2. INTRO
DUCTI
ON
The analysis approach to values
education was developed mainly
by social science educators. The
approach emphasizes rational
thinking and reasoning. The
purpose of the analysis approach
is to help students use logical
thinking and the procedures of
scientific investigation in dealing
with values issues.
3. ANALYSIS
APPROACH
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.
4. Students are urged to provide
verifiable facts about the
correctness or value of the topics or
issues under investigation. A major
assumption is that valuing is the
cognitive process of determining
and justifying facts and beliefs
derived from those facts. This
approach concentrates primarily on
social values rather than on the
personal moral dilemmas presented
in the moral development approach.
ANALYSIS
APPROACH
5. The rationalist (based on
reasoning) and empiricist (based
on experience) views of human
nature seem to provide the
philosophical basis for this
approach. Its advocates state that
the process of valuing can and
should be conducted under the
'total authority of facts and
reason' (Scriven, 1966, p. 232)
and 'guided not by the dictates of
the heart and conscience, but by
the rules and procedures of logic'
(Bond, 1970, p. 81).
ANALYSIS
APPROACH
6. The teaching methods used by
this approach generally center
around individual and group study
of social value problems and
issues, library and field research,
and rational class discussions.
These are techniques widely used
in social studies instruction.
ANALYSIS
APPROACH
7. A variety of higher-order
cognitive and intellectual operations are
frequently used (similar in many ways to those
advocated members of the critical
thinking movement). These include:
stating the issues;
questioning and substantiating in the relevance of
statements;
applying analogous cases to qualify and refine
value positions;
pointing out logical and empirical inconsistencies
in arguments;
weighing counter arguments; and
seeking and testing evidence.
8. A representative instructional model is
presented by Metcalf (1971, pp. 29-
55):
identify and clarify the value question;
assemble purported facts;
assess the truth of purported facts;
clarify the relevance of facts;
arrive at a tentative value decision;
and
test the value principle implied in the
decision.
9. Additional support for this
approach is provided by Ellis
(1962), Kelly (1955), and Pepper
(1947). The thinking
techniques demonstrated by
MindTools is an excellent example
of strategies used in this
approach.
10. Rationale and Purposes
Help student's use logical thinking and
scientific investigation procedures in
dealing with social issues, especially
values education issues.
Theoretical Basis
The individual is regarded as a
rational being in the world who can
attain the highest good by
Subordinating feelings and passions to
logic and scientific method.
11. Teacher's Role
Develop the skills on gathering and
organizing facts relevant to making value
judgments, assess the truth through
supporting evidences and then evaluate the
consequences.
Teaching Methods Strategies
Individual and groups of social problems
library and field research and; case studies
Teaching Methods .Testing principles,
Analyzing analogous cases ,.Debate,
Rational discussion that demands reasons
and evidence
