John Ray C.

Enaje Values Education 19

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

APPROACHES

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

Raths, Harmin &

Simon (1978),
Talcott Parsons Cottom, 1996;
Metcalf (1971); Simon & Lawrence Kohlberg
(1951)Sears and Gauld, 1993;
Ellis (1962) Kelly Kirschenbaum (1969-1984);
A. Author his colleagues Solomon et al.,
(1955) and (1973), and Simon, Gilligan (1977,
(1957, 1976) and 1992; Huitt
Pepper (1947). Howe & 1982)
Whiting (1961) (1992)
Kirschenbaum
(1972).

The values Is based primarily

clarification on the work of Derived from a
It began from
approach arose Lawrence Kohlberg perspective that
educators who Was developed
primarily from (1969, 1984) as valuing includes
B. Origin/Background/ view the human mainly by social
humanistic presented in his 6 a process of
Development nature as a reactor science
psychology and the stages and 25 implementation
rather than as an educators.
humanistic "basic moral as well as
initiator.
education concepts." development.
movement.

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html
 Human Dignity,
C. Core Content Justice, and Self-
exploration

D. Competencies

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html
 E. Significance to
Contemporary
Learners

F. Limitations

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html
 Group dynamics,
Problem Solving;
co-operative
Structured
learning,
Rational
discussions, guided
Modeling, Positive Discussion that
imagery, role
and Negative demands Those method
playing, role playing
Reinforcement, application of listed for analysis
games,
Mocking, Nagging, reasons as well and clarification
simulations,
Manipulating as Evidence; Moral dilemma as well as action
contrived or real
Alternatives, Testing episode, with small project within the
value-laden
Providing Principles; group discussion school and
G. Sample Strategies situations, in-depth
Incomplete or Analyzing relatively structured community and
self-analysis
Biased Data; Analogous and argumentative, skill practice in
exercise, sensitivity
Games and Cases; Debate; case study. group organizing
activities, out-of-
Simulation, Role Research; and inter-
class activities;
Playing; Discovery Individual or personal
small group
Learning; and group study relations.
discussion,
Storytelling. library and field
clarifying response
with rational
strategy (CRS)
class
values grid,
discussions.
ranking,

References: Huitt, W. (2004). Values. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [July 25, 2017], from
http://www.edpsycinteractive.org/topics/affect/values.html