This document provides an overview of different approaches and strategies for teaching values education. It begins with definitions of values and values education, then discusses the following approaches: values clarification, moral development, values analysis, action learning, inculcation, and transpersonal approaches. For each approach, the document outlines the underlying principles, classroom strategies, and the teacher's role. It also provides examples of values dilemmas that could be used for discussion. Overall, the document serves as a guide for understanding different philosophies of values education and how to implement them in the classroom.

1. “AN ADVENT PRAYER
God of light and hope, look upon us in love,
And fill us with the spirit of Jesus
That we may love you and serve you in your kingdom.
Protect us during this week and keep us watchful in prayer
As we await the coming of our Lord, Jesus Christ
Who is the light of the world,
And who lives and reigns with you and the Holy Spirit
One God forever and ever. Amen. 1

2. APPROACHES and STRATEGIES in
TEACHING VALUES EDUCATION

3. Presented by:
JOAN C. ALEJO
3
FROM THE PRESENTAION OF :
DR. WILMA S. REYES
Philippine Normal University
ARIMER E. VALENCIA

4. INCLUSIONS
⊹ Definition of Values and Values Education
4
⊹ Approaches in Teaching Values Education
⊹ Classroom Strategies in Teaching Values Education
⊹ History of Values Education in the Philippines

5. VALUES and values
education
Let’s start with their definition
1

6. “Keep your thoughts positive because your
thoughts become your words. Keep your
words positive because your words become
your behavior. Keep your behavior positive
because your behavior becomes your habits.
Keep your habits positive because your habits
become your values. Keep your values positive
because your values become your destiny.
6
-Mahatma Gandhi

7. 7

8. 8
Want bighttps://www.playattune.com/post/free-
printable-discover-your-childs-personal-values-1
impact?

9. VALUES
⊹ Everything from eternal ideas to behavioral actions
⊹ Criteria for determining levels of goodness, worth or beauty
⊹ Affectively-laden thoughts about objects, ideas, behavior, etc.
that guide behavior, but do not necessarily require it
(Rokeach, 1973)
⊹ The act of valuing is considered an act of making value
judgments, an expression of feeling, or the acquisition of
and adherence to a set of principles.
9

10. VALUES EDUCATION
⊹ An explicit attempt to teach about values and/or about
valuing
⊹ Superka, Ahrens, & Hedstrom (1976) state that there are 5
basic approaches to values education: inculcation , moral
development, analysis, values clarification, and action
learning
⊹ Transpersonal is the 6th approach
10

11. values education
in the philippines
Evolution of VE in the Philippines
2
https://prezi.com/ukqa_nbldi_t/history-of-values-education-in-the-philippines/

12. 12

13. 13

14. 14

15. 15

16. APPROACHES IN
TEACHING Values
Education
3
Teaching VE the right way.

17. 17

18. Values
clarification
3.1

19. VALUES CLARIFICATION APPROACH
⊹ Has its origin from Humanistic and Transpersonal
psychology
⊹ Abraham Maslow is the major proponent and believed that
every human being is capable of attaining self-actualization
through the valuing process
⊹ Self-actualization is an ongoing process of using one’s
innate capacities and potentials in full, creative and joyful
ways
19

20. VALUES CLARIFICATION APPROACH
⊹ To help students become aware of and identify
their own values and those of others
⊹ To help students communicate openly honestly
about their values
⊹ To help students use both rational thinking and
emotional awareness to examine their personal
feelings, values and behavior patterns
20

21. VALUES CLARIFICATION APPROACH
⊹ For something to be considered as a value using
the clarification approach, the person must go
through the seven (7) criteria of the valuing
process
21

22. 7 criteria of the valuing process
1. Chooosing freely
2. Choosing from alternatives
3. Reflecting carefully on the
consequences of the alternatives
4. Prizing
22
5. Affirming in public
6. Acting upon one’s choices
7. Acting consistently

23. VALUES CLARIFICATION APPROACH
⊹ Relies on an internal cognitive and affective
decision making process to decide which values
are positive and which are negative
⊹ Individualistic rather than a social process of
values education
⊹ a person is seen as an initiator of interaction
with society and environment
23

24. VALUES CLARIFICATION APPROACH
⊹ Educator should assist the individual to develop
his or her internal process, thereby allowing
them, rather than external factors, to be prime
determinants of human behavior
⊹ The individual should be free to change the
environment to meet his or her needs
⊹ A vital component is a leader who does not
attempt to influence the selection of values
24

25. CLASSROOM STRATEGIES
Large and small
group discussion
Individual and group
work
Hypothetical,
contrived, and real
dilemmas
25
Rank orders and
forced choices
.
Sensitivity and
listening techniques Songs and artworks
Games and
simulations
.
Personal journals
and interview
.
Case study
.
Introspection or in-
depth self analysis
exercise
Role playing
.
Dialogue of clarifying
response strategy
.

