportunities for stu-dents to think through their own attitudes andvalues in the same publication as ways tochange attitudes and values are described.'However, if the definition of learning aschanged behavior is accepted, it is appropriateto talk about ways to cause change. Doubtless,there would be no objection to a teacher try-ing to change attitudes of seventh graders to-ward licking their fingers while cooking, orattitudes of teenage mothers toward nutrition,and similar matters which have basic impor-tance beyond the individual. Many teacherswould approve efforts 'to help an upwardlymobile young person understand accepted cul--tural norms. A teacher may be justly criticizedfor attempting to interfere with personal, tran-

1

sient matters, such as wearing bras, or "groov-ing" hard rock music. The belief expressed inthis publication is that teachers need to care-fully assess attitudes and values they promote,not only in relation to what they believe them-selves but also in relation to needs of the var-ious individuals in their classes.

Attempted attitude changes can. be taught inan open accepting manner, where studentsknow they are free to either attempt or rejectthe changes. In this way each student may usethe valuing process to make decisions appro-priate for himself. A teacher cannot justifiablydetermine "right" or "wrong" attitudes or be-havior for his students, even when his ownpersonal values disagree with those of the stu-dents. The teacher can provide a classroomClimate where students want to examine manykinds of attitudes and values and move to abroader understanding and acceptance of like-nesses and differences in thinking and be-having.

I have taught a college methods course onthe teaching of attitudes and values for nineyears, and much material included here hascome from class discussions, readings, andteaching experiences of class members.

I wish to thank the following undergradu-ate and graduate students who have giventheir permission to include techniques andmaterials which they developed in class. Manyof these have been tried with several highschool, college, or adult classes.

The students are:

Grace Dalseide Mire

Bonita Bohnsack

JoAnn Hansen

Todette Holt

Harriett Light

Joanne Moen Monson

Rita Opseth

Mariste Osarczuk

Beverly Slotten

Kathy Walker

LeAnn Wentz

Joyce Youngren

Jo RuudAugust, 1971

CHAPTER 1

Understanding the Concepts: Values, Attitudes

WHAT DO YOU BELIEVE

about values and attitudes of home economistson the job?Do you agree or disagree with each of the fol-lowing statements?

1. As professional home eco-nomists we convey our atti-tudes and values to othersconstantly through words, fa-cial expressions, actions. Agree Disagree

2. A considerable amount of thecontent of home economics asit is taught in schools is actu-ally attitudes and values ratherthan facts. Agree Disagree

3. Professional people in a po-sition toy influence the publicshould be neutral rather thanexpressing definite attitudesor values. Agree Disagree

4. A professional person shouldchange and adapt her own at-titudes and values to fit thegroup with whom she is work-ing. Agree Disagree

5. Values and attitudes can betaught successfully so thatPeople will change their be-havior. Agree Disagree

To study attitudes and values, to, recognizethose held by oneself and others, and to decidewhen to teach them implies some basic under-standings of these two concepts. Definitions,background information, and examples will begiven for each in the following pages.

ValuesDefinitions. There are about as many defini-

tions of value as there are writers on the sub-ject. Following are some definitions studentshave liked and understood.

Values are matters of importance, as dis-tinct from mere matters of fact'

Almost one-half of the mothers of secondaryschool students work outside of the home. Formany students this is a mere fact but formany others this is a matter of importancewhich has value implications in their lives.lAusubel, David P. Theory and Problems of Child Develop-

ment. New York. Grune & Stratton. 1958.

2

Knowing that spending for durable goods ison the increase, or that savings are at an alltime high, or that bankruptcies are on the, in-crease are mere matters of fact. But what eachperson does with his own money becomes amatter of importance a value.

Values are ways of striving, believing, anddoing whenever purpose and direction are in-volved or choice and judgment are exercised.2

There are ways of striving, believing anddoing, as related to neatness, for examplethe .degree of neatness of school work, of lock-er, of room at home, in personal grooming.Choice and judgment are exercised in decidingwhether to take time to be neat, that is, to doa task haphazardly or carefully and completely.As teachers, we tend to feel that all schoolwork should be clone neatly and completely,but when students view their personal situa-tion, a value decision to do a task quickly maybe more appropriate in some instances. Orthinking about money again we all haveways of striving, believing,, and doing whichaffect whether we save our money, spend itquickly, plan for its use, or give it away.Choices are made as to whether to spend it foroneself or for another, or for needs or wants.

A value is d standard or yardstick to guideactions, attitudes, comparisons, evaluations,and justification of self to others.a

Each individual has a conscious or an un-conscious 'value related to achievement, rang-ing from perfection to doing the least possible,and the value may differ for different activitiesor for different subjects in school. A studentmay value a high level of perfection in theautomobile he is repairing in the garage athome, but be quite indifferent to achievementin mathematics.

Baths, Harmon and Simon define values asbased on three processes: choosing, prizing andacting. This process of valuing includes the fol-lowing seven steps. Unless all seven require-ments are met, the concept is not considered avalue, these authors say.2Allport, Gordon W. Values and our Youth Teachers College

Record. 63:211-219. Decembej, 19613Rolceaeh, Milton. Beliefs, Attitudes and Values. San Francisco.

Jossey-Boss. 1969

CHOOSING: (1) freely(2) from alternatives(3) after thoughtful consid-

eration of the conse-quences of each alter-native

PRIZING: (4) cherishing, being happywith the choice

(5) willing to affirm thechoice. publicly

ACTING: (6) doing something withthe choice

(7) repeatedly, in some pat-tern of life4

These processes collectively define valuing.Results of the valuing process are called values.

For example, a student may value her girlfriends. She chooses them -freely, from all thegirls she knows in the community. She mayhave had to think of some of the consequencesof her choices, such as what other personswould think if she chose a certain friends orif her like for a girl could overcome her fearor awe of the girl's father. These chosen friendsare then prized, respected, held dear by thestudent. She is happy with them and willingto publicly affirm that these are her friends.She may even be willing to publicly championthem. In acting upon her choices, the girl mayspend time with her friends and repeat thisbehavior. The girl may not always retain thesame friends, but the next friends may bechosen for the same reasons.

A young person might value security andthus choose freely those alternatives which ap-peared to him to offer security, such as asteady job with low pay as compared to a shortterm job with higher pay. The alternativeswould he thoughtfully considered. The securi-ty would be prized the person would behappy with his choice of work and be willingto affirm publicly his pleasure with the secur-ity it provided. He would act upon his choice,possibly by being a responsible worker, or bymaking secure investments of his money.

Other dimensions of values. Some other as-pects or dimensions of values help in under-standing them.

Values can be described as extrinsic andintrinsic. Extrinsic values are matters desired4Raths, Louis E.; Harmin, Merrill; and Simon, Sidney B.

Values and Teaching. Columbus, Ohio. Charles E. MerrillBooks, Inc. 1966.

3

DON'T BUG ME ABOUT MATHHOMEWORK WHEN I'M BUSY ,

MOM.

or considered, not for their own sakes, but be-cause they are seen or sensed as a means orinstrument for gaining something else. An ex-ample is the value many people hold in regardto an automobile, not for its own sake, but be-cause it is an efficient means of transportation.Or some girls or boys value having a date notthat the particular person is so important, butit is important to be seen with a date.

Some values are intrinsic or important forand in themselves. A person may value learn-ing for the sake of learning, i. e., the grade hereceives is not important, but the ideas he islearning are important and exciting to him.A person may value a clean, orderly room. be-cause he likes order, because it smells 'so goodafter it is cleaned, or because it is more attrac-tive to him when in order. This is opposed tothe extrinsic value of keeping a room clean andorderly to impress the neighbors, or to teachchildren to be orderly.

We all hold both extrinsic and intrinsic val-ues about many things. For example, we prob-ably all have some very dear friends that wesupport and enjoy through ups and downs inlife, and other friends that we cultivate be-cause of their position in the community.

Many writers believe that the values of eachindividual a'e arranged in a hierarchy frommost important to least important, and thishierarchy may change as a person matures.The big box under the Christmas tree becomesless important as one matures, and giving usu-ally becomes a higher value than receiving. Orsome value, such as success, may always befirst in a person s hierarchy and thus influencehis choices and his behavior.

A personal value system or hierarchy is usedas a guide when deciding between alternatives.

A boy may value his parents' opinion highly,and he may also place a high value on sports.When his mother wants him to drop footballbecause he may get hurt these two values arein sharp conflict. It helps to become aware ofour values and bring them to the consciouslevel; then when choices or value conflictsoccur we are in a better position to evaluatethe situation rationally.

Sometimes the values an individual holdshighest are determined not by himself, but bysome group to which he belongs or wants tobelong. A student may belong to the "in"crowd at school which values certain behaviorsand ideals, and therefore may value these samebehaviors and ideals, or at least give "lip ser-vice" to them. Or a student may want to be-long to a crowd and therefore adopt values toappear acceptable to them. Or he may decidethat he does not approve of the. values of thegroup and therefore maintain his own hierar-chy.

Relationship of Values to PersonalGoals of the Individual

While it is apparent that there is a relation-. ship between a person's values and personalgoals, there is a lack of agreement as to the

nf relationship. Some authorities believe1. the values a person holds determine thego. he selects for himself. If he valuesachievement, he will set goals for himself,which he believes will lead to the achievementhe desires. If a woman values a beautiful home,and also values economy, she will set goals forfurnishing her home which are related to thesetwo values, such as going to furniture auctions,or watching the furniture sales. Values be-come, then, the criteria or standards by whichone judges the success of one's efforts.

Other authorities believe that some valuesare ends or goals in themselves. A person mayvalue education and be motivated to choosegoals leading toward education, or educationmay be such an important value that every-thing he does is related to it, even paying billsso they will not accumulate and interfere withthe goal. Or a teacher may hold the impor-tance of the individual so high that this influ-lBrown, Marjorie Hofne Learrung Experiences in the Home

Economics Piogram. Minneapolis, Minnesota. Burgess Pub-lishing Company, 1963.

2Barrett, Donald N. Value Problems and Present Contributions.In Notre Dame University. Values in America. Notre Dame,Ind. 1981.

4

ences all of her decisions and activities for herclasses, and therefore becomes a major goalin her teaching. Thus, values and goals maybe synonymous. Tead3 suggests that when a de-sire,* a purpose, or a goal influences the--quality of behavior, it is a value for the in-dividual. One's conduct is controlled by a de-sire to achieve certain values which one be-lieves are desirable or good. .

Ilaths4 believes that we cherish a goal or pur-pose that is important to us, and organize ourlives to achieve it. Therefore, goals or purposesare potential values or value indicators. A per-son may have a goal he has set for himself, butnot necessarily one which he has freely chosen,prizes, and is willing to do whatever is neces-sary to achieve. In fact, when pressed to usethese .value criteria, he may drop the goal.Thus a goal may or may not be a value.

AttitudesAnother intangible concept frequently en-

countered in teaching is attitudes. We all arefamiliar with attitudes about home economicsas a field of study, and with various attitudesstudents bring to class regarding various as-pects of home economics. A study of the na-ture of attitudes may help us understand theseattitudes more clearly and influence changes.

Definitions. There are numerous definitionsfor attitude. The two given here are in com-mon usage.

Attitudes are states of readiness that in-fluence the action of an individual towardobjects and events:

Objects of attitudes may be inanimatethings (a room arrangement, a child's toy, acar), living things (flowers, people, organiza-tions), experiences (going to college, having ajob, premarital sex, taking drugs, playing witha child), or ideas (Christian doctrine, mono-gamy, dual role of home ecokivmics). Eventsmay include a variety of things the birth ofa little brother, the landing of men on themoon, the purchase of a new car for the family,a concert in town.

Attitudes involve feelings; they are notmerely intellectual responses. We express these3Tead, Ordway. Character Building and Higher Education.

New York. Macmillan. 1953.'aths, Harmon, and Simon. loc cit.5Broudy, Harry,; Smith, B. O.; and Burnett, J. R. Democracy

and Excellence in American Secondary Education. Chicago.Rand McNally, 1964.

feelings or states of readiness by words andby actions. Words such as enjoy, accept, andwant, express positive attitudes while wordssuch as hate, disapprove, detest, express nega-tive attitudes or states of readiness. These atti-tudes then influence our behavior. We enjoytennis and eagerly accept an invitation or wehate to do dishes so procrastinate as long aspossible.

Sometimes the attitudes of a person are de-duced from other behavior. Students soonlearn to interpret the attitudes of a teacher bythe look on her face pleased, amused, angry.We deduce that a person who scrubs the stove,then gets clean water and scnibs it again andagain, has strong feelings or attitudes aboutcleanliness. We deduce that the student whostops in a certain classroom every night afterschool for various little reasons is particularlyfond of that teacher.

Secondary students hold many attitudeswhich are in opposition to the content of homeeconomics. Attitudes related to nutrition in-clude a fear of being fat, or a belief that break-fast is not necessary. Attitudes toward childreninclude the idea that children make messesand get into things, or conversely children aresuch fun and do such cute things.

And, we have been asked, where do home-makers learn the attitude, "Oh, I'm just ahousewife!"

Attitude is a general tendency of a personto act in a certain way under certain coneditions.6

Students have a tendency to be despondentthe day after their school team lost the statetournament by one point. Girls tend to showmore concern about their appearance whenthere are boys around than when they areattending an all girls event. Many homemakersfeel they are getting a bargain regardless- ofthe type of product they buy during a sale. Allthese are tendencies to act in certain waysunder certain conditions.

There are favorable attitudes and negativeattitudes. Students in home economics labswho dislike being required to taste everythingthey cook are expressing attitudes, as are thosewho can hardly wait to get into the kitchen.

To make attitudes concrete so we can usethem in our teaching, Mager suggests looking'Mager, Robert F. Developing Attitude Toward Learning. Palo

Alto, California. Fearon. 1968.

at behavior instead, since it actually is the be-havior of the student we are interested in. Inthe exampe above; the observable behaviorwhich would lead us to deduce a negative at-titude toward tasting food would be slippingfood into the garbage or making a face whentasting a small amount. These are referred to

. by Mager as "moving away from': or avoidanceresponses. Approach responses or "moving to-ward" behaviors which express positive atti-tudes would be the busy activity of interestedstudents, promptness of arrival in class andmoving directly into the kitchen units. Throughsuch assessment of behavior we can obtain evi-dence to evaluate the accomplishment of ob-jectives which relate to attitude changa

Examples of approach and avoidance re-sponses which seem to be "moving toward" or"moving away from" the world of work aregiven below.APPROACH RESPONSES ("moving toward")Has gone job hunting every day after schoolRepeatedly states that it is great to have the oppor-

tunity to team skills needed for workingUses, at every opportunity, a job skill he has masteredTalks about his job whenever possibleBrags about having a jobHas a conference with his teacher about how he can

do well on his jobAVOIDANCE RESPONSES ("moving away from")Gives numerous excuses for not looking for a jobFails to keep appointment with counselor who is to

help find a jobDoes not look for a jobBrags that he has no skills, and is therefore unem-

ployableCompletes skill project's' in vocational course in hap-

hazard fashion, or not at allIn class project, managed so other persons in his

group did all the workIf he has a job, has irregular attendance or- is often

late to workFrequently makes derogatory remarks about his job

Some caution is needed in interpreting theseapproach and avoidance responses, or anyother observable behavior. Probably all per-sons, at some time or other, make statementsor exhibit behavior which is in opposition totheir attitudes becat.se they are tired, becauseof social pressures, for expediency, or for otherreasons. Also, all of us interpret the behaviorof others in light of our own attitudes, values,and experiences. Bragging about not havingjob Allis may be interpreted by one observeras laziness and by another as a means of hidingfeelings of inferiority and fear that he willnever be hired anywhere. And it may be thatneither interpretation accurately describes theactual attitudes of the individual.

