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Approaches To Values Education

There are several approaches to values education described in the document. These include the trait approach, values clarification, cognitive developmental approach, moral dilemma approach, problem-based approach, reflective teaching, role playing, evocation, inculcation, awareness, moral reasoning, analysis, commitment, and union approaches. Each approach has a different focus, such as developing certain traits in students, helping students clarify their own values, stimulating students' thinking about moral issues, presenting students with moral dilemmas to solve, and encouraging reflection and commitment to values.

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Myla Ablazo
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4K views21 pages

Approaches To Values Education

There are several approaches to values education described in the document. These include the trait approach, values clarification, cognitive developmental approach, moral dilemma approach, problem-based approach, reflective teaching, role playing, evocation, inculcation, awareness, moral reasoning, analysis, commitment, and union approaches. Each approach has a different focus, such as developing certain traits in students, helping students clarify their own values, stimulating students' thinking about moral issues, presenting students with moral dilemmas to solve, and encouraging reflection and commitment to values.

Uploaded by

Myla Ablazo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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APPROACHES TO

VALUES EDUCATION
APPROACHES TO VALUES EDUCATION

• A. Trait Approach I. Inculcation


• B. Values Clarification J. Awareness
• C. Cognitive Developmental K. Moral Reasoning
• D. Moral DilemmaL. Analysis
• E. Problem-based M. Commitment
• F. Reflective Teaching N. Union
• G. Role Playing
• H. Evocation
A. Trait Approach

• The trait approach focuses on the leader and not


on the followers or the situation. This approach is
concerned with what traits leaders exhibit and
who has these traits. It assumes that it is the
leader and his/her personality that are central to
the leadership process.
B. Values Clarification

• VALUE CLARIFICATION APPROACH (PAGLILINAW) It helps students to use


both rational thinking and emotional awareness to examine personal
behavior patterns and classify and actualize values. This approach has
been detailed by Raths, et.al. (1966) and Simon, et.al. (1972) where
the child is made to jot down a self-analysis-reaction work sheet,
consisting of drawings, questions and activities.
Values clarification as a strategy for values
development may be considered as learner-
centered. It relies heavily on the pupils ability
to process his beliefs, behave according to his
beliefs and to make a decision whenever
confronted with a value dilemma.
C. Cognitive Developmental
• The approach is called cognitive because it recognizes that moral
education, like intellectual education, has its basis in stimulating the
active thinking of the child about moral issues and decisions. It is called
developmental because it sees the aims of moral education as
movement through moral stages. (John Dewey)
D. Moral Dilemma

• A moral dilemma is a conflict of morals,


where you are forced to choose between two
or more options and you have a moral reason
to choose and not choose each option.
E. Problem-based

• Problem solving: dilemma is


presented to the learners asking
them what decisions they are going
to take.
F. Reflective Teaching
• Reflective teaching means looking at what you
do in the classroom, thinking about why you do it,
and thinking about if it works - a process of self-
observation and self-evaluation. ... Reflective
teaching is therefore a means of professional
development which begins in our classroom.
G. Role Playing

Role playing: taking the role of


•  

another person but without the risk


of reprisals.
H. Evocation
• EVOCATION APPROACH (PAGPUKAW) It provides
an environment which allows maximum
freedom for students, and provide a
provocative situation for which spontaneous
reactions are elicited.
• Real example: The reaction to a picture of
starving children.
I. Inculcation
• INCULCATION APPROACH (PAGTATANIM SA ISIP)
Students are forced to act according to specific
desired values. A positive and negative
reinforcement by the teacher helps value
inculcation. This can be done by a teacher's
natural actions and responses.
J. Awareness
• AWARENESS APPROACH (PAGKABATID) This approach helps students to
become aware and identify their own values. The students are
encouraged to share their experiences.
• AWARENESS APPROACH (PAGKABATID) The teacher presents value
laden situations or dilemmas through readings, films, role playing,
small group discussions and simulation. Students thus engage
themselves in the process of making inferences about values from
the thoughts, feelings, beliefs or behavior of themselves and others.
K. Moral Reasoning
• MORAL REASONING APPROACH (MORAL NA
PANGANGATWIRAN) Through placing themselves in a
role and experiencing the process of deciding,
students can begin to see moral decisions in a larger
framework than their single point of view. It consists
of the students discussing a dilemma and by
reasoning they attain a higher level of knowledge.
L. Analysis

• ANALYSIS APPROACH (PAGSUSURI) the group or individuals


are encouraged to study social value problems. They are
asked to clarify value questions, and identify values in
conflict. They are encouraged to determine the truth and
evidence of purported facts, and arrive at value decision,
applying analogous cases, inferring and testing value
principles underlying the decision.
M. Commitment
• It enables the students to perceive
themselves not merely as passive reactors
or as free individuals but as inner-relative
members of a social group and system.
COMMITMENT APPROACH (PAGTITIWALA)
N. Union
• The purpose is to help students to perceive
themselves and act not as separate egos
but as part of a larger inter-related whole-
the human race, the world, the cosmos.
UNION APPROACH (PAGKAKAISA)
• Thank you.

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