it is about school children and define the education level of children and curriculum method and content list

1. ValuesValues
EducationEducation
in Schoolsin Schools
ISSUES AND
CHALLENGES
ISSUES AND
CHALLENGES
Brian V. HillBrian V. Hill

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Values
Education
in Schools
* Where have we* Where have we
come from?come from?

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TIFF (Uncompressed) decompressor
are needed to see this picture.
Values
Education
in Schools
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
What disturbed
our dogmatic
slumbers?
What disturbed
our dogmatic
slumbers?

4. 1. Describing the nature
and sources
of values
Values are the priorities individuals andValues are the priorities individuals and
societies attach to certain beliefs, exper-societies attach to certain beliefs, exper-
iences, and objects, in deciding how theyiences, and objects, in deciding how they
shall live and what they shall treasure.shall live and what they shall treasure.
What are some of the
pedagogic challenges?
What are some of the
pedagogic challenges?
Values
Education
in Schools
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
1. Nature of1. Nature of
valuesvalues
* What pedagogic* What pedagogic
challenges?challenges?

5. 2. Identifying the teaching
domains
Teacher’s task = enhance capacities
Teacher’s hope = encourage commitments
cognitive
affective dispositional
Critical
Affiliation1. Right to know nature and sources of values
2. Need to develop empathy and evaluative skills
3. Be encouraged to commit to worthy values.
Values
Education
in Schools
1. Nature of1. Nature of
valuesvalues
2. Teaching2. Teaching
domainsdomains
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?

6. 3. Applying complementary
strategies
Across-the-curriculum -Across-the-curriculum -
implications for every learning areaimplications for every learning area
Values discourseValues discourse
A learning area in its own rightA learning area in its own right
Values
Education
in Schools
1. Nature of1. Nature of
valuesvalues
2. Teaching2. Teaching
domainsdomains
3. Two-prong3. Two-prong
strategystrategy
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?

7. What is the cognitive core?What is the cognitive core?
1. Exploring underlying
belief systems
Across-the-curriculum -Across-the-curriculum -
implications for every learning areaimplications for every learning area
Study of life-stances -Study of life-stances -
A learning area in its own rightA learning area in its own right
Towards critical affiliationTowards critical affiliation
Values
Education
in Schools
1. Nature of1. Nature of
valuesvalues
2. Teaching2. Teaching
domainsdomains
3. Two-prong3. Two-prong
strategystrategy
* What cognitive* What cognitive
core?core?
1. Underlying1. Underlying
belief systemsbelief systems
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?

8. 2. Clarifying the Core
. . . not to develop a totalistic account to. . . not to develop a totalistic account to
which all participants would be expectedwhich all participants would be expected
to conform, but a minimalist set ofto conform, but a minimalist set of
agreements on which to base commonagreements on which to base common
action in the wider educational arena.action in the wider educational arena.
Values
Education
in Schools
1. Nature of1. Nature of
valuesvalues
2. Teaching2. Teaching
domainsdomains
3. Two-prong3. Two-prong
strategystrategy
* What cognitive* What cognitive
core?core?
1. Underlying1. Underlying
belief systemsbelief systems
2. Clarifying2. Clarifying
the corethe core
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?

9. 3. Transcending the
public/private dichotomy
Values
Education
in Schools
1. Nature of1. Nature of
valuesvalues
2. Teaching2. Teaching
domainsdomains
3. Two-prong3. Two-prong
strategystrategy
* What cognitive* What cognitive
core?core?
1. Underlying1. Underlying
belief systemsbelief systems
2. Clarifying2. Clarifying
the corethe core
3. Transcending3. Transcending
public/privatepublic/private
dichotomydichotomy
??
* What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?

10. * What disturbed* What disturbed
our dogmaticour dogmatic
slumbers?slumbers?
* Where have we* Where have we
come from?come from?
* What pedagogic* What pedagogic
challenges?challenges?
2. Teaching2. Teaching
domainsdomains
3. Two-prong3. Two-prong
strategystrategy
* What cognitive* What cognitive
core?core?
1. Underlying1. Underlying
belief systemsbelief systems
2. Clarifying2. Clarifying
the corethe core
xx
3.3. TranscendingTranscending
public/privatepublic/private
ValuesValues
EducationEducation
in Schoolsin Schools
MAINTAIN
THE MOMENTUM
MAINTAIN
THE MOMENTUM
1. Nature of1. Nature of
valuesvalues