5

Other dimensions of attitudes. There areother aspects or dimensions of attitudes whichgive. additional help in understanding them.

Direction - An attitude may be positive ornegative.

Intensity - (or salience) This refers to theimportance or urgency of an attitude to aparticular person. One may strongly agreeor mildly disagree or be indifferent to acertain object. Attitudes related to one'sself or toward loved ones usually are quiteintense. Circumstances can affect the in-tensity of attitude; some attitudes aremore intense chring an intensive politicalcampaign.

Confidence - Some attitudes are held withthe certainty that they are right or correct;others with less certainty. Factual supportor experience adds to one's confidenceabout an attikude.

Agreement - Attitudes- are interdepeldentupon each other and agree or disagreemore or less with other attitudes the per-son holds.

Duration - Some attitudes have been heldfor many years while others are newlyacquired.

Range - Attitudes can be specific or general.A person may not like a specific painting,or may not lace any oil painting. at hemay like a specific baby or all babies.

Attitudes can be objective or non-objective.Objective attitudes are a result of accurate in-formation. Examples are attitudes about theimportance of eating an adequate breakfast orthe impact of good nutrition for high schoolgirls as potential mothers. Non-objective atti-tudes may not be influenced by either infor-mation or experience. A person may believethat goods purchased at a discount store arealways of poor quality, yet a close friend mayhave purchased several fine items there (sorationalize that she "just happined" to makesuch wise purchases). Or one may believe thatall people of a certain race or ethnic back-ground are no good, yet have a pleasant ac-quaintance with someone from that back-ground (and rationalize that she is "different").

There is no consistent relationship betweenthe amount of information about somethingand the direction of the attitude toward it. Aperson who earns an "A" on a test concerningnutrition and eating breakfast, may hold eithei.

6

positive or negative attitudes toward thesematters.

The attitude a person holds about an objectgenerally seems much more important andwise than the attitude another person holds.An example is the attitudes parents hold con-cerning desirable behavior for their children,and how they will resist attempts of their teen-agers to prove that the teenagers' views areequally acceptable.

A person's attitude toward an object or anidea influences the judgment he makes aboutit or his interpretation of what he observes. Agirl who has an attitude of inferiority may in-terpret giggling among girls across the table aslaughing at her. Or a girl who admires a cer-tain boy may see his behavior as admirablewhile other may see it as "show-off." Adultswho believe boys v ith long hair are delin-quents or hippies ma). accuse the boy with longhair rather than the boy with short hairof doing a misdeed, e.g., shoplifting, al-though in the staged situations the short hairedones were equally guilty. A girl who thinksreconstituted dry milk has an undesirable tastewill think any milk which she suspects is re-constituted has a bad taste.

While many attitudes are short lived, mostpersons have a fixed core of attitudes whichpersist over a long period. The statement a per-son will make about a certain object or ideaoften can be predicted if you know him well,rich as the attitude of various family memberstoward televised baseball games. Of course,there is the possibility the girl who hated base-ball will begin to enjoy watching it with thenew boy friend changes in basic attitudescan happen. Other examples of stable, basicattitudes are the dislike some students have formathematics or the attitudes of parents to-ward their children.

Sources of Attitudes and ValuesValues and attitudes of various individuals

are similar or different according to such fac-tors as the age of the person, sex, educationallevel, ethnic background, social class, part ofthe country where he lives, religious upbring-ing, andmany other factors. A young teenagergenerally has a different concept of "goodmusic" than a senior citizen. Young personsfrom different parts of a city or of the countrymight enjoy dancing, but the kind of place

where they dance, the type of dancingthey do, and the activities- they do along withthe dancing could vary widely.

Home and family are the most pervasive in-fluences upon attitudes and values. Their in-fluence begins very early and continues to bean important factor. Much unconscious con-ditioning occurs in the family as attitudes orvalues are assimilated from daily living,through actions such as taking cookies to theelderly or comments such as, "Look< at theclunky car," and these remain fairly constantdespite the pressures of other influences. Thesocial class of the family has been shown tohave much influence on the type of values andattitudes the child learns at home, especially inmatters such as language, what to wear, whereto spend leisure time, how to behave whentalking to older people.

School and teachers provide varying amountsof influence. There is some evidence that if theschool attempts to teach values in oppositionto those of the home, the school is not par-ticularly effective. Individuals vary in theiropenness or willingness to accept values and.attitudes of the school which differ from thosetaught at home, possibly depending upon howsignificant the school or teacher is in their livesand to which reference groups they aspire tobelong. Schools tend to emphasize middle classvalues and attitudes, matters such as conform-ity, non-aggression, cleanliness, and so on.

. Church and community also influence atti-tudes and values in varying amounts for differ-ent individuals. Traditions, mores, and expec-tations are part of communities. Rural commu-nities and southern communities seem to oper-ate at a slower, more leisurely pace than urbanand northern communities. A homemakermight indicate concern that people buy somany things, such as bread, sofa pillows, knick-knacks, while a business man's attitude mightbe that it is good for the economy when peoplebuy commercial products.

Differences in attitudes or values often canbe traced to different educational back-grounds and/or different experiences. Some-times this is a major reason youth and the el-derly disagree - their educational backgroundand also their experiences have been so dif-ferent. People may not be aware of the valuesthey hold or why they believe as they do.

7

Interrelationships of Attitudes,Values, and Other Concepts

Both attitudes and values are intangible andboth influence our behavior. Rather than try-ing to decide whether the intangible feelingthe student has is an attitude or a value, itappears more meaningful to try to identifyhow this feeling is influencing his behavior,whether it is in conflict with other feelings orbeliefs he holds, and whether this is the wayhe wants to .behave. However, there are somedistinctions concerning the interrelationshipsof attitudes, values, and other concepts, asmade by behavioral scientists, which can aidin clarifying our understanding of them.

Attitudes can express values. A person whomakes comments such as, "Hurry up or we'll belate!" is expressing a different value concern-ing time than the person who says, "What's thehurry?" Values are generally considered to bebroader and more basic than attitudes, opin-ions, or beliefs. Values are often said to under-lie attitudes, but they are not tied to any speci-fic attitude or situation. Rokeachl suggests thatan individual probably has tens of thousands ofbeliefs, thousands of attitudes, but only dozensof values.

Attitudes are related to beliefs. Beliefs arepredispositions to action. A belief system con-tains all of a person's beliefs, which vary indepth and importance and are designed to helpa person maintain his identity.2 An attitude isan organization of interrelated beliefs. A per-son may believe that birth control pills makepeople gain weight, and sometimes causecancer and thus have an attitude that it isundesirable to use birth control pills. Beliefspertain to conclusions to which people sub-scribe strongly. Many beliefs are not nontro-versial, (you must go early to the movie if youwant a good seat) while most attitudes havepositive or negative implications.

Attitudes and values are related to opinions.An opinion is a verbal expression of some be-lief, attitude or value, according to Rokeach.An opinion cannot always be taken at facevalue, as a person may not know or may notwish to express his real beliefs, attitudes, orvalues. According to Bellows,3 an opinion is

IRokcach, Milton. loc. cit21bid.3Bellows, Roger. Creative Leadership. Englewood Cliffs, New

Jersey. Prentice-Hall. 1959.

made up partly of our attitudes and partly ofthe facts of the situation and it may be mostlyfact or mostly attitude.

A prejudice is a predisposition to actionwhich involves judgment of L person, thing,or situation before the facts are in. Thus preju-dices are opinions which are made up largelyof attitudes with little or no factual basis.4 Or,in modern terminology, prejudices are instantopinions.

Attitudes and values are related to behavior.Some authors feel that people may behavecontrary to their attitudes and values. Othersfeel this is not possible that if a person'sactions belie his attitudes or values, it mustmean that anottier_attity)e or value was ofgreater importance, mid therefore took pre-cedence -in that particular situation.

Values, attitudes, and emotional responsesare affective. Educational objectives whichhave to do with then are in the affective do-main. However, values are based on cognition,and all of a person's beliefs, attitudes, and val-ues become part of his total cognitive system.Educational objectives would also be withinthe cognitive domain; thus, the domains are in-separable. Each of us strives to keep all partsof our cognitive and affective systems in har-mony, to be consistent in our beliefs, attitudes,values, and behavior. A change in one partproduces strain or inconsistency within thesystem, thus creating forces which may leadto reorganizations of the entire system.

Facts versus Values and AttitudesIn a subject area such as home economics,

where many attitudes and values are taught,it is sometimes difficult to differentiate be-tween those and factual material. Values andattitudes have been defined above. Facts arestatements of what is, as compared to state-ments of what should be. They are establishedby means of careful observation and measure-ment. Try the exercise below to test your skillin differentiating.

+Ibid.

8

WHICH OF THE FOLLOWINGSTATEMENTS ARE FACT ANDWHICH ARE VALUES?

DIRECTIONS: Place F before each statement whichis a fact and V before each one whichis a value of a home economist.

1. Open shelves are attractive and practical forbooks that are frequently used.

2. A game table, with two chairs, often is usedas a permanent and useful part of a familyliving room.

3. A well-designed drop leaf table will alwayslook nice and its flexibility as a space-saver that can be easily transferred into acomfortable dining table is hard to beat.

4. Upholstered pieces include chairs, sofas andother furniture covered with fabrics, leather,or other decorative material.

5. The height of a table may vary from 15 inches(or even less) to 28 or 30 inches.

6. Plastic furniture is suitable when function isthe primary concern, but plastic will nevertake the place of a surface of fine wood thathas been finished by hand rubbing.

7. Any piece of furniture of good and appro-priate design that is well made, with a goodfinish, should be considered for the home.

8. Add to your supply of linens annually duringthe white sales.

9. If you want a piece of furniture to take a lotof wear and last a long time, buy good quality.

10. It isn't really necessary that all the fireplaceaccessories match, but they should be com-patible.

NOW GO BACK AND STAR THE STATEMENTSWHICH, IN YOUR OPINION, OUGHT TO BETAUGHT

(NOTE: All of these statements were taken fromhome economics textbooks.)

Check your answers with those from a collegeclass.

1. V (attractive and practical are values)2. F (statement of what is)3. V ("always look nice," and "hard to beat"

are value judgments.)4. F (defines upholstered pieces)5. F (statement of what is)6. V (preference for hand rubbed furniture is a

value)7. V ("should be considered" is a value state-

ment, and certainly not likely to be true forall situations)

8. V (a teacher may believe this is the best timeto buy linens - but this does not mean it isthe best time for everyone to buy them.Sometimes the teacher may choose to buyat another time herself.)

9. F (reasoning - if you do this, then the resultwill be . ..)

10. V (matching and compatability are values.)

We can support from research that orangejuice contains substantial amounts of vitaminC and that vitamin C is good forms. But teach-ing that one should have orange juice or othercitrus for breakfast is an attitude. While thisis an easy way to obtain vitamin C, it is Cer-tainly not the only way. We know from re-search that every child has his own pace andsequence for development. However, the state-ment, "it is wrong to compare one child withanother," is a value,-and is certainly one whichyoung people could discover for themselves,given the needed factual information.

What evidence do we have that it is betterto buy one high quality garment than three in-expensive ones? This is actually an upper-middle-class, middle-aged value which we fre-quently teach. One would expect that thevalue-decision of teenagers would differ con-siderably from this, as they tend to prefer avariety of clothes to wear for different occa-sions. And from a practical angle, at certain

stages a teenager is growing so fast that eveninexpensive and poorly constructed clothesmay be outgrown before they are worn out.(Note the value connotation here also - thatone wears clothes until they are worn out!)

A statement from a home economics text isas follows, "All members of the family mustshare in the upkeep of the yard." Obviously,the purpose of such a statement is to teach thevalue, sharing family responsibilities, but itfails to allow for the family where the taskshave been divided according to ability and/orinterest, or the family where the father is "ex-pert" in the yard care and prefers not to haveinexperienced help. In other words perhaps wecan teach generalizations rather than values,for example sharing of family responsibilitiescan lighten parental burdens of managing thehome. Also: consider the consequences whenvalue items such as this are included on ex-aminations.

9

CHAPTER II

Teaching for Changed Attitudes and Values

Undoubtedly some readers are thinking thata teacher does not have the right to teach at-titudes and values or to try to make someonechange their attitudes and values. Others mayfeel that this is a definite task and obligationof the teacher, and there are many other viewsbetween these two extremes. A value con-tinuum could be made to illustrate this.

Change Change Neutral or Not by to Not changeattitudes certain indifferent change any attitudesand values kinds to the issue certain or valuesof students kinds of students

In Support of Teaching Attitudesand Values

.Teachers who believe in deliberately at-tempting to change attitudes and values of stu-dents have a number of supporting reasonsfor their view. A major reason is that we allteach attitudes and values all the time sincethey permeate all parts of our lives. Each of usis aware of some of the attitudes and values wehold, but there are others we have automati-cally accepted without thinking much aboutthem, and a few are undoubtedly in our sub-conscious. We can and do make decisions aboutwhether or not to teach the attitudes and val-ues we have identified. But we teach manytopics without thinking of the attitudinal orvaluing aspects. Referring to the quiz on factsversus values, if readers are like members ofthe author's classes, some items firmly believedto be true actually are values, as defined ear-lier. We teach matters such as these as fact,because for us they are true. Even those per-sons who do not believe in teaching attitudesand values actually teach them in these in-stances. Also, we teach by what we do and are.In visiting a teacher with her class one oftenbecomes aware of particular attitudes or valuesshe holds, as appreciation of beauty, the im-portance of each student as an individual, adisdain for falseness or dishonesty in any form.Such values are evident- in -the way the roomlooks, through what the teacher does, and inwhat she says and how she says it. And she isteaching attitudes and values she is not awareof, as well as the ones she chooses deliberatelyto stress. Students learn to do as she does ifthey admire her, or the opposite if they feelotherwise.

10

Another reason for deliberate teaching of at-titudes and values is that students need, andoften ask, for help. While textbooks aboundwith attitudes and values, the teacher mayneed to help her students recognize or under-stand the relationship of certain ones to theirlives. Many families teach basic values as apart of daily living, but not all students havethis opportunity and school is the place towhich they look for this help. Many teachersbelieve that we ought not to let such studentsdown. Students need information about theattitudes and values of groups different fromthemselves, and often also need help in assess-ing their own values in relation to those ofothers.

An emphsis in education is on the ability tothink clearly and critically. As an aid to clearthinking, both. students and teachers find ithelpful to recognize and examine their precon-ceptions and assumptions about an idea or inother words, to examine their attitudes andvalues, and to use the understanding of theseto think more objectively.

