LESSON 2: Framework and Approaches in Teaching Values Education

Unlike other subjects that have a Universal Approach in teaching their content, Esp/Values
Education/GMRC are taught differently because they have special approaches and strategies.
Values of the learners are learned in their respective home and it is extended in school, so through the
help of these approaches, teachers are guided on how to properly teach and instill in the learners whole
being the lessons taught in this subject.
Framework and Approaches in teaching Esp/GMRC:
1. Values Inculcation
- The rationale of values inculcation approach is to instill certain desirable and prechosen
values to students. Regardless of the personal values students already acquire, values set by
society or the rules and behavior set by the society is seen as more important than each
individuals personal values.
- According to Krathwol the purpose of inculcation is to socialize the students so that certain
social, political, or moral values will be adapted by these learners.
Teaching methods:
Joyce and Weil (19/2) and Superka (1975) have identified a variety of teaching methods that can
be used to inculcate values. Examples include explanation, manipulation, positive and
negative reinforcement, and modeling. These methods can be used separately or in combination
with one another to inculcate specific values or to modify a behaviour. Perhaps the most common
method used for inculcation is explanation. Teachers often simply tell students what they should
believe and how they should behave.
Explanations or threats are given to promole and justify why certain values or behaviours are
appropriate. The teacher may also manipulate the environment or the experiences to which the
students are exposed. Often techniques such as role playing or games and simulations are used.
One of the most widely used and, according to Superka, the most effective method for inculcation
is positive and negative reinforcement. Positive reinforcement includes such actions as a
teacher praising a student for behaving in accordance with a particular value. Negative
reinforcement includes actions such as the teacher punishing a student for behaving contrary to a
certain desirable value. Such reinforcement assumes that when students are punished for
infractions of rules and praised for obedience they will take on the values associated with the
desired behaviour. It is very difficult, if not impossible, for a teacher to avoid some form of
reinforcement. Often merely a gesture, smile, or frown will reinforce certain values.
Reinforcement, however, can be applied in a conscious and systematic fashion, as it is in
behaviour modification.
Behaviour al modification requires that the teacher analyze a given situation to determine the
goals and purposes of activities and the appropriate methods needed to produce a desired
behavioural change. Various techniques are used to achieve desired value outcomes. The roost
widely used technique involves the use of
"tokens." Students are provided with tokens," such as play money, time off from class, or grade
points for doing desirable tasks such as helping other students, remaining quiet in class, or
completing an assignment.
Modeling is another effective method of inculcating values in students. Students are given
examples of exemplary behaviour and desirable values and encouraged to duplicate the models.
Instances of modeling behaviour may be drawn from history, literature, legends, or more directly
from examples set by teachers and students. The teacher is a model, in many cases, simply by
personifying values like punctuality, enthusiasm for learning, or caring for others. Students often
assume modeling roles, setting both positive and negative examples. When a teacher asks a
student to read his or her essay to the class, the student is assuming a positive modeling role. The
student's work is being singled out as an example to be followed by other students. The praise and
recognition the student receives can instill the desire to produce similar essays and may inculcate
the values of learning and hard work in other students.
Students can be negative models as well, such as when a teacher asks a poorer student to read his
or her essay to the class. The student's work is being singled out as an example not to be followed
by other students.
 Role of students and teacher:
The Inculcation approach assumes that students will take a passive learning role. Students are to
follow the teacher's instructions, answer the questions, and modify their behaviour. They are to
act in accordance with pre-specified values. Students rarely, if ever, are allowed to make free
value choices or to initiate learning activities.
The teacher's role is to lead and initiate learning experiences, structure and manage classroom
activities, and act as questioner and clarifier of student's values.

2. Moral Development Approach

-A main assumption of the Moral Development approach is that students are attracted to high
level: of reasoning. When a student is presented with arguments both for and against a course of
action, the level of the argument determines its effect.
-The Moral Development approach, in contrast to the other approaches, does not conceptualize a
specific process of valuing. It is more concerned with how value judgements are made, rather
than why they are made or which judgements should be made. How persons develop values
would depend, according to this approach, upon their level or stage of moral development. The
common valuing activity centers around the process of developing more complex moral
reasoning patterns through the series of successive stages.

Teaching method:
- The most characteristic method used to stimulate moral development has been the
use of moral dilemmas. Moral dilemmas are situations in which valves conflict,
where claims can be made for several choices, and where each choice is made at the
price of another. Students are asked to think about how dilemmas should be resolved,
to identify the moral issues involved, and to offer reasons justifying their positions.
Although moral dilemmas might be presented through role-playing, skits, or
simulations, the technique most often used to present these moral dilemmas has been the
classroom discussion. During discussion, the teacher encourages students to comment on
and challenge each other's reasoning. The main focus is on the students' reasoning rather
than on particular choice that may be made.

Dilemmas can be presented in a variety of ways. These ways include written or oral
forms, films, or stories.