26. Teacher’s role
⊹ Open and communicating trust
⊹ Respect and concern for student’s personal
beliefs and values
⊹ Stimulate an atmosphere of positive acceptance
26

27. 27

28. MORAL
DEVELOPMENT
3.2

29. MORAL DEVELOPMENT
⊹ Help students develop a more complex
reasoning patterns
⊹ Urge students to discuss the reasons for their
value choices and positions
⊹ Focuses primarily on moral values such as
fairness, justice, equity, and human dignity
29

30. MORAL DEVELOPMENT
⊹ It is assumed that students invariantly progress
developmentally in their thinking about moral issues
⊹ Students can comprehend one stage above their
current primary stage and exposure to the next higher
level is essential for enhancing moral development
⊹ Educators attempt to stimulate students to develop
more complex moral reasoning patterns through the
sequential stages
30

31. 31

32. 32

33. MORAL DEVELOPMENT THEORY
Pre-conventional
Morality
I will do what I am
supposed to do in
order to avoid
punishment.
Conventional
Morality
I will do what I am
supposed to do as
things work out
better when
everyone follows the
rules.
Post-conventional
Morality
I will do (or won’t
do) what I am
supposed to do
because I think (or
don’t think) it is the
right thing to do.
33

34. MORAL DEVELOPMENT
⊹ Technique most often used is to present a
hypothetical or factual value dilemma story
which is then discussed in small groups
⊹ Students are presented with alternative
viewpoints within these discussions which is in
hypothesized to lead to higher, more developed
moral thinking
34

35. 3 CRITICAL VARIABLES THAT MAKE A DILEMMA APPROPRIATE
The story must present
“a real conflict for the
central character”,
include “ a number of
moral issues for
consideration”, and
“generate differences of
opinion among
students about the
appropriate response to
situation”
A leader who can
help to focus the
discussion on moral
reasoning.
A classroom climate
that encourages
students to express
their moral reasoning
freely
35

36. CLASSROOM STRATEGIES
Moral dilemma episodes with
small group discussions
Relatively structured and
argumentative
36
Setting a code of conduct
for the classroom
.
Stay consistent with
the code of conduct
Reward for those
who follow
Punishment for
those who don’t
.
Ask students to help the
teacher create rules in
the class
.
More group
work
.
Activities that
promote cooperation
.

37. 37
A bird flies into and makes a
whole in a hot air balloon
carrying three people: a man,
a woman and a child. Two of
the persons can be saved if
one person jumps overboard.
The woman knows how to
pilot the balloon, the man
knows the cure for cancer,
and the young girl is totally
innocent. Who should jump?
You and your class have a big math test.
You sit next to your friend who is much
better at math than you are, so you decide
to copy his answers without him knowing.
Suddenly both of you have to report to the
principal’s office to explain yourselves. If
you tell the principal that your friend
cheated, his scholarship will be revoked. If
you say that you are the cheater, your
parents will not buy you the game console
you have been wanting to. What will you
do?

38. MALE VS FEMALE MORAL DECISION-MAKING SKILLS
⊹ Gilligan (1977, 1982) critiqued Kohlberg's work based on his exclusive use of males in
his original theoretical work.
⊹ Based on her study of girls and women, she proposed that females make moral
decisions based on the development of the principle of care rather than on justice as
Kohlberg had proposed.
⊹ Whereas Kohlberg identified autonomous decision making related to abstract principles
as the highest form of moral thinking, Gilligan proposed that girls and women are more
likely to view relationships as central with a win-win approach to resolving moral
conflicts as the highest stage.
38

39. MALE VS FEMALE MORAL DECISION-MAKING SKILLS
⊹ Walker (1991) found only equivocal support for the claim that an individual's focus is
limited to one basic principle and that this focus is sex related.
⊹ Gilligan's more recent work has concentrated on the methodology of listening to the
female's voice as she attempts to make moral and other decisions rather than scoring the
person on an a priori category system (e.g., Brown & Gilligan, 1992).
39

40. TRY THIS!
Use punctuation marks for this
statement:
40
“ a woman without
her man is nothing”

41. TRY THIS!
41

42. VALUES
ANALYSIS
3.3

43. VALUES ANALYSIS
⊹ Helps students use logical thinking and
scientific investigation procedures in dealing
with social issues, especially values education
issues.
⊹ Individual is regraded as a rational being in the
world who can attain the highest good by
subordinating feelings and passions to logic
and scientific method.
43

44. VALUES ANALYSIS
⊹ Students are urged to provide verifiable facts
about the correctness or value of the topics or
issues under investigation.
⊹ Concentrates primarily on social values rather
than on the personal moral dilemmas.
44

45. VALUES ANALYSIS
⊹ The rationalist (based on reasoning) and
empiricist (based on experience) views of
human nature are the philosophical basis.
⊹ The process of valuing can and should be
conducted under the “total authority of facts
and reason” (Scriven, 1966) and “guided not by
the dictates of the heart and conscience, but by
the rules and procedures of logic” (Bond, 1970)
45

46. VALUES ANALYSIS
⊹ Teacher’s role is to develop the skills on
gathering and organizing facts relevant to
making value judgments, assess the truth
through supporting evidences and then
evaluate the consequences.
46

47. CLASSROOM STRATEGIES
Individual and group study of
social value problems and issues
Library and field
research
47
Rational class discussion
.
Case studies
Analyzing analogous cases
Testing principles
.
Debate
.
Rational discussion that
demands reasons and evidence
.