In occupational home economics programs,an emphasis on attitudes of the teenager onthe job appears essential. Interviews with em-ployers indicate that more workers lose theirjobs because of personal characteristics andattitudes than because of lack of ability. Manyyoung people have low self-concepts and holdattitudes such as, "I can't do anything well,"or "What difference does it make whether Igo to work today or not," which hamper theirperformance. Some employers indicate willing-ness to train teenagers in specific skills neededas long as they have acceptable attitudes to-ward themselves and toward work.

Another reason for teaching attitudes andvalues is that we are living in a time of rapidtechnological advthieement. New products andnew processes are appearing constantly. Manyof these make former learnings obsolete andadoption of them may upset a person's hierar-chy of values and cause conflict within himselfor with others. Ability to analyze attitudes andvalues involved in the situation and evaluatethe effects of the changed behavior or use ofthe product can be a desirable skill in helping

people adapt to these rapid changes. We tendto teach that what is will always be, but thisis not necessarily true of attitudes and values;many facts also change with technological ad-vance.

Still another reason for teaching attitudesand values is that these influence behavior.Kluckhohn' has said that all of us sometimesbehave in ways contrary to our desires of the

--moment because of values we hold and pre-ferences which go beyond our present needs.Raths2 has found that many behavior problemschildren exhibit at home and at school whichhave generally been considered emotionalproblems are more readily understood andalleviated by considering them as value distur-bances. Overconforming, apathy, -drifting,overdissenting, are all indications that a per-son has not learned a pattern of behavior todeal with his surrounding world. Many of theseproblems are caused by values or, actually, bya lack of values, according to Raths. He and hisassociates found that when children with cer-tain behavior problems were given appropriatevalue experiences the problems often eased inintensity or frequency. They concluded thatthere is strong support for the notion that valuedisturbance is a possible explanation of chil-dren's behavior problems. Many children inour schools do not learn as well as they mightbecause they are not clear as to what they areworking for they have no clear values togive them directiori.

Opposing ViewsTeachers and others who oppose teaching

attitudes and values in the classroom also havedefinite reasons to support their views. Somefeel that schools are teaching too many valuesalready, such as how to be a good citizen orhow to be popular, rather than the substantivecontent of the subject. This view does notrecognize that sometimes content which ap-pears to be substantive is actually value ladenor biased from the experiences of the author orteacher.

Teachers who oppose argue that it is not theplace of the teacher to indoctrinate the stu-dent. Each person is an individual and has hisown individual life style, which he should bepermitted to choose. The latter point also is1Kluckhohn, Clyde. The Study of Values. In Notre Dame

University. Values in America. Notre Dame, Indiana. Uni-versity of Notre Dame Press. 1961.

2Raths, Harmin, and Simon. loc. cit.

11

made by many who support the teaching, butthey go further in saying that students needhelp in identifying and preserving their indi-viduality. Study of attitudes and values canhelp, they feel, when done in an atmosphere ofacceptance and freedom of choice. ,

There also is some controversy over whetherattitudes and values can actually be taught.Students may parrot values back to the teacherjust as they do other content, and forget thempromptly after completing the unit. However,value decisions which they have made forthemselves are not quickly forgotten. Support-ers also point out that tests and other writtenmaterials can be constructed and graded sothat a student may hold his own opinions evenif they happen to be contrary to those of theteacher.

Teachers are not of the same generation astheir students, and sometimes they are "over30" and therefore "way out of it" and thevalues they teach would thus not be appropri-ate, say some opponents; Teachers who havehad exposure to numerous values of differentgroups, and who feel comfortable about them-selves, are likely to be able to help their stu-dents gain perspective beyond their presentexperiences and the current views held by theirpeers, regardless of age.

Attitudes and Values Taught inHome Economics

Home economics can. be an ideal area fordiscussing attitudes and values. The statedmission of home economics is to promote theoptimum development of the individual withinthe home and family. The goal in teaching forclarification of attitudes and values is to pro-mote this development. Home Economicsteachers are concerned with many of the areasof daily living where value decisions need tobe made, we have informal, friendly classeswhere in-depth discussions are possible, andwe generally have good rapport with studentsand an opportunity to work with them on anindividual basis. Much content in home econo-mics texts is related to attitudes and values.

The following statements which reflect at-titudes and values were found by leafing quick-ly through one popular, current text:

You are well groomed if your face, hair,hands, feet, and body are clean.

Inorder to do well on an exam, eat a goodbreakfast that morning.Leisure time should provide for physical,mental, and emotional health.Every teenager should have a placewhere he can have privacy and quiet.The floral print is an example of bad de-sign.The proper way. to wash dishes is fromright to left.A bath should be fun for the baby.A gift should be treasured as an indicationthat someone cared about a person, ratherthan valuing it in relation to its moneyworth.We should learn to prepare foods in avariety of ways.

You may feel, as many teachers do, thattheseire-facts because they are all matters wehave been taught in our home economicscourses and probably believe to be true. Acloser examination indicates that all of thesehave value or attitudinal aspects. Consider thestatement, leisure time should provide for phys-ical, mental, and emotional health. A teacheror student might decide that her leisure timeshould be ftni and place no value whatsoeveron health,.and some chosen and valued leisureactivities might actually be hazardous tohealth.

An analysis of unit plans and curriculumguides in home economics by Lee' indicatedthat there are sometimes discrepancies be-tween general cultural values and the conceptswe teach. In a country that continues to believein the value of work, Lee points out that werarely use the word enjoy in relation to work inthe home. Actually, many people find manysatisfactions .from accomplishment of house-hold tasks and from interactions with familymembers, but apparently as home economicsteachers we do not consistently reflect this,but tend to emphasize instead the view thathousehold tasks are a chore to be completed asefficiently as possible. We teach the value ofplanning, but often the enjoyment and satisfac-tion from the successful completion of the planare taken for granted. Lee says, "Being withoutvalue, the work of ordinary home life as pre-sented in home economics curriculum guides isnot dynamic and provides no emotional nour-ishment this, like all good, comes throughleisure."

3Lec, Dorothy. Discrepancies in the Teaching of AmericanCulture. In Spindler, George. Education and Anthropology.Palo Alto, California. Stanford University Press. 1955.

12

The Middle Class Values ofTeachers

Teachers tend to hold middle class valuesand attitudes, and textbooks also tend to stressmiddle class values. In recent years we havebecome increasingly aware that these middleclass values are not appropriate for everyone,and that many times students do not evenunderstand them because' they are so foreignto their lives. Meals in the home economicsclass are served in middle class patterns. Mid-dle class attitudes and values toward child careare taught.

There are several views concerning whetheror not a teacher should teach middle classvalues to lower class students. One is thatone should not, at least in certain areas. Teach-ers have found it inappropriate to teach tablesetting, for example, when families in theircommunity seldom sit down together for ameal, or to teach "care of my room" when a"typical" family might have eight people livingin two rooms. Teaching "wise" buying of pro-ducts students have never heard about hasbeen a frustrating experience for both teacherand students. Research by Hurt' indicated thatstudents from lower class families and theirmothers felt that they learned more of prac-tical use when teaching was geared to lowerclass values in the areas of meal planning andholiday traditions. In the other experimentalunit taught, home furnishings, studentsfelt it was more practical to gear it to middleclass values, while their mothers felt that bothemphases were desirable.

Another view is that middle class values areappropriate for everyone if one takes the broadview rather than specific values, as almosteveryone works in a middle class world whichexpects middle class behavior from employees.Supporters of this view would point out thatthere are a number of values such as family,health, loyalty, courage, which encompass all

. social classes, although the specific interpreta-tion of what is desirable or undesirable be-havior within the value may differ.

A third view is that it is undesirable to re-quire lower class children to learn middle class4Hurt, Mary Lee. A Study of the Effect on Attitudes Toward

and Carry-over of Homemaking Education when Teaching isKeyed to Lower and Middle Class Values and Practices.Doctoral Dissertation, University of Illionis, Urbana. 1953.Also available from University Microfilms, Publications No.5976, Ann Arbor, Mich.

standards and values in school because thisplaces them in a confusing position. They haveto decide if they will follow the valuestaught at home (and have trouble at school)or follow the values taught at school (and havetrouble at home, perhaps), or lead a dual life,using the values and attitudes which have beentaught in each situation.

Middle class values may be inappropriate forupper class as well as for lower class students.A tenth grader asked about beinning to col-lect sterling silver. Her teacher s attitude wasapparent in her answer, "Oh, no, it is muchbetter to start with stainless steel." However,this answer was given to a girl whose parentswere upper level executives and used stainlesssteel only in the kitchen.

Professional home economists convey valuesand attitudes to others constantly in the fol-lowing ways:

1. By choice of what we teach. We teachnot only food preparation, but also mealplanning and nutrition in our concern forthe health of the individual. Or we teachnot only college as a choice beyond highschool, but also trade and vocationalschools and jobs upon high school gradu-ation.

2. By the choices of earning experiences forstudents. These range from assigned spe-cific study guides with precise answers tofreedom of choice and encouraging stu-dents to develop experiences of their own.Most teachers have some precise activi-ties and some flexible ones, as they at-tempt to meet wide needs of varyingkinds of students.

3. By the behaviors we reward, encourage,and permit in the classroom. In someclassrooms students are encouraged tochallenge ideas, even if they differ withthose of the teacher. In others, the teachersquelches such "insolence" immediately.Some teachers are challenged themselveswhen students disagree with them, othersare threatened. Some teachers are de-lighted when students develop an originalapproach to the class activity; others havea preconceived notion of what they wantand consider everything else "wrong." Allteachers have certain values which they

13

stress in their classroom, e.g., saying, "Doyou call that pressed? Go back and pressagain." or "I was so pleased with yourability to keep the preschoolers busy andhappy."

4. By the type of questions we ask. For ex-ample, "How can a young couple plan aworkable budget when they have an in-come of $70 per week?" or

theyis it im-

portant to conserve vitamins and mineralsin food preparation?"

5. By the way we evaluate. This is an areamany teachers find most difficult. Ourtests may include specific, narrow factsfrom the textbook or they may be basedon application of important facts to ex-periences- within the lives of students. Wemay decide to add a few points to a stu-dent's grade because he finally tried toachieve during this grading period. Or wemay subtract from the grade Of an ablestudent who did not exert himself.

6. By what we wear. Most home economistshave values relating to setting an exampleof taste in dress and in grooming, in amoderate, yet fashionable manner.

Should Teachers Change TheirOwn Values?

We have 'talked about differences betweenvalues of students and teachers, assuming thatthe students are the ones who are expectedto change. However, sometimes it is appropri-ate for teachers to develop flexibility or modi-fy their own attitudes and values. Usually thereare many in the class, and only one teacher,therefore, one might question whether theteacher is automatically right just because ofher seniority and training. With any teacher,there would be some values or attitudes shewould believe so firmly that she could notbring herself to change. There might be otherinstances where she would be a much moreeffective teacher by adapting or modifying herattitudes or values in some way.

A teacher might hold the value that meals,especially guest meals, must be served gra-ciously, and may feel very strongly about this.Lovely china with harmonizing crystal, flat-ware and linens and an artistically arrangedcenterpiece may represent gracious dining toher. However, she might adapt her interpre-tation of this value to fit various situations. One

little change might be in terminology. Manypeople do not have "guests", instead they mayhave "company" or say someone is comingover for supper." She might analyze for herselfwhat she really means by gracious dining. Is itreally the china and the other appointments, orit it the neatness and order which she likes?What are the components of gracious diningthe table, the people, the menu, the sociability,the general atmosphere, or some other aspect?After analyzing her value, the teacher couldadapt her teaching of this value to fit whatevergroup she was working with. Thus she mayrecognize and be able to teach that one coulddine graciously using a bare table with paperplates and plastic spoons, or with eleven peoplesociably crowded around a table meant foreight. And she might decide that, the tablebeautifully set with the fine china, but withthe people sitting uncomfortably around theunfamiliar 'grandeur, would not achieve whatshe considered gracious dining. She might beable to accept, with thanks, the wilted dande-lion bouquet delivered in a discarded beer canby her four year old, and give it a place ofhonor on the table. In the latter example herhierarchy of values would become evident.Which is more important gracious diningwith a lovely centerpiece or the 'feelings of asmall child.

Teachers who move into a new communitymay find that they need to Adapt their atti-tudes, values, and behavior somewhat, to fitinto local role expectations and mores. Supposea teacher with a conservative, puritanical back-ground moved into an ethnic communitywhere beer or wine were routinely served withmeals. She might not modify her behavior tothe extent that she would drink beer or wineherself, but she would undoubtedly find, if shewas at all sensitive to the local situation, thatshe became more accepting and less judgmen-tal about the moderate use of beer and wine.

Not only do teachers find that' they need tomodify their attitudes and values somewhat tofit their particular students or community, butthey may also find that they need to adaptthem in order to keep up with current trends.A teacher commented, "I have been interestedto note, during these recent years, how ourdefinition of 'too short' has changed. For my(conservative) self, I thought above the knee

14

was too short, then a year or so later I waswearing my own skirts several inches above theknee and felt comfortable doing so. Now thesesame skirts feel too short again." While atti-tudes toward matters such as short skirts orlong hair are not of major importance, manypersons, including teachers, have made manyvalue judgments about the morals and charac-ter of students on the basis of such matters.

Teachers open-minded and accepting intheir interpretations of the values, attitudes,and behavior of others are more likely to findit easier to change than those who have oneview fixed firmly. Here are the reactions oftwo teachers to an eighth grade girl, the oldestin a larger family who was late to school everymorning even though she lived only a blockaway. One teacher complained, "She is lateevery day. You'd think she'd learn pretty soon.She is just lazy and shiftless." (Her statementrepresents the view which she held in all con:tacts with this girl.) Another teacher com-mented, "However, she is always clean andnicely dressed. Maybe she has some obstaclethat we know nothing about which makes herlate. Perhaps she has to help get all of her littlesisters and brothers ready for school beforeshe can take care of herself. I wonder how alarge family does manage with only one bath-room and so many needing to.leave the houseat the same time." (Here is an openness to dis-cover what the problem was and perhaps helpin-some way, if necessary).

Which Values to Teach?Some teachers emphasize their own values

and attitudes as the accepted norm or the "rightway." Others attempt to hide their personalvalues and attitudes while in the classroom,and some teach for a variety of views aboutvalue laden topics. There is evidence that suc-cessful teachers, as a rule, are those who letsome of their attitudes and values show, butindicate in words and deeds that these are theirown personal views and that students are ex-pected to form their own attitudes and valuesbased on class discussions, experiences, andself-analysis.

The position taken here is that a teacher canmore nearly meet needs of students and helpthem learn to make realistic value decisionsfor themselves if she is aware of the values andattitudes she is teaching, and teaches themconsciously and with direction. The ones she

selects to emphasize will be determined tosome extent by the subject area, by the parti-cular- students she is working with, by com-munity mores, and by her own strong beliefs.She may encourage students to decide aboutsome values for themselves. Others may seemso important, or so needed by a particulargroup, that she will work to help students tochange to these attitudes or values.

Items such as tightness of sweaters, wearingor not wearing a bra, and swearing are valuesworth discussing in class, but each individualmust make his own decisions as to what hebelieves and how he plans to behave. Con-ceivedly these kinds of attitudes might be partof a larger issue or value, such as morality.However, the definition of morality variesgreatly with age, social class, ethnic group, sex,and so again a discussion of all aspects of theissue would be more appropriate rather thanteaching an absolute, "tight sweaters are bad,"or swearing is bad."

Sometimes we are told to begin by acceptingthe values students have, as long as they arenot in conflict with the school. Then if thevalues of students are not acceptable, teachersshould provide -learning situations where stu-dents can see that values supported by theschool are more desirable. But who can saythat the values of the school are always moredesirableP_ For example, a- student's value of"not squealing" on a friend (loyalty) could beconsidered as worthy as the school's attitudeof "tell us who broke the window, or else . . ."(firm discipline), although, as teachers who

15

have to cope with such matters as broken win-dows, our sympathies and values would per-haps correspond with those of the school.

Some values emphasized in school are coun-ter to those of certain sub-cultures or ethnicgroups in the classroom. A teacher who tries tomake a student adopt these may be doing thestudent a disservice. However, it could be ofmuch help to the interpersonal relationships ofa student to understand that his values are dif-ferent from those of others and in what way.For example, teachers tend to value leadershipand to attempt to give youths the opportunityto gain experience in leadership. However,most American Indian cultures believe that itis undesirable for a person to be out 'ahead ordifferent from the others in any way. A teacherwho made such an Indian serve as a leaderwould not be helping him change behavior, butwould instead be causing him problems withself-identity and role, and embarrassment inhis family and community for such unseemlybehavior. Here an opportunity to explore themeaning of leadership for different peoplewould be of value to the entire class in help-ing them understand themselves and others.Many non-Indians prefer not to be leadersalso a personal attitude or value.

In choosing values to stress in class manyconsiderations must be taken into account. Thekind of attitude or value and the audience towhom it will be presented are major factors.The teacher may have to modify or changesome of her own strongly held attitudes orvalues in order to help students with theirs.

CHAPTER III

Teaching Techniques To Help Students Recognizeand Understand Attitudes and Values

Numerous approaches have been used withsuccess at the secondary level and with collegestudents and adults to help people analyze andunderstand their own values and attitudes andbecome more accepting of the differing viewsof others. Teachers have found that attitudesand values can be taught both formally, label-ing it as a lesson on attitudes or values, or in-formally as a planned part of some other lesson.A number of techniques will be briefly des-cribed here, with examples.

Value DiaryThis is a daily log of values heard or ob-

served. The purpose is to increase awareness ofthe frequency with which value statements aremade and the different views expressed aboutsome value.

The assignment is given as follows:

Select a value. Listen and/or* ask indirectquestions in order to discover the importanceof that value to different people. Write theirstatement in their words, as soon as possibleafter you hear it. Describe the person whomade it. After you have ed several state-ments, summarize your findings:

An alternative assignment; sometimes givenat the same time, to provide individual choice,is as follows:

Select a group of people who are differentfrom youtown group such as ten year old boys,or grandmothers, or Chicano girls. Talk withmembers of this group, and. listen to them inorder to find some of the attitudes and valueswhich they hold. As soon as you can after youhave talked with them, write down what theysaid in their own words. Summarize the values

iwhich seem to be most important to them.

EXAMPLE # 1Value: Good Grades

Senior Boy: I'm supposed to study for a testtonight, but if you are going to the stockcar races I'll go along.

A grandfather - When I was a boy I wouldhave been grateful to have a chance tostudy.

Sixth grade girl (an "A" student) - I can'tplay tonight because I have all this schoolwork to do or I won't pass.

etc.

Summary: Of the people I heard commenton matters relating to good grades, girls andelderly people showed more concern than boysfor good grades. There may also be some re-lationship between the ability of the studentand his attitudes toward good grades.

EXAMPLE.# 2

Group: Middle-aged parents

Incident #1. Woman, age 52, eighth gradeeducation, telling about her 20 year old son."Yes, he is coming home for Christmas. Hedoesn't like this job in Des Moines &then.You know he borrowed money from his auntto attend trade school last fall, but he didn'tlike it so dropped out after two weeks. Thenhe went out west and worked for Boeing fortwo months. He quit that and came homeand got a job laying carpets. He didn't likehis boss, so quit that job too.. He found outthat he's too old for apprentice training. Idon't know what he plans to do next. I'mglad he isn't married.Incident * 2. Man, age 42, high schoolgraduate, works as a sales representative.Talking about his oldest son who is 19."Sure, my wife and I would like to see himfinish college before he gets married. But

ETAMPLE # 31

what are you going to do if he says they'llrim off to get married if we don't give ourpermission? You know they are only 19 and17 just kids. Sure, we'll end up supportingthem for awhile just so they don't haveany children right away. They don't haveany money to live on just love."

Incident # 3. Woman, about 45, attendedcollege but did not graduate, husband inbusiness. Discussing her oldest daughter'srecent engagement, "Yes, I'll be the first toadmit it we would have liked to have seenher finish college before she married butthey're in love so what can we do. Ofcourse we're thankful that he has his collegeeducation behind him and has a good job.Perhaps we can still work something out soshe can transfer and finish her last twoyears."

etc.

Summary: The following values of thesemiddle-aged parents seem to be implied bythese statements:

marriage is desirable, but after college iscompleted and/or husband has a goodjob

wait to have children until one can sup-port them

parents can help their children with fi-nances when they are first married, ifthey haven't finished college

love is an important base for marriage

There was evidence that values of individu-als differ, although it appeared that certainvalues were somewhat characteristic of thisgroup.

(Note: a problem in using this value diary isthat sometimes students generalize from toofew cases.)

Analysis of Attitudes and ValuesThe purpose of this analysis is to increase

awareness of the behavioral cues which peoplegive concerning their attitudes and values.

The assignment is as follows:

When you hear someone comment on likesor dislikes, decide which attitudes or values

17

are being expressed. Select one, then askyourself what the person does that makes itappear that these are his attitudes. Name theattitude and list the behaviors you observed aseither approach or avoidance responses, usingNlager's definition. (See page 5.) In conclu-sion, indicate whether your initial judgment ofthe attitude or value was realistic as you com-pare it with the behaviors you listed.

Attitude: I prefer to buy items from a pres-tige store

Approach Responses:explains where she bought each item,and it is always a prestige storetells hOw the clerks know her in theprestige stores, and order items espe-cially for herWhen an almost identical item is avail-able at the prestige store and at a non-prestige department store (at a lesserprice), she buys from the prestige storemakes derogatory remarks about dis-count houses and chain stores

Avoidance responses:never shops at non-prestige stores ordiscount housesasks other persons where they boughtan item, and is noticeably unenthusias-tic unless it is from a prestige store

Conclusion: The initial attitude stated aboveappears to be realistic when the be-haviors are analyzed.

EXAMPLE # 4Attitude: You can get real bargains at rum-mage sales.

Approach responses:When one admires something she ownsshe brags that she got it at a rummagesale for only _._,_,_dollars or centsshows you that she has replaced thebroken dishes in her china from rum-age saleswhen she is in need of something,watches for it at the rummage sales be-fore she tries to find it in the stores

cannot drive by a home which has agarage sale without stopping

watches the paper for ads of rummageor garage sales

frequently makes the rounds of severalsales in one day

Avoidance responses:didn't observe any she really likesrummage sales

Conclusion: The initial attitude stated abovemay not be her real attitude. Possibly hertalk of bargains is rationalization for goingto so many sales and buying so manythings. Her real attitude may be rum-mage sales are such fun!

Identifying Attitudes or ValuesMost of us are not totally aware of the atti-

tudes and values we hold since they am somuch a part of us and often are partially sub-conscious. The following technique has proveduseful in helping students become aware ofvalue statements of others and in identifyingsome of their own attitudes or values.

Students are given questions such as thefollowing, to encourage a variety of responsesfrom very negative through very positive, onequestion to each buzz group.

What are some positive' and negative attitudeswhich might be held about cheating m daily workand in tests?

about brothersabout schoolabout divorceabout dates with fellows who are "toofast"about shoplifting

What are some statements or behaviors whichmight indicate whether the value of comfort wasof great or of little importance to a person?

value of familyualue of achievementvalue of service to othersva'ue of religionvalue of beautyvalue of leisure time

Sentence CompletionTeachers of home economics frequently use

a sentence completion fonn*during the firstweek of school in order to become acquaintedwith their students. This same technique canbe used to identify attitudes or values. De-velop a specific objective, such as: the studentwill be able to identify attitudes and valueshe holds in relation to family. Sentence open-ers to help in this often include some insignifi-cant or banal questions as well as the oneswhich are planned to help the person identifyhis values and attitudes. Students are to writethe first idea which comes into their minds,and not to dwell on any one item, as there areno right answers. Often, instead of putting hisname on the paper the student uses some iden-tifying mark, as his birth date or a certaintIrtodle, in order to help him identify it quickly,

keep it anonymous.

EXAMPLE # 5

Directions: Make each of the followingwords or phrases into sentences, using thefirst idea that comes into your mind.It is fun toliamburgersBe sketballMy familyLittle sisters or brothersBig brothersBig sistersMy motherMy fatherMy other relatives

These can be handed in without comment,then several days or weeks later, when atti-tudes and values are the topic for discussion,they can be handed back. Each person is askedto examine his statements and ,try to identifythe attitudes and values which appear to beindicated.

Value or Attitude PicturesSelect a number of pictures which tell a

story or depict some attitude or value. Hand18

out to each student, or each pair of students,and ask them to study the picture, then de-scribe attitudes or values which might be in-ferred from it. Or project a transparency on theoverhead, such as the picture on page 19.

Surveys of AttitudesAttitudes are an object for study by social

scientists and others. Several forms are usedfor these surveys. These eau be completed bystudents, tabulated by a committee, and theresults discussed.

EXAMPLE # 6

Device for Testing Attitudes of Students inan Alterations Class

"WE CAN ALTER IT FOR YOU MA'AM"Complete the following statements:1. I like people who:

(This Question might give some clues as towhat they think of people.)

2. An employer is a person who:'This question would bring out some atti-t,:des towards employers, whether they con-sidered him the one who does the hiring orthe one who does the firing.)

3. Women should work outside the homewhen:Mere they might reveal their attitude aboutworking women.)

4. When looking for a job, you are inter-viewed at a store where the AlterationsDepartment is located in a big, well lit,newly remodeled room and has all newequipment, but the supervisor, you find,is an authoritarian 'crab'. I would:(This question might show which they feltto be more important, the facilities or the

supervisor.)5. When on the job, if the girl next to me

talks all the time, so much that it inter-feres with my work, I would:(This question might reveal how importantthey thought it was to get the job done, as

well as showing how they would handle sucha situation.)

6. A girl brings in a beautiful knit suit - shewants the collar remodeled. It spoils thelooks of the suit. I would:(This question would reveal whether theyfelt their own opinions to be more importantor those of the customer.)

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7. A customer returns six skirts you took infor her - saying she won't pay for thembecause you made them too tight. Iwould:(This might reveal how she felt about theresponsibility she has toward the store.)

8. One day your employer comes up to youand says, "You know, Mary, you're oneof the best alterationists we've ever had,"and at the same time he hands you a smallbook entitled 'Personal Grooming' and

. then says "Maybe you can get a few per-sonal tips from this," I would:(This could show attitudes toward groomingas well as attitudes toward criticism.)

EXAMPLE # 7 I

The Working Wife and Mother'Directions: Please place an X in the

column which most nearly isin accordance with your feel-ings.

1. When a wife and mother works sheneeds to be a good manager and or-ganizer in order to fulfill her respon-sibilities to both her family and heremployer.

2. When there is no financial need, awoman chooses employment becauseof the challenging and socially stimu-lating experience it offers. She gainsa sense of satisfaction and achieve-ment from her employment.

3. If a woman works to stn.plement thefamily income because her husbandis going to school or they are buyinga home, the husband should acceptsome responsibility for helping withhousehold tasks.

4. A mother's employment outside thehome helps her children to becomemore independent and self-reliant atan earlier age.

5. A woman who works outside the homeis rejecting her role as housewifeand/or mother.

6. The husband's attitude toward hiswife's employment is a crucial factorin the husband-wife relationship.

7. "Outside interests," among them em-ployment can be a source of diver-sion and stimulation for the wife andmother.

8. Working, along with handling house-hold tasks, leaves a woman less capa-ble of managing both family and workresponsibilities.

eo

e

8

to

1Holt, Todette L Opinions of Employed and Non- edNurses in Regard to Employer-Employee, NI andHusband-Wife Relationships. Masters Thesis. North DakotaState University Library, Fargo. May, 1969. The above aresome of the questions used in her research.

EXAMPLE # 81Attitudes of Adolescents Relevant to Family2

Directions: Read each statement carefully, and thencheck one of the five choices to tell howyou feel about it. Do not spend too muchtime on any one statement.

1. My parents place toomany rules and regula-tions on me.

2. My attitudes are influ-enced to great extent bymy family.

3. It is all right with me ifmy mother works out-side the home.

4. The kind of house onelives in determines to agreat extent how happythat person is.

5. It' is all right for me tomarry with the 'under-standing that we will geta divorce if things don'twork out.

Value ThreadThe purpose of this technique is again in-

creased awareness of values.

The assignment is as follows:Read a magazine article, story, or a fictionor non-fiction book. Watch for the valueswhich are expressed by the characters if,fiction, or by the author, if non-fiction. Ana-lyze and/or summarize.Numerous values are expressed in articlesand stories in teen magazines. CoEd occa-sionally has short stories with value themes.Some paperback hooks which are suitahlefor this assignment are:

Friedan, Betty. The Feminine Mystique.(represents the view of a woman whois not satisfied to be "just a home-maker")

Kaufman, Bel. Up the Down Staircase.Lynes, Russell. The Tastemakers. (middle

and upper class values)Mather, Melissa. One Summer In Be?

tween. (Values of southern Negro andNew Englanders.)

Mayerson, Charlotte. Two Blocks Apart.(values of two teenage boys, PuertoRican and white).

2Light.Harriett. Attitudes of Rural and Urban Girls TowardSelected Concepts. Master's Thesis. North Dakota State Uni-versity Library. Fargo. 1968. (The attitude survey above ispart of the attitude scale developed for her masters research.Other areas included are attitudes toward religion, educa-tion. drugs, sex.)

21

McGinley, Phyllis. Sixpence in Your Shoe.(represents the vies of a homemakerwho enjoys the role)

Packard, Vance. Status Seekers.

The Devil's Advocate*Frequently students hesitate to share their

convictions in class, particularly when theyhold views contrary to those generally given.And sometimes it appears that they have noconvictions. Playing the devil's advocate is away of amusing the class to state views, toclarify values, and to uncover fuzzy thinking.The stage is set for examining alternatives fromthe popular views usually held. There are noright answers to the issues which the devilintroduces, but many alternatives are suggest-ed. The extreme and dogmatic statementswhich the devil's advocate uses lez the classknow that something different is happening.

EXAMPLE # 9Devil's Advocate

Did you ever see any of the miraculous testi-monies plastered on a magazine page next tothe famous star of stage, screen, and television:"If I can sew, you can sew!" She's wearing adesigner's original from Sew-Sew patterntechniques marked this have been adapted from those by

Rafts, Hannon, and Simon. Values in Teaching. Columbus,Ohio. Charles Merrill and Co. 1966. Available in hard orsoft cover. There are numerous other techniques describedin their book.

company that just happens to look like everyother woman's who bought pattern number9001.