48. INSTRUCTIONAL MODEL/STEPS
Metcalf (1971)
1. Identify and clarify the value questions
2. Assemble purported facts
3. Assess the truth of purported facts
4. Clarify the relevance of facts
5. Arrive at a tentative value decision
6. Test the value principle implied in the decision
48

49. 49
Maghanda ng isang debate
tungkol sa paksang “Dapat
bang gawing legal o hindi sa
Pilipinas ang diborsiyo?”
Mangalap ng mga research
studies o clippings mula sa
pahayagan o internet na
magpapatunay ng pagiging
Makabayan ng mga Pilipino

50. ACTION
LEARNING
3.4

51. ACTION LEARNING
⊹ To provide students with opportunities and
chances to discover and act on their values
⊹ To encourage students to view themselves as a
personal-social interactive beings, not fully
autonomous, but members of a community or
social system
51

52. ACTION LEARNING
⊹ Derived from a perspective that it is important
to move beyond thinking and feeling to acting
⊹ Related to the efforts of some social studies
educators to emphasize community-based
rather than classroom-based learning
experience
52

53. ACTION LEARNING
⊹ Place more emphasis on action-taking inside
and outside the classroom
⊹ Values are seen in the interaction between the
person and society
⊹ A problem-solving/decision making model.
53

54. CLASSROOM STRATEGIES
Clarification Values analysis
54
Skills practice in group
organization
Action projects or community
outreach projects
Networking activities
Community
development program
.
NSTP, Brigada
Eskwela
.

55. INCULCATION
3.5

56. INCULCATION
⊹ See values as socially or culturally accepted
standards or rules of behavior
⊹ Valuing is therefore considered a process of the
student identifying with and accepting the
standards or norms of the important individuals
and institutions within the society
56

57. INCULCATION
⊹ The student “incorporates” these values into his
or her own value system
⊹ Take a view of human nature in which the
individual is treated, during the inculcation
process, as a reactor rather than as an initiator.
57

58. INCULCATION
⊹ Extreme advocates such as Talcott Parsons
(1951) believe that the needs and goals of
society should transcend and even define the
needs and goals of the individuals
58

59. CLASSROOM STRATEGIES
Modeling Values analysis
59
Positive and negative
reinforcement
Mocking
Prayer
Story-telling
.
Games
.

60. TRANSPERSONAL
APPROACHES
3.6

61. Transpersonal approach
⊹ To develop among students the higher
level of consciousness and spiritual
upliftment
⊹ Emphasize the process pf self-discovery
and the significance of self-actualization
to become a fully functioning person
61

62. General principles of Transpersonal approach
⊹ Promoting intrinsic learning
⊹ Advocating learner autonomy
⊹ Learning should be a process of self-
discovery
⊹ Promoting lifelong learning
⊹ Teachers acting as facilitators
62

63. TRANSPERSONAL APPROACHES
⊹ In transpersonal psychology spiritual value is
the center but not sectarian
⊹ Transpersonal means “beyond the person”
⊹ Guide individual in his/her exploration
63

64. THEMES OF TRANSPERSONAL APPROACHES
⊹ Hartelius, Caplan & Rardin, 2007
⊹ 1. beyond-ego psychology
⊹ 2. integrative or holistic psychology
⊹ 3. psychology of transformation
64

65. Beyond-ego psychology
⊹ Looking at your experience from a distance
⊹ Analyze situation objectively
⊹ Come up with an objective solution
65

66. Integrative or holistic psychology
⊹ Educate or form a student holistically which
means that the thinking, the choosing and the
acting are in conformity with each other
⊹ Educate the heart and the mind considering the
totality of the student
66

67. PSYCHOLOGY OF TRANSFORMATION
⊹ Attempts to understand and cultivate growth
of students as individuals and as communities
67

68. Transpersonal approach related to ve
⊹ Should attempt to combine the cognitive, affective and
psychomotor domains (Moore, 1975)
⊹ Should unite the physical, emotional, intellectual and
spiritual domains (Rothberg, 2005)
⊹ Parents and teachers should continue to personally
develop
⊹ Teachers and parents should resolve their personal
issues, and move towards their own personal
transformation (Weinhold, 1975)
68

69. CLASSROOM STRATEGIES
Rest and relaxation exercises Creativity and mind
games
69
Meditation and brief
fantasizing imagination
Self-awareness activities
Prayer
Story-telling
.
Mindfulness
activites
.

70. Recall a lesson/event In
your CLE/VE class that
created a big impact on
your life
70
Who was your CLE/VE
teacher?

71. “Keep your thoughts positive because your
thoughts become your words. Keep your
words positive because your words become
your behavior. Keep your behavior positive
because your behavior becomes your habits.
Keep your habits positive because your habits
become your values. Keep your values positive
because your values become your destiny.
71
-Mahatma Gandhi

72. Thanks!
Any questions?
72