This is but one of the list of badgerings thatfemales have to contend with in the never end-ing battle of "to sew or not to sew." They pro-claim that sewing is economical, creative, stim-ulating, fun, relaxing, and requires little skill.Are they considering the all important materi-als, machines, and fabrics, the actual skill andtraining required for even basic techniques,the frustrations of failure, and the waste oftime and money involved if the garment is leftin the back of the closet?

Truly proper fit is nearly impossible toachieve without extensive experience andtraining in this area. At least when buying aready-made garment, you may see the finishedproduct to judge its fit, effect, and suitabilityon you.

So spoke the devil.

NOTE: If needed, the following questions aresuggested for discussion starters:

1. What are some responses you want to sayback to the devil when he talks like this?

2. Choose some other person, a mother, apattern designer, a fabric store owner, aclerk in a teen dress shop, and respond tothe devil's comments from their point ofview. Begin by identifying the person youare representing.

EXAMPLE # 10

Devil's Advocate

I feel like a devil today so I'm going to tellyou a few things that are on my mind. You'llbe studying cheese for the next few days. You'llsee two filmstrips today and they will be tell-ing you how good and nutritious cheese is. Butdon't you believe it!

How many of you have ever tasted bleucheese? Did you like it? Did you ever smelllimbuirger? Did you like it? There you go!Cheese doesn't even taste or smell good. Andit has a kind of 'slimy feeling. Why, did youknow that cheese is made from curdled milk?They let milk sour and then separate the solidcurds from the liquid whey. Then the curds sitin a big vat, sometimes for years. Think of allthe germs! As if that weren't enough, they pur-posely put bacteria and mold into the cheese.They say it develops the flavor. Some cheeses

22

are ripened in dirty caves. There might evenbe bats flying around! They say that all cheesemade in the United States is made from pas-teurized milk. But what good is that when thecheese goes through so much later? In Europethe milk is not even pasteurized!

I think cheese must be the worst tasting andthe most unhealthy food.there is. And as if thatweren't enough, cheese is fattening. Did youknow that except for cottage cheese, 1 oz. ofcheese has a hundred times as much fat as 1 oz.of whole milk? And you know how fatteningwhole milk is. That s why so many peopledrink skim milk. Cheese is actually mostly fat.The solid curd is the fat particles clumpingtogether as the liquid and sugar drains.

Well, I hope I've convinced you that cheeseis not to be eaten. Remember, that you'll get allsorts of reasons on why cheese is so good. ButI've warned you. So don't believe anythingthey say.

Value Clarifying Responses*Baths suggests many open-ended value clari-

fying responses to help individuals expand orclarify their thinking about a topic. These canbe used in a short interchange with a studentduring a group discussion or informally for a"one- legged conference" (see below). This isa way of responding to a student which en-courages him to consider or reconsider what hehas chosen, what he prizes, or what he is doing.It encourages changed behavior, as people de-cide that what they are doing is not really whatthey want to do. These are brief interchanges;lengthy discussions like this might make a stu-dent become defensive or he may feel he isbeing cross-examined.

Some types of questions or value clarifyingresponses which help accomplish the aboveobjectives are given below. Note that they fol-low closely the definition of the valuing pro-cess (p. 3) given by Baths et al.

How did you feel when that happened?Was that something you yourself selected or

chose?

What do you mean byWhat are some good things about that idea?What reasons do you have for saying (or doing)

that?

7

One-Legged Conference*These are brief interchanges or conversa-

tions, so called because the busy teacher pausesbriefly before moving on to her next task. One-legged conferences are an appropriate tech-nique in home economics, as students so oftenshare their thinking and experiences with us.

A student may say, "We are going to builda new house!" A common response would be,"That's nice." A value-clarifying response forthe purpose of stimulating thought might be,"Are you glad about that?" A student may re-spond, "Well, not really I will have to moveaway from my friends," or "Oh, yes. I will geta room of my own." The teacher resists the op-portunity to stress some point, and ends theconversation non-committally, such as "Excuseme, I must get this mimeographing done beforeclass," or "I'll be interested to hear about theplans." Students have reported that they havethought about such brief interchanges off andon for the rest of the day, or for several days.

Other examples might be:1. Student: My mother is having a new baby inJune."Teacher: "How did you feel when you foundout?"

2. Student: "I'd like to work at camp this sum-mer.Teacher: "Would you really do that or are youjust talking?"

Value Sheet*The purpose of a value sheet is to stimulate

thought and/or discussion on value relatedtopics and to help individuals clarify theirthinking. To develop a value sheet a provoca-tive statement, a saying, a poem, an item fromthe newspaper or television, or a picture isselected. Questions are developed around thisitem. A non-threatening question as to the per-son's position on the issue is used as a beginning:The questions then progress through the stepsof choosing, prizing, and acting. Sometimes avalue sheet can be used to begin a class dis-cussion, with everyone filling it out briefly sothey have their own ideas in mind before theybegin to hear others. This is followed by dis-cussion in buzz groups or by the entire class.Sometimes pupils are asked to complete thesheet and hand it in. Since values are individu-al, it appears that these cannot be graded; how-

23

ever, some students have complained aboutdoing all that work for no grade.

Successful value sheets are on a topic thatis relevant and current to the class, is contro-versial, and leads to in-depth discussions ofvalue questions. They avoid statements orquestions which are slanted in one direction.

Examples of value sheets follow:

EXAMPLE # II

"Slave Labor"

DIRECTIONS: Write out answers to the questionsbelow. Later, you will have a chance to discuss youranswers with a small group of students. You need notreveal your answers to anyone if you choose not todo so.

A 16-year old girl wrote the following letterto Ann Landers.'

Dear Ann Landers:Sometimes I'm sure the only reason my

mother had me was because she wanted some-one to do her housework. Are children supposedto enjoy their childhood e' be slaves?

I am 16 and finding school very rough. IfI'm going to get into a decent college nextyear, I need grades. I have loads of homeworkand a busy social life. Is it fair of my motherto ask me to get off the phone and set the tablewhile she is doing nothing but reading orsewing?

Several of my girl friends are having thesame problem with their mothers. What is youropinion?

Slave Labor1. Write your reaction to this letter.2. Does this letter produce a strong emotion

in you? What emotion does it iyoduce?3. What reason (or reasons) do you think Slave

Labor's mother has for asking her daughterto help with the housework? Do you feelshe is being fair to her daughter? Unfair?

4. Do you feel Slave Labor chose an appropri-ate name to call herself in Ann Landers'column? If yes, why? If not, what name doyou feel more appropriately suited to thisgirl?

5. Pretend you are Ann Landers for one day.Write an answer to this girl's letter.

6. If this letter suggests a problem whichbothers you, what might you do about it

'Used by permission from Ann Landers, Publishers - HallSyndicate, from a column in The Fargo Forum, Fargo, N. D.

.personally? Within yourself? With yourfriends? Within your family?

7. Is there any other mother-daughter prob-lem or family problem which concerns you?What are you doing about it? What couldyou do?

r'

EXAMPLE # 12

Sex-Oriented Films and RatingsDIRECTIONS: Below is a portion of an article takenfrom the Fergus Falls Journal2 on Wednesday, Janu-ary 21, 1970 on X-rated movies. After reading the ar-ticle write out answers to the following questions,ready to be turned in and/or dimmed in class.

The controversial X-rating for movies isproving both a bonanza and a burden to thepeople who operate the nation's theaters. Thebonanza is obvious from the box-office successof the sex-oriented films, both the ineptly madeones that make up with sex scenes what theylack in quality, and the fine film efforts whichwere given the rating because of what wasconsidered excessive nudity or obscenity.

The burden is primarily one of moral re-sponsibility and in enforcing the industry-de-vised ratings systeman X-tag bars youngstersunder 16, with local variations in age, fromattending the movie under any circumstances.Some of the nation's movie exhibitors have vol-untarily refused to play X-rated films, but forthe most part, circuit owners have opted infavor of commerce.

One theater owner commented, "The X-classification has inspired the production and2used by permission from the Fergus Falls journal, Fergus

Falls, Minn.

24

release of trash the likes of which was un-dreamed of five years ago, even 18 months ago.We all know how many times the X has beenused to add to, rather than to restrict, the po-tential audience . . . What the system has doneis to call unnecessary attention to the X-filmsand consequently to label members of the in-dustry as pornographers in the eyes of the pub-lic and no public attention has been called tosuch fine family films as 'Ring of Bright Water,'`Run Wild, Run Free' and 'The Other Side ofthe Mountain'." Indeed, some theater man-agers and film company advertising men havemade the X-rating a sales gimmick, a come-onfor ticket sales.

1. Under what circumstances would you at-tend an X-rated film?The rating makes no difference, I go

to most movies without investigatingthe rating.When an X-rated film is advertised,I go.I would never go to an X-ratedmovie.I would attend one away from myhome town, but never one in myhome town.

2. What do you think about the type ofmovies that are being shown now? Doyou think they influence the morals ofAmerica? Have you seen some that youwould classify as pornography? What ispornography?

3. How much attention is given to a movieby rating it? Discuss.

4. What do you see as the main reason forrating movies?

5. What do you feel is the best way to im-prove the quality of movies? Wherewould you begin? Do you think the an-swer is government or agency censor-ship? Discuss.

EXAMPLE4 13

Value Sheet

"I think twentieth-century mothering is aschallenging a profession as women can find.Homemakers do not need to feel that all theycan offer their husbands is bed and board. I'mnot concerned with simply being passive, de-pendent, and cherished. I really believe thatright now, as long as my children need emo-tional, spiritual and physical nourishment myplace is to be a creative, intelligent and satis-

fied mother." (From: Nelson, Elof E. YourLife Together. Richmond, Virginia. John KnoxPress. 1967, p. 76.)1. Write your reaction to this quotation in just

a few words.2. Does it produce a strong emotion in you?

What emotion does it produce?3. Do you think the above quotation is anti-

working mother? If not, why? If yes, inwhich ways?

4. Can you think of any example in our societywhich supports the above view?

5. Can you think of any which would tend torefute. her point of view? Have you everconsidered all the reasons why women withchildren work outside the home?

6. If this quotation suggests a problem whichconcerns you, is there something you mightpersonally do about it? Within yourself?With some close friends? With society?

EXAMPLE * 14

Value Sheet

"The eyes of other people are the eyes thatruin us. If all but myself were blind, I shouldwant neither fine clothes, fine house, nor finefurniture."

Benjamin Franklin

1. Write your reaction to this statement in justa few words.

2. Does it produce a strong emotion in you?What emotion does it produce? Have youan idea why?

3. Can you think of pleasures you have whichdo not have anything to do with makingan impression on somebody else?

4. What are some examples where this is nottrue?

5. What can we do to help this situation inourselves?

EXAMPLE * 15

Quotation

"The only way on earth to multiply happi-ness is to divide it"

Paul Scherer

1. What does this quotation mean to you?2. What to you is happiness? Define in your

own words?3. Are you, basically, a happy person?

25

4. Do you think the majority of the peoplearoud you are basically happy? If not, whatcould be some reasons?

5. What do you do to promote happiness?What else could you do?

EXAMPLE # 16Not My Mother."

The FHA members were making sugges-tions for their chapter mother. One mother wasmentioned. Her daughter jumped up andvowed indignantly, "If she's chapter mother,I'm resigning!"

Other mothers were suggested and each girlindicated that she did not want her mother tobe chapter mother. Therefore, no one waselected and the subject was dropped.1. What are some words which seem to de-

scribe how these girls felt?2. What are some words which describe the

way people are expected to feel about theirmothers?

3. What are some reasons these girls may havefelt differently than expected?

4. What does a chapter mother do? Is beingchapter mother an honor or a penalty?

5. Do you think these girls rejected theirmothers as much as it appeared? Or did theyreject them even more than was apparent?

6. What attitudes about your mother do youexpress to your friends? How much doeswhat you say reflect how you really feel?

7. Does one need to agree with one's mother(a) all the time (b) some of the time, (c) noneof the time?

8. What can you do to show your mother thatshe is an important person in your life? Howcan you convey this feeling about yourmother to other people?

EXAMPLE # 17

The Working World

Suzy and Jim were teenagers who bothworked at a restaurant which was reputed tobe the best in town. Suzy was a person whodisliked precise routines, and the task whichbothered her most was washing the gobletsafter the evening dinners. These had to bewashed by hand, in hot soapy water and with avery hot rinse to aid in air drying. Not onlywas this difficult because the goblets broke

easily but also the hot water was hard on herhands. Whenever no one was watching shetook several shortcuts, such as swishing onlythe rims of the goblets around in the soapywater, then drying them with a towel, so asnot to have to put her hands in the hot rinse.Jim observed her doing this, and mentioned toher that this did not meet the sanitation re-quirements for a public eating establishment.However, she made a sassy reply to Jim aboutit being none of his business and continuedwhenever she had the opportunity.

One day the state supervisor came to visitthe restaurant on his regular bi-monthly in-spection. Suzy did not realize who he was, oreven that he was there to observe the operationof the restaurant, so she proceeded with herusual shortcuts. This, of course, appeared inthe report to the management, and Suzy wastold that she was either to meet the require-ments of the restaurant, or find another job.1. What feelings do you have about this situa-

tion? How strong are these feelings?2. In what ways does this description of be-

hind the scenes in a restaurant agree or dis-agree with your image of restaurants?

3. What are some of the other reactions Suzymight have had when Jim spoke to herabout her behavior on the job?

4. Do you feel it was right for the restaurantmanager to have given Suzy a secondchance, or should he have fired her rightaway?

5. How much responsibility does one have forthe behavior of one's co-workers?

6. Jim was willing to speak up about his be-liefs in sanitation and doing a job right. Towhat extent are you willing to state yourbeliefs?

7. Are there any things which you are work-ing to set right, to change, to improve? Dis-cuss briefly.

EXAMPLE # 18

Buy Brand Names

While Janet and Terry were riding with Tomin his new car, they heard the following com-mercial on the car radio:

"Buy brand names. When you purchase aproduct identified by brand names you areassured of consistent high quality. Buy thebrand names you know and trust. Buy brandnames.

26

Janet commented that she didn't really careabout the brand - she always bought the onewith the lowest price. Terry-said, "Oh, when Ifind a product I like I always look at the brandand buy it regularly. Tom wondered about theinfluence of radio commercials and other ad-vertising as compared to the quality of the pro-duct in determining which brands he bought.1. Suppose you were in the car with Janet,

Terry, and Tom. Whatcomments would youlike to make?

2. Under what circumstances, if any, wouldyou prefer to buy a certain brand?

3. Under what circumstances, if any, wouldthe brand be immaterial to you?

4. What difference would brand make to you,if any, in buying (a) facial tissue, (b) aspirin,or (c) cologne or shaving lotion?

5. How do you know if you have made a"wise" purchase? What satisfies you abouta product?

6. Psychologists say that we are influenced tobuy because of the image a product has,such as glamorous, conservative, modem,powerful. Do any of these influence you?If so, in what way?

7. What can you do to help yourself buy pro-ducts which meet your needs?

Thought Sheet*On a certain day each week, each student is

expected to hand in a thought sheet relating tosome value or attitude. This sheet may be inany form, such as prose, poetry, a picture, orother as long as it represents thoughts of theperson. It may be short or long. It is notgraded, and it is not shown to anyone exceptthe teacher. Occasionally, the teacher mayread a thought sheet to the class, without iden-4tifying the author, to stimulate discussion.

Thought sheets provide a way for the teach-er to become acquainted with her students,and provide a way for students to clarify theirvalues and feelings. Teachers have reportedthat they have carried on a dialog via thoughtsheets with students who do not respond inclass, and that after a semester some of thesehave begun to participate. When some con-troversial event occurs in the school there areusually a number of 'thought sheets whichdiscuss the value implications of this to the in-dividual and which have perhaps helped theseindividuals form and maintain a value position.

Thought sheets are sometimes held by theteacher for several weeks, then handed backin the order they were written so students cansee how their values have been clarified. Some-times thought sheets are handed back in thenext day or two. An additional assignmentmight be to summarize the attitudes or valuesexpressed or implied in one's thought sheetsfor the past month.

Some students give much of themselves onthought sheets others either do not trust theteacher with their very pe.sonal thoughts orthey are unable to verbalize them on paper.Thought sheets are more likely to be successfulwhen a teacher accepts all thoughts as impor-tant and is careful that her comments encour-age rather than discourage further thinking.Value clarifying statements are sometimeshelpful for a teacher to use on these sheets.Or perhaps she can share some of her ownthoughts on the subject.

Voting*In this technique the teacher raises ques-

tions, usually to open the class period, and thestudents indicate their position by a show ofhands. The purpose is to help students thinkthrough their own views, to affirm them pub-licly, and to observe the views of others. Manytimes it is enlightening and comforting to a sttr-dent to learn that someone else has the samebeliefs or problems that he has. Voting beginswith simple questions, then moves into valuequestions. Sometimes a variety of questions arecovered in one brief voting session and at othertimes all the questions focus upon one issue.

Voting can be used in a number of ways.Several questions can be raised, answers re-corded on the board, and then dropped withsome statement such as, "I see we have quitea variety of views on these questions in thisclass, which is good." Or the questions and re-corded answers can be used to lead into adiscussion lesson. Or the teacher may suggestthat anyone who has additional thoughts onthe subject may write her a note about it andshe will answer it.

EXAMPLE # 19

How many of you have a birthday thismonth?

How many of you feel happy when youhave a birthday?

27

How many of you don't really like havingbirthdays?

Rank these things about birthdays in theorder in which they are important to you:birthday cake, extra privileges from beingolder, presents, family celebration, other.(write on board)

How many would put birthday cake first?

How many would put extra privilegesfirst? Presents? Family celebration?

What are some of the other things youthink are important in relation to birth-days?(and thus leading into a discussion of familytraditions or of what it means to be gettingolder. Or it could become a zig-zag lesson(see below) to discuss how it must feel ifyou have no one to plan a birthday cele-bration for you.)

EXAMPLE # 20

How did you feel about the snow this lastweek-end? Vote glad, mad, sad. How manywere glad? How many were sad? Howmany were mad? How many didn't feelany of these ways?

How many of you resolved on Friday tostudy this week-end?

How many of you actually did study?

How many of you feel awkward and un-comfortable sometimes when you are withpeople?

How many of you like French Bread?French kissing?

Well, I guess that's enough for now let'smove into our lesson.

Zig-Zag Lesson*The purpose of a zig-zag lesson is to arouse

interest and help students begin thinking onthe surface level, then to move unexpectedlyinto an important value issue. The openingquestions are simple, quick, and easy to an-swer, then students are abruptly confrontedwith the central idea, the value question underconsideration. Zig-zag lessons are easier towrite when the teacher has a specific objectivein mind.

EXAMPLE 421A Zig-Zag Lesson (on the importance of vo-cational-technical education)

1. How many of you enjoy watching tele-vision?

2. How many hours of television chi youwatch in a day or week?

3. What happens at your house when the TVbreaks down?

4. Is it relatively easy to get a TV repairmanto fix it the next day?

5. Do you think a TV repairman has to go toschool to learn how to fix TV's?

6. Did you ever think about where he getshis education?

7. What is a vocational or technical school?8. What are some of the jobs vocational or

technical schools train for?9. Would some problems arise without such

skilled people? If so, what?10. What might be some of the reasons that

a person might choose a technical schoolover another form of post-high school edu-cation?

11. Who do you feel has gotten the most spe-cialized education in his field - the collegegraduate or technical school graduate?

12. What is the attitude of most society peopletoward technical schools?

13. Would you consider going to a vocationalor technical school? Why or why not?

EXAMPLE # 22

A Zig-Zag Lesson (to help middle class youthunderstand lives of inner city residents)

1. How many of you had supper last night?2. Did you worry all day long where that

supper was going to come from?3. What did you do after supper last night?

Did any of you spend it out on the streetwith your friends?

4. Were you able to go to bed when youwanted to?

5. How many of you awoke during the nightto the sound of gunshots in the street?

6. How many of you had breakfast this mor-ning?

7. Those of you who didn't, was it becausethere was no food in the house?

8. Have you ever thought about what itwould be like to come to school hungrysimply because there was nothing at hometo eat or to come to school tired because

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of all of the commotion during the nightdue to a shooting under your window?

9. Have you ever thought what it would belike to live in a ghetto?

10. What could be done to help make lifeeasier for ghetto dwellers?

Proud Whip'The teacher asks each person in class, in

turn, to tell something about himself that hesaid or did which he feels proud of today. Thiscan be followed by discussion of the reasonsthey felt proud or of the types of things whichmade them proud or the class can move intothe lesson of the day with no further comment.

This technique is helpful because manytimes people are not aware of what they haveto be proud of we all tend to become pre-occupied with our deficiencies. Also, there isthe benefit of making a public statement aboutone's values.

It is interesting to observe that when classesfirst begin to use this technique some- of thestudents allow themselves to be influenced bythe responses of others, and perhaps changetheir statements. In ensuing discussion theywill admit that they were influenced to namesomething which they considered more sociallyacceptable, or which was more in line with thetype of thing named by the class leaders.

Role Playing*Role playing is used by home economics

teachers for many purposes. It can be helpfulin emphasizing attitudes and values and inhelping students become more aware of theirown and more accepting of values and atti-tudes of others. The role play situations can bestructured by the teacher to stress some spe-cific point, or developed by small groups toillustrate a specific attitude or value, or theycan be developed by the class.

A class was discussing the attitude of snob-bery which sometimes occurs on the part ofthose persons in a community who have moremoney toward those who have less. They weretrying to conceptualize what snobbery reallywas and the accompanying behavior. Classmembers were asked to show what they meantwhen they described certain behavior. A groupwould role play, for example, ignoring some-1Developed by Raths and associates, but not described in their

book, Values in Teaching.

one on the street, then another person in theclass would get up and try another approach,using the same actors who spontaneouslyshifted their roles. Finally, one student initi-ated a role play where a mother and herdaughter were going through her closet, tryingto decide which of her clothes she would keepand which she would give to "the poor", sincethey were no longer good enough for her. Theentire class became very involved, as they weretrying to understand the meanings of snobberyand there was much freedom of movement andforgetfulness of self in the process of illustrat-ing these meanings.

Another type of role play approach is toassign topics to each group, such as to illustratehow people felt about being on time, cleanli-ness, education, privacy, and similar values.

"Minute dramas"' have been developedwhich also serve to call attention to values.These are read by pairs of students, then dis-cussed.

EXAMPLE # 23Minute Drama IScene: Living Room. Mother and daughter arecleaning.

Daughter: Mom, may we throw this old vaseaway? It is just horrible! The colors are so - soawful. I can't see any reason for keeping it.-Mother: I wouldn't begin to throw out thatvase. Why - your father gave that vase to mebefore we were married. It is so very dear tome. I always thought it was rather beautiful.2Simpson, Elizabeth J. Exploring Values That Influence Choices

In The Area of Home Furnishings. Illinois Teacher 9: No. 5:274-279. College of Education. University of Illinois.Urbana, Illinois. 1962. (Minute dramas by Ann MontgomeryGerteis.)

29

(With a dreamy look in her eyes) I guess I'mjust sentimental.

Minute Drama IIScene: Living room. Mr. Davis has just comein after a hard day's work.Wife: Dear this may be the last evening youwill be sitting in that old chair. Remember, yousaid I could get some new furnishings? WellI picked out a lovely chair for you, dear. I'llbe glad to get rid of that old one.Husband: What, get rid of this chair! What islife coming to? A man can't even have a com-fortable chair in his own home. We have hadthis chair for years, dear. I just can't see gettinganother one when this one is so comfortable.

Minute Drama IIIScene: Mother and Daughter are having adiscussion in the bedroom of daughter's newhome.Mother: I just can't see spending all thatmoney for decorating this guest bedroom. Mygracious, it's pretty, and I'll bet it is comforta-ble. But, all that expense for a guest roomseems a bit foolish to me. Looks like you wouldhave wanted to spend that money on your ownroom.Daughter: Jack and I love having company.You can never tell when one of our friends orfamily is going to drop in. We enjoy havingpeople, so we want to make their stay as happyand as comfortable as possible. Just like whenyou and Dad drop in - we want to make youfeel welcome.

Minute Drama IVScene: Living room. Mrs. Brown is showingher new drapery material to her friend.Friend: Ruth, I guess I like the fabric. In fact,it is quite nice. The color is pretty. It goes witheverything. And I understand that it will wearand wear. I know the draperies will not behard to clean. But, I still keep thinking of thatlovely, lovely piece of raw silk material I sawdowntown at Larson's. It would be just perfectfor your room. Oh, the material really had thatexpensive feel about it! Ruth, I'll bet you couldtake this material back and get the fabric atLarson's Why don't you do that? I know youwould rather have the expensive material.Ruth: Jane, the expensive fabric would be nice.But, I'm very happy with what I bought. Iwould rather have this manmade fabric at alower price than the raw silk. We need to

spend the money on something else. I'm justfrying to be economical.

Some questions to include for discussion fol-lowing such role plays might be:Mary, how did you feel as Mother?Sally, how did you feel as little sister?They showed one type of behavior what

other ways of doing can we think of?What values or attitudes were demonstrated?What might we learn from this situation?

DiscussionDiscussion can be an effective technique

for helping people clarify values and also forencouraging change. An effective discussionis one where there are discussable questionswith no right answers, either real or implied,and where the teacher or discussion leadermakes it very evident that all views are wel-comed.

Teachers who make judgments, or whoteach for the "right answers,' no matter howsubtly, deprive students of the opportunity tojudge for themselves and make their own valuedecisions. If students feel they can only verba-lize ideas the teacher will approve, discussionis curtailed and possibly even is a waste oftime. This does not mean that the teacher canhave no views, merely that her views do notdominate and that students understand thatthey do not have to accept her attitudes andvalues, that the teacher is pleased to have themthink for themselves. .

The wording of the questions is a key tech-nique in inviting views other than those of theteacher or the text. Some questions are ex-tremely narrow and therefore not discussable.Some imply one view even though the teacheris trying to be objective and open.

What's wrong with drinking on a date?Why is it a good idea to wait a year or more after

marriage before having a baby?Why should you help your mother with the house-

work?In what ways is sharing in home tasks valuable to

a teenager?Why is it desirable for a teenager to know about

the expenses involved in running a house?Why do you think heavy petting is undesirable?None of these are suitable discussion ques-

tions when open discussion is desired becausethey all imply one attitude or value. Suchquestions could sometimes be used following astudent's comment for purposes of clarification.

30

Should a teenage boy or girl who works part timebe expected to share in the work at home?

Do you believe that your parents should give youmore freedom?

What do our laws say about the use of beer byminors?

Yes-no questions and factual questions arenarrow and an answer is implied. Followingthem with why or why not continues to implya right answer.

Any yes-no or other narrow question can bereworded to be a discussable question with nospecific answer implied:

What is your opinion about the laws concerning theuse of beer by minors?

A situation is often easier to discuss than aquestion, and can be open-ended and wordedso as to be open to many intrepretations:

Linda has a job after school three days a week,from 4:00 to 6:00. She also works all day on Satur-day. Because of this, it is not easy for her to keepher room clean or help with the household cleaningand cooking. Linda and her mother do not agreeon how much help she should give around thehouse when she is working. What do you think?

Or alternatives can be given and students ask-ed to choose:

There are both adults and youth who believe thatyoung people today should have more freedom.There are others who believe that young peoplealready have too much freedom. What are some ofthe views of the young people and adults whomyou know on this subject?

Recitation questions are another type whichteachers use often, but which are not suitablefor discussion although they may be helpfulfor review of facts.

What qualities ...re found in a well-built house?This question has some discussable charac-

teristics in that there is a variety of answersand the type of qualities would vary accordingto the family or individual. In all probability,however, the answers are on page_ in thetext and the teacher will fill in the ones thestudents cannot remember. A revision of thisquestion, for value-clarifying purposes mightbe:

Some people consider the quality of the workman-ship one of the most important factors about ahouse, others feel the cost is more important, andstill others might consider arrangement of roomsor some other factor. Let's talk about the impor-tance of each of these factors to different families.

When a teacher has a discussable questionshe should permit students to discuss it freely,challenging each other and calling for evi-

dence. Teachers sometimes forget themselvesand make strong statements about their ownposition before students have had the oppor-tunity to explore the idea. Another way toblock discussion is for the teacher to say,"Right," after a student response.

Discussion of Films or CaseStudies

Sometimes it is difficult for class membersto have a discussion because they lack com-mon experiences or knowledge of the topic.Viewing a film or reading a case study togethercan stimulate discussion. Two films which areexcellent for this purpose are:

I Walk Away in the Rain. Contemporaryhigh school students in a biology class and theirteacher. Designed to raise many value issues,but not answer them. Film stops abruptly andviewers are expected to discuss.

Roots of Happiness. A story of two poorfamilies in Puerto Rico one is happy and ad-justed and the other is unsettled and quarrel-some. Values and attitudes of the two familiesdiffer considerably. Both disadvantaged andadvantaged students can use it as the film em-phasizes the lives of people with little money.

EXAMPLE # 24

Suggested discussion .starters to follow films.1. What was particularly interesting or dis-

turbing to you in this film?2. Which of these things you have mentioned

are attitude or value issues?3. What appeared to be some of the attitudes

or values of (person or family)?

EXAMPLE # 25

Case Study to Use in Occupational ClassesSheryl was a plain, shy girl who was having

trouble getting a job. Finally Mr. Wilson, man-ager of Penney's, hired her. He gave her thespecial attention which she needed the firstfew days, and her confidence grew rapidly. Hewas considerate in other ways too; for instance,he would always give her a ride home when itwas raining. Sheryl appreciated all this.

After several months Sheryl continued to likeher job and her employer. One day she came tosee her home economics teacher with a prob-lem. "I have a question," she said. "You maythink I'm silly for even asking. But I would

31

like to do something for Mr. Wilson to showhim how much I appreciate the help he hasgiven me. His birthday is next week and I'dlike to give him a birthday present, but I don'tknow if that would be appropriate. Whatshould I do?"

Discussion questions:1. What are the usual practices in regard to

the boss's, birthday?2. In what other way might Sheryl show her

appreciation?3. Have you showed your employer that you

appreciate the help that he has given you?How ?' What could you do?

Test Questions on Attitudes andValues

A teacher who strives to establish an atmos-phere which encourages students to think forthemselves and make their own value decisionscan nullify her attempts very quickly by givinga narrow, fact-oriented test. Test questionsoften are written to cover specific facts (andattitudes and values) which the teacher feelsare important, and which are obviously slantedin direction.

Why is it better to have many friends rath-er than just one friend? (Would any stu-dent who was trying to get a high grade inthe test say he thought just one friend wasbest, even if that was his current practice?)

A revised version might be:Would you rather have one friend or many

friends? Give reasons to explain your an-swer.

Another example:How can use of credit help the family up-

lift their life style? (There ought also to beopportunity to explain hindrances of use ofcredit by some families.)

What happens when value statements areused as true-false or completion questions? Thestudent may think through the situation andanswer the question in light of her own exper-iences, she may answer it in light of her atti-tudes and values, or she may try to rememberwhat the teacher or book said and answer itin that manner. If the purpose of the test is todiscover learning or changes in behavior thathave taken place, such a test would not achieveits purpose as successful completion of it wouldmerely test remembering or ability to pleasethe teacher.

T F

T F

Quarreling between two people is anundesirable way of clearing the air.

Choosing a marriage partner is veryimportant and should be done withcare and consideration as one's wholefuture depends on happiness in one'smarriage.

The teacher who used these questions con-sidered the first one false and the second oneto be true. Doubtless some other teachers andsome students might differ with her value judg-ments.

EXAMPLE # 26

Questions Which Give Indication of the Abili-ty of the Student to Analyze Values

A. Sally went to a party which was over at11:15. She had promised her parents thatshe would be home by 11:30, but the crowddecided to go to the late show at the drive-in afterwards. List alternative choices ofbehavior which Sally would have in thissituation. What would be the points forand against her following each alternative?

B. Jim is a junior in high school. He is a mem-ber of the basketball team and plays drumsin the band. He gets B's and C's for grades.He dates occasionally. This Saturday nightthere is to be a rock concert in town. Jimhas been approached by one of his friendsto go to a pot party following the concert.Jim likes this friend and can't decide wheth-er he should go to the party or not. In para-graph form below, write what you thinkJim should do and why. You will be gradedon support of your answer, not on whichside you take.

C. Is it important to date a lot of guys/girls be-fore you settle down and get Married? Whyor why not? Support your answer with in-formation from your reading, class discus-sions, and personal expe.iences.

Evaluation of Techniques byStudents

Teachers who have not previously used tech-niques such as are described here may be won-dering how students react. Experience hasshown that there are always a few studentswho make important value decisions for them-selves as they develop understanding of the

32

valuing process. Most students become morebroadminded and less ready to make snap de-cisions. Some students who have been hard toreach with traditional techniques have responded actively with some of these techniques. Andthere are students, of course, who do not re-spond to efforts to increase value awareness,and who may even be threatened.

The following excerpts are from evaluationsby students. These were written in classeswhich had a climate of openness and where theteachers encouraged students to think for them-selves and make their own value decisions.

"Through this course I have discovered my-self, how I feel. And I've been able on thethought sheets to let someone know how Ifeel about what, about \\ hom."

"I now understand myself better and cancope with my problems. It feels good to beable to understand myself once an a while.Role playing is a lot of fun, but a couple oftimes I felt we should have had more timeto prepare."

"I didn't really learn so much in this class,but I thought about it more."

The main thing I will remember about thisclass was the freedom of expression. Youcan really express your opinion and becauseits all seniors it has that special atmosphere, .

especially toward the end of the year. Thematerial in the textbook is really interestingand it helps you understand how to managea home, how to buy food and why you dosome of the things you .'u. But what I likedbest besides the Idds was the thought sheetevery Monday. That is one time you canreally say what you want. It's sort of hardto do at first, but it gets easier, and then it'sfun to do. I really enjoyed this class."

"This class has really helped me pull through,all right. There have been many timeswhen I felt I would just like to end it all,but then, maybe tomorrow would turn outbetter. And as I held my patience, it surelydid. It doesn't show in my grades, well,don't know. But I can feel it. My life mayhave improved, just a little."

"I liked the informality of the class. It madeit easier to express ourselves."

And an informal comment from a teacher,"This is the only approach to home eco-nomics, as I see it."

CHAPTER IV

Changes in Attitudes and Values

Learning frequently is defined as changedbehavior. If people are to learn about attitudesand values some changed behavior is to be ex-pected. Change, however, is not always easyto bring about, nor is a change desired by theteacher always the appropriate one for eachstudent. Changing of behavior through educa-tion has been studied by psychologists and so-ciologists and a number of ideas and theorieshave been developed which can provide muchhelp to a classroom teacher. Several of thesehave application to home economics.

Resistances to ChangeThere are so many constant pressures to

change all around us from parents, peers, teach-ers, mass media, and others that a questioncould be raised as to why individuals often areso slow to make changes in their lives. Oneanswer is that we all have a number of built-inresistances to change. Some of these resistan-ces are deliberate on the part of the individual,but most are unconscious. Values are thoughtto be more resistant than attitudes because theyare more deep seated and are more involvedwith the total life pattern of each individual.

One type of resistance is selective attention.We may not even see the item in the newspa-per, or the paragraph in the book which is con-trary to our attitudes or values and which mightcause us to question them. We may not turn ontelevision when the program is something withwhich we disagree. Forgetting is selective al-so; we do not remember information which iscontrary to our beliefs.

The "constancy principle" m a y operate,which says that when other things are equal, achange introduced will be absorbed so as toproduce the smallest effect on a strong struc-ture. A person who believes all politicians aredishonest, then becomes a friend of one who ishonest changes his belief only slightly hethinks most politicians are dishonest, except fora few like his good friend.

Withdrawal is another way an individual maxresist change. There are dramatic exampleswhere people walk out of meetings. In class, astudent may create some commotion, may doo-dle, do'work for another class, or withdraw in

33

other ways so as not to be exposed to ideaswhich might make him change.

Members of a social group tend to have simi-lar attitudes and values, and often a new ideahas to be accepted by the entire group beforea change can occur. Members support eachother in resisting or accepting a new idea.

A change which is in the same direction isquite readily accepted as attitudes are self-reinforcing. A person who has a negative atti-tude about certain foods will readily accept ad-ditional negative support, although he wouldprobably resist positive statements.

The degree of resistance to change is relatedto a number of factors. A strong initial attitudeis more difficult to change than one of lessstrength. An attitude held by a group is moredifficult to change than when individual isalone in his belief. A person who has made apublic commithnent to an attitude is less easilyswayed than a person who has a private opin-ion. The base that attitudes have in fact, ex-perience, or 3ogic can also affect their degreeof resistance to change.'

Each of us tends to think our own values andattitudes are "best" and to resist changing them,while we think those of other persons ought tobe changed. Change appears easy for someoneelse; it, becomes difficult when it is ourselveswho need to change.

The Change ProcessA number of theories about the process of

change have been developed. Some will bedescribed here, as related to their potentialclassroom use. Understanding these theoriesmay help a teacher analyze the change processshe is trying to bring about, and therefore makeappropriate suggestions which will fit into thetotal situation, rather than upsetting a pupil'slife.

Kelman2 has described the processes of opin-ion change as follows: The first step is compli-IThe above section on resistance to change has been adapted

from Krech. and Crutchfield. R. S. and Ballachey,E. L. Indivjua, :a Society. New York. McCraw Hill. 1982.

2Kelman, H. C. Processes of Opinion Change. Public OpinionQuarterly. 35: No. 1:57-78. Spring, 1981.

ance, when an individual imitates the behaviorof an individual or a group, or does what theysuggest because he hopes to achieve a favor-able reaction. However, he behaves in this wayonly when the person he is imitating can seehim. For example, he chooses a nutritious lunchin the cafeteria only when the teacher can seehim, otherwise he eats what he likes. Or he isnice to his little brother only when his parentsare watching, not because he believes it is im-portant to be nice to him.

The second phase is identification, which oc-curs when the individual adopts the behaviorof another 'person or group because this behav-ior is associated with a satisfying relationshipto this person or group. He does not adopt thebehavior because it is particularly important tohim in and of itself, although he will carry outthe behavior whether the person observes himor not. He might choose a nutritious lunch be-cause he was fond of his teacher and knew shewould be pleased with him if he did. Or hemight be nice to his little brother because heknew it would please his mother.

The third phase is internalization, which oc-curs when an individual accepts the behavioras part of his own value system. The behavioritself becomes rewarding, as when the nutri-tious meal becomes more satisfying than thefood formerly chosen, or being nice to littlebrother begins to bring its own rewards andthe individual becomes independent of thesource of the behavior.

Another conceptual model of change whichappears to have practical application to theclassroom is that developed by Lewin' He sawany situation in which change is to be attempt-ed as a dynamic balance of forces working inopposite directions. One set of forces movesthe situation in the direction of the anticipatedchange driving forces. An opposite set offorces tends to restrain or repress the situationfrom moving in the direction of the anticipatedchange restraining forces. These two sets offorces work against each other and cause astate of "quasi-stationary equilibrium" in whichthe balance can be disturbed at any moment byaltering either set of forces. This is change toalter the balance between the driving and therestraining forces. Let's assume a situationwhere a person has been told by his doctor tolose 30 pounds.3Lewin, Kurt. Group Decision and Social Change. Newcombi

Theodore. and Hartley, Eugene. Editors. Readings in SocialPsychology. New York. Henry Holt & Co. 1947.

34

Driving Forces

advice of family doctorrecognition that he is short

of breathfinds it difficult to get in and,

out of bathtubclothes too tight, figure un-

attractive

/*\ Restraining Forces

didn't like doctor's mannerfinds it hard to change eat-

ing habits, gets hungrycan't socialize with friends

over foodlacks support from rest of

family and friends

According to Lewin, change will take placewhen there is an imbalance in these forces, be-cause this "unfreezes" the pattern. Imbalancecan be caused by:

(1) Increasing the number or the strength ofthe driving forces(Doctor could overemphasize the healthproblem)

(2) Decreasing the strength and number ofthe restraining forces(support of familyall family eat his diet)(go on vacation to be away from refriger-ator or friends who have high calorie be-tween-meal snacks)(listen and sympathize when he tells howdifficult it is to diet)

(3) Increasing driving forces and decreasingrestraining forces

Many tensions are caused when the drivingforces are increased, therefore a change is lesslikely to be maintained. The more effectiveway is to decrease the restraining forces. Pro-cedures .include opening up communication,creating a climate in which feelings can be free-ly expressed, and helping the person actuallywork through his reasons for resistance.

After "unfreezing" has taken place, the nextstep is to help the individual develop new fonnsof behavior which are satisfying to him andwhich accomplish the change. The third majorstep is to "refreeze" or "stabilize" the change.

41111.-.

Lippitt, Watson, and Wesdey4 have suggest-ed four forces which encourage change:

(1) Dissatisfaction or pain with the presentsituation

(2) Dissatisfaction with a perceived discrep-ancy between what is and what might be

(3) External pressures on a system to forceits change

(4) Internal motivation to grow and to im-prove

These four motives can be seen in the intro-duction of new programs in the school. Faculty,students, or community may have dissatisfac-tion with the present situation, they may feelthat it is possible to improve, there may bepressures of public opinion when comparingthe school with others and a desire on the partof many of the teachers and administration toimprove. Any one of these might be enough to"unfreeze" the situation so as to start thechange process.

Theories applied to change of attitude. Sup-pose that about half your class has expressedthe attitude, 1 don't like milk!" and that this isof concern to you because the pattern in thiscommunity is 'to marry young and to have chil-dren soon. These students have nutritionallyinadequate diets and you are concerned aboutthe health of their babies when you know thatit requires several years to build a healthy bodyfor bearing healthy babies. The following is anapproach you might use:

1. List avoidance tendencies (See Mager'sapproach, page 5) to discover their spe-cific behaviors in relation to milk. Thiscan help you decide which strategies tofollow. Suppose the list looks somethinglike this.

say that milk is so fatteningsay that milk does not taste goodrefuse to drink milk in the labresist skim milk even when told it is less

fatteningselect carbonated beverage in the cafe-

teria, even though it costs more than milk

These then can be interpreted as the re-straining forces, using Lewin's theory.

41.ippitt, R: Watson. J.; Wesley, B. The Dynamics of PlannedNt.ve York. Harcourt, Brace. 1958.

35

2. List approach tendencies of these girls.Suppose the list looks something like this.

have milk shakes with friends afterschool frequently

say that milk shakes are very goodslow no concern for calories in snacks

Approach tendencies could be compared toLewin's driving forces.

Using Lewin's three steps then, how couldone go about "unfreezing the attitude. De-creasing restraining forces causes fewer ten-sions in change, therefore what can be done todecrease the restraining forces or avoidancetendencies?

(1) Have a lab on the use of the blenderwhere each unit makes milk shakes, andpossibly including a low calorie onemade of dry milk and fruit drink powder.

(2) Compare carbonated drinks, milkshakes, and plain milk as to taste, caloriecontent, availability, cost, etc.

(3) Discuss "Thinking ahead, when you be-come pregnant with your first baby,which would help most in growing ahealthy baby carbonated drinks, milkshakes, or plain milk?

Obviously, more than this would be requiredto cause change to happen, but a number ofthese activities could help with the unfreezingand with providing new processes to use.Change comes very slowly much of the timeand requires many exposures for change tohappen. Refreezing comes through finding sat-isfaction from the change.

Helping Change Come AboutDiscussion of the above conceptual models

of change makes it appear that changing atti-tudes and values is a relatively simple matter.However, many interrelated factors influencethe change process. Several of these are relat-ed to changes instigated within the classroom.

Interrelationships of attitudes and values.One can seldom change just one attitude orvalue of an individual because his attitudes andvalues are interrelated in many ways. For ex-ample, the attitude, "I can't compete unless Icheat," is probably related to values of achieve-ment and competition. It may also be related

to an attitude of inferiority, a feeling that theperson never shows up well when competing.In turn, these may be related to a value ofwishing to satisfy parents who expect high lev-els of achievement. Before attempting to makechanges, a safeguard procedure would be totry to analyze the attitude or value, using oneof the conceptual models given above. Some-times change can then be aimed at severalvalues.

Conversely, sometimes a change in any partof a person's cognitive system will graduallyaffect other parts. Most persons want to beconsistent in their self-image and thus makechanges in attitudes and values as they becomeaware of them so as to maintain consistency.

Recipients of change. Attitudes and valuesare seldom held by an individual alone, usuallyhis group of friends hold similar attitudes andvalues. If we succeed in changing an attitudeor value of his, he may no longer fit with hisfriends. He may value these particular friendsand therefore resist any changes. Or hemay not recognize that he will lose friends if hechanges. For example, we know a student froma large family wants to go to college, so we tryto change his attitude from spending money asfast as it is earned to saving money each weektoward a college fund. However, if his crowdspends money lavishly he might be considereda "tightwad" and be ignored when the crowdwent out together. Therefore, sometimes achange needs to be aimed at an entire group.Often in home economics there are severalmembers of a clique in the same class so agroup change may be possible. Such changeoccurs best when a group is cohesive and whenit agrees t;at n change is necessary.

Conversely, psychologists have found thatseveral individuals sometimes change when on-ly one person is involved. A mother and childmay have difficulty in getting along with eachother. Maybe the child is brought in for ther-apy or counseling, but the mother is unable tocome. The changes which occur in the childare carried home and affect the interrelation-ships with his parent. The same effect couldbe expected from changes brought about inschool, when the student is the only onereached.

A friendly relationship with the change agent,teacher in this case, helps create a climate ofwillingness to try a change. The friendly rela-tionship includes an atmosphere where change

36

is valued and where mistakes which come aboutthrough trying the change are accepted as anormal part of learning. Changes cause ten-sions so the individual needs support from sig-nificant others, as teachers, parents, friends.

An individual finds it helpful to talk to oth-ers- who have tried this change and can tellthem some of the pitfalls or tensions to expect.

Introduction of new approaches. Technolog-ical changes are relatively easy to accept, suchas a new type of labor saving appliance, but thesocial changes which may accompany them areharder to accept, such as a change in familyliving patterns. Or we like the technologicaladvantages of having cars, but are botheredbecause youth go so far from home on datesin these cars.

New items or potential changes can be intro-duced in several ways, either through associa-tion with the familiar or through an entirelydifferent context. Introducing through associa-tion with the familiar causes the least possiblechange in the person and often is readily ac-cepted. A child who likes only chocolate milkcan be helped to expand his taste to includethe chocolate milk shake which he helpedmake, and then make and drink a strawberryshake. Changes introduced with associationwith any previous experiences sometimes areappropriate and successful. Perhaps a personhas to change to an entirely new routine. Do-ing this in unfamiliar surroundings causes few-er adjustment problems than having to changewithin a familiar situation.

Programs of change can be aimed at the per-son or at the object of his perceptions. For ex-ample, a big sister may have a negative atti-tude toward her little brotherhe's a nuisance,he gets into my things, and so on. A changecould be aimed at the big sister, helping herrecognize the times he does not bother her, en-couraging her to do things with him that arefun for both of them, helping her remember toput her things away. Or the change could beaimed at little brother, planning so he is at hisbest when sister comes home and is waiting ex-pectantly for her, helping him learn to leaveher things alone, planning important thingsonly she can do for him.

Change comes more readily when the per-son is involved in making the decision that hewall change and when he helps decide theamount of change needed, the direction, andhow he will go about it. A person who hascommitted himself in a group to make a change

is more likely to follow through than if he hasdecided privately. Also, the rest of the groupmay be having similar experiences and, there-fore, can discuss their frustrations anc, tensionsand encourage each other to continue. Theclubs which people join to lose weight followthe above approach.

Complexity of changes. Beal' has identifieda number of changes as related to complexityof practices. A less complex practice is easier tochange, as a rule, than a more complex one.Those practices which cost little seem to beadopted more readily than those which aremore expensive. Those which bring the great-est monetary return, where this is applicable,are adopted most readily.

1. The simplest change is in materials andequipment, such as switching from handscissors to electric, or to a new floor wax.

2. Next in complexity is an improved prac-tice which involves a change in tech-nique, such as a new way of putting in azipper, or using discipline measures oth-er than spanking to help a child learn.

3. An innovation is a change of materialsand also a complex of changes in regardto their use, such as cake mixes. This ap-peared at first to be just a change of ma-terials, but it was more complex. Manywomen who had achieved acclaim for be-ing "the best cake baker around," lost thisspecial recognition when other peoplecould achieve the same results with mixes.Or the acquisition of a new dishwashermay appear to be only a change in equip -ment, but may cause many changes in theuse of dishes, types of dishes purchased,family work patterns, and the loss of fam-ily interaction which formerly occurred atdishwashing time.

4. Change in enterprise involves many in-novations, for example the change frombeing a full time homemaker to being aworking wife, or vice versa, or the changefrom being a high school student from asmall town to being a freshman on a bigcollege campus.

'Iowa Experiment Station. The Diffusion Process. Special Re-port No. 18. Cooperative Extension Service. Iowa StateUniversity of Science and Technology. Ames, Iowa. 1962.

37

Change is a slow process. Teachers and stu-dents need to remember that change can bevery slow; and not be impatient if results arenot evident at once. Se eral weeks or evenseveral years may be required for some changesto be completed or even begun. Beale has iden-tified the following stages in the adoption ofchange:

1. Awareness, where the individual knowsabout the idea but lacks details.

2. Interest, where the individual wants moreinformation about the ideas or product.

3. Evaluation, where the individual makes amental trial of the idea. He applies the in-formation he has about it to his own situa-tion and tries to decide if it will be betterthan what he is now doing.

.4. Trial, where he experiments with it, hav-ing decided that it has possibilities forhim.

5. Adoption, where he has found satisfactionwith the change and uses it, as needed.

Bea! has indicated that individuAs are awareof these stages and can identify which one theyare in as related to a particular new idea or po-tential change. He has classified individuals asinnovators who are the first to try a new idea,early adopters are those who soon follow, earlymajority when the number of adoptions in-creases rapidly, the majority when most peoplehave adopted, and the nonadopters.

Satisfaction from change. An individual mustfind satisfaction from a change in order tomaintain it. Frustrations and tensions must becounterbalanced by personal satisfactions, suchas a feeling of success, pleasure with the change,consistent and sincere praise, approval, mater-ial rewards, or recognition as to the place ofthis change in long term personal goals.

The degree of reinforcement, reward, or sat-isfaction that a person gets from an attitude ora value has much influence on how strongly hemaintains it. An attitude which shocks grand-mother is much more interesting to maintainthan one which she ignores. A person who hasa clean house because it is personally satisfyingto her has different reinforcement than the onewho keeps her house clean because of whatothers will think of it. And the person whosesatisfaction with a clean house is short livedbecause it immediately becomes messy againhas different reinforcement for cleaning thanthe homemaker who can clean and have it stayorderly for several days.nowa Experiment Station. op.cit.

CHAPTER V

Summary -The Values of Home Economists

There are many ways of looking at the pro-cesses of teaching about attitudes and values

striving for changed behavior. We cansummarize some of the major views expressedin this book by referring back to the openingquiz, "What Do You Believe About Values andAttitudes of Home Economists on the Job?"1. As professional home economists we convey

our attitudes and values to others constant-ly, e.g., through words, facial expressions,actions, etc.

AGREE. We all do convey our valuesthrough what we choose toteach, through how we respondto students, through what wewear, through what we praise,and many other ways.

2. A considerable amount of the content ofhome economics as it is taught is actuallyattitudes and values rather than facts.

AGREE. An examination of any secon-dary level home economics textwill show much informationthat is an expression of attitudesand values, as well as muckthat is factual.

3. Professional people who are in a position toinfluence the public should be neutral ratherthan expressing definite attitudes or values.

DISAGREE. Occasionally someone saysabout a home economist,"Doesn't she stand for any-thing?" The view expressedhere is that a teacher wholets students know some ofher views is generally morerespected than one whopretends to be neutral.However, the teacher can

38

4. A professionaladapt her owngroup where s

AGREE and

help students with theirown value decisions if sheis open minded and accept-ing and makes it clear thatshe expects students to de-cide for themselves ratherthan blindly agree with her.And also, that students whothink for themselves are notpenalized on tests andwritten work when theirview is different from thatof the teacher.person should change and

attitudes and values to fit thehe is working.DISAGREE. The profession-al person may need to modi-fy some of her attitudes orvalues in order to be ableto accept a group or to beaccepted by them. However,all of us probably havelimits concerning the amountand kinds of change we canmake.

5. Values a:.:1 ,,,utudes can be taught success-fully to people so that they will changetheir behavior.

AGREE. Some values and many attitudescan be changed through school,home, and on-the-job learningexperiences. A teacher whoplans to try to cause somechange in attitudes and valuesneeds to analyze the total situa-tion, using theories such asthose of Lewin, Mager, andKelman as a guide, to avoidcausing additional problemsand tensions for the student.

Selected References for the Teacher

BOOKS

1. Alberty, Harold. Helping Teeenagers Ex-plore Values. A Resource Unit for HighSchool Teachers. Ohio State UniversityPublications Office, Columbus, Ohio.1956.

2. Association for Supervision and Curricu-lum Development. Perceiving, Behav-ing, Becoming. 1962 Yearbook. (Helpsa teacher become more open-minded.)The Association., 1201 Sixteenth St.N. W., Washington, D. C.

3. Bennis, W. G.; Benne, K. D.; and Chin, R.,Editors. The Planning of Change. NewYork. Holt, Rinehart & Winston. 1961.(theories and application)

4. Hall. Edward T. The Silent Language.Available in hardback from Doubleday& Co., 501 Franklin Ave. Garden City,N. Y. 11530 and paperback from Faw-cett. World Library 67 W. 44th St. N. Y.,New York 10036. 1959. (Helps withunderstanding of values of differenttypes of people.)

5. Home Economics Instructional MaterialsCenter. Consumer Education, Part Iand Part H. Lubbock, Texas. Depart-ment of Home Economics Education,Texas Tech University. (Has much em-phasis on values, as related to manage-ment.)

6. Kassarjian, H. H. and Robertson, T. S.Perspectives in Consumer Behavior.Glenview, Illinois. Scott Foresman andCo. 1968. (Attitudes in relation to ourbehavior as consumers)

7. Lee, Dorothy, Freedom and Culture. ASpectrum paperback. Englewood Cliffs,N. J. Prentice-Hall. 1959. (For under-standing ourselves through understand-ing others.)

8. Mager, R. F. Developing Attitudes To-ward Learning. Palo Alto, California,Fearon Publishers, 1971.

9. Raths, Louis; Harmin, Merrill; Simon, Sid-ney. Values and Teaching. Columbus,Ohio. Charles E. Merrill. 1965.

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10. Rokeach, Milton. Beliefs, Attitudes andValues. San Francisco. Jossey-Boss.1968. (behavioral science approach)

11. Secord, P. F. and Backman, C. W. SocialPsychology. New York. McGraw Hill.1964. (Many social psychology textshave a section on attitudes.)

ARTICLES

1. Adams, Thelma F. A Model for TeachingValuing. Clearing House 45: 507-509April, 1971. (On use of the book, TwoBlocks Apart, by Mayerson.)

2. Bane, J. Lita. Values that Count in HomeEconomics. Journal of Home Econom-ics. 42:13-15. January, 1950.

3. Bettelheim. Bruno. Teaching the Disad-vantaged NEA Journal. 54:8-12. Sep-tember, 1965. (excellent)

4. Brown, Marjorie. Values in Home Eco-nomics. Journal of Home Economics.59:769-775. December, 1967.

5. Buhler, C. Values and Beliefs in our Time.Educational Leadership. 21:520-522.May, 1964. (also other articles on valuesin this issue)

6. Counts, G. S. and June 11, J. S. Do TeachersHave the Right to Indoctrinate? PhiDelta Kappan. 51:182-189. December,1969.

7. Engel, David. E. Some Issues in TeachingValues. Religious Education. 65:9-13.January, 1970.

8. Fedje, Cheryl. G. and Ruud, Josephine.Improving Students Attitudes TowardWork. Forecast for Home Economics.15:F 31, April, 1970. (Practical sugges-tions for attitude change in an occupa-tional class.)

9. Gayer, Nancy. On Making Morality Opera-tional. Phi Delta Kappar. 46 :42 -47. Oc-tober, 1964. (excellent)

10. Hal leck, S. L. Generation Gap, a Problemof Values. Education Digest. 34:32-5.Janay, 1969.

11. Heald, J. E. In Defense of Middle ClassValues. Phi Delta Kappan. 46:81-83.October, 1964.

12. Howard, A. W. A Question of Values. Edu-cational Leadership. 28:302-305. De-.cember, 1970.

13. Hoyt, Elizabeth. The Sensitive American.Journal of Home Economics. 53:656-659. October, 1961.

14. Illinois Teacher, Volumes III, IV and Vdeal with values. Home Economics Ed-ucation Dept., University of Illinois.Urbana.

15. Institute of Life Insurance. Finance Re-lated Attitudes of Youth. The Instituteof Life Insurance, Division of Statisticsand 'Research. 277 Park Ave. New York,N. Y. 1970.

16. Jarvesoo, Aino. Taste Education. Journal ofHome Economics. 56:394-8. June, 1964.(A new look at "good" and "bad" de-sign)

17. Keenan, Dorothy. Exploring Value Pat-terns of Teenagers in Family LivingClasses. Journal of Home Economics.59:776-778. December, 1967. (Mosthelpful)

18. Knox, D. H. Attitudes Toward Love ofHigh School Seniors. Adolescence. 5:89-100. Spring, 1970.

19. Kohlman, Eleanore, and Smith, Frances.Assessing Values Related to Home andFamily Life. Journal of Home Econom-ics. 62:656-60. November, 1970.

20. Lee, Dorothy. Attitudes and Values: Fam-ily, Community, and Individual. Journalof Home Economics. 54:690-694. Octo-ber, 1962.

21. Lohman, J. D. Expose - Don't Impose.NEA Journal. 55:24-26. January 1966.

22. Miller, R. I. Kinds of Change. EducationalLeadership. 27:331-3. January, 1970.(also many other articles on change inthis issue.)

23. Mockmore, Buena. Lasting Values in aChanging World. Journal of Home Eco-nomics. 50:751-754. December, 1958.

24. Moore, Bernice Milburn. What AreValues? Teen Times 17:2-3. September,1961.

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25. Mukeyi, Rose. Why Not Feelings andValues in Instructional Television?Young Children 26:273-281. May, 1971.

26. Newkirk, Gwendolyn. Values in FamilyLiving in Black America and West Afri-ca. Journal of Home Economics. 62:157-163. March, 1970. (Interesting compar-ison.)

27. Penney's Forum. Coping With Change.Fall/Winter, 1971. Published by J. C.Penney Co. Available at most Penneystores.

Parsons, T. W. Attitudes and Values:Tools or Chairs? Educational Leader-ship. 21:343-6. March, 1964

Roberts, E. A. Middle Class Values - Opin-ions Differ. Today's Education 59:20-3.January, 1970.

Schab, F. Adolescent Attitudes About Par-ental Controls. Journal of Home Eco-nomics. 62:54-6. January, 1970.

Sister Mary Emil, I.H.M. A Plea for Valuesin Schools. Religious Education. 56: No.1, 12-16. January - February, 1961.

Smith, R. R. Personal and Social Values.Educational Leadership. 21:523-6. May,1964.

Thomas, W. L. Values and AmericanYouth. Journal of Home Economics.61:748-54. December, 1969.

28.

29.

30.

31.

32.

33.

34. Vanderhoff, M. Developing interculturalunderstandings: Indiana; cultic-al fac-tors in the introduction of change.Journal of Home Economics. 61:261-4.April, 1969.

35. West, E. H. Education, The Disadvan-taged and Values. Journal of Negro Ed-ucation. 37:95-7. Spring, 1968.

36. Wolman, Marianne. Training Head StartTeachers in Alaska. Educational Lead-ership. 26:603-609, March, 1969. (ex-cellent on working with people who areof a social class different from that ofthe teachers)

37. Young, Whitney M., Jr. Order or Chaos inour Schools. National Elementary Prin-cipal. 49:24-33. January, 1970

38. Zytowski, D. G. Concept of Work Values.Vocational Guidance Quarterly. 18:176-86. March, 1970.