- Self -reflection- leads to re-evaluation of the student’s thinking and, thereby to the
development of higher stages of moral reasoning.
Teachers Role:
The teacher's role in the moral development approach is to initiate activities which would develop
teacher-student, student-student, and student-self dialogues. This does not imply that the teacher
is the center and controlling force of the classroom. Rather, the teacher enters the classroom with
planned activities and encourages dialogues that might lead to greater moral development.

3. Analysis Approach
The rationale of the Analysis approach to values education rests on helping students develop
logical thinking and using scientific inquiry procedures in solving value issues. In addition,
value Analysis attempts to help students develop their own values in response to value conflicts
within society.

The Analysis approach is usually applied to issues involving public policy or social values rather
than issues involving personal values. The approach does not focus explicitly on moral issues;
however, statements are presumed to be factual statements and thus subject to empirical
study(research method).

This is an OBJECTIVE TYPE of approach because it is base on facts and evidence.

Methods:
 Debate (Social issues ex. Euthanasia)
 Research/ Case Study
 Class Discussion
 Roles of Student and Teacher.
The Analysis approach requires that students take an active learning role that centers on solving
problems of public controversy. This role necessitates that students identify types of issues, ask
and gather evidence and information, identify inconsistencies in data and in arguments, and use
and recognize analogies.
Classroom discussions (student-teacher and student-student dialogues) are essential components
of this approach. As a result, students are encouraged to listen and respond to different points of
view, identify relevant questions. and summarize different value positions. They must make
decisions and express their opinions.
The role of the teacher to such a dialogue is complex, requiring that he think on two levels at the
same time. He must first know how to handle himself as he challenges the student's position and
as his own position is challenged by the student.
For vigorous analysis of public issues to take place, the teacher must create a classroom
environment which is open and sometimes abrasive (harsh). The teacher's actions must, however,
be tempered with kindness, tolerance, and fairness. Individual student's views and opinions are to
be equally respected and subjected to scrutiny.

4. Clarification Approach
-the rationale of the clarification approach is to help students clarify and actualize personal
values. This approach helps students to develop both rational thinking and emotional awareness
in order to explain their personal behavior. The major goal is to achieve consistency between
one’s own personal behavior and the values they hold.

Teaching methods:
The Clarification approach, more than any other value education approach, utilizes a wide range
of teaching methods.
 role playing
 hypothetical, contrived and real value-laden situations
 group discussions
 ranking
 clarifying response strategy (CRS)
Instructional Model.
The instructional model of the Clarification approach is based directly on the sevea-fold process of
valuing developed by Raths, Harmin and Simon (1966). Unlike some analysis approach models, this
model is not a rigid set of procedures, but a flexible set of guidelines. The following instructional model
was adapted by Superka, Johnson and Ahrens (1975) from Raths et.al. (1966):
1. Choosing from alternatives - help students discover, examine, and choose from among availablo
alternatives.
2. Choosing thoughtfully - help students weigh alternatives thoughtfully by reflecting on the
consequences of each alternatives.
3. Choosing freely - encourage students to make choices freely and to determine how past choices
were made.
4. Prizing one's choice - provide students the opportunities to make public affirmations of their
choices
5. Affirming one's choice - provide students the opportunities to make public affirmations of their choices.
б.Acting upon one's choice - encourage students to act, behave, and live in accordance with their
choices.
7. Acting repeatedly, over time - help students to examine and to establish repeated behaviours or patterns
of actions based on their choices.
Roles of Student and Teacher.
In the Clarification approach, students are to be active. Students both participate in the classroom
environment and are to initiate activities. The approach requires students to clarify their own values and
increase their understanding of themselves. To accomplish this task students must participate on the
various clarification activities, express their opinions and value stances, listen to other students' opinions
and statements, and compare their own perceptions and experiences with those of their classmates.
The teacher's role is that of facilitator and a leader. The teacher must create the proper classroom
atmosphere and assist students in becoming aware of their own value positions. The teacher process
involves several essential elements:
1. The teacher must make efforts to elicit attitudinal and value statements from students.
2. The teacher must accept the thoughts, feelings, beliefs, and ideas of students non-judgementally,
without trying to change them or criticize them.
3. The teacher must raise questions with students which help them think about their values. The teacher is
permitted to express opinions or views, but only as examples of ways to look at things.

5. Action Learning Approach

The rationale of the Action Learning approach is to develop students' abilities to act directly in
personal and social situations so that they might cry out their personal values. In addition, this
approach attempts to enhance the students' sense of community and to develop their abilities to
exert influence in public affairs. Superka (1975) claims that the distinguishing characteristic of
the action learning approach is that it provides specific opportunities for students to act on their
values. Values education is not confined to the classroom or group setting, but extends it to
individual experiential learning in the community.
Teaching Methods.
The Action Learning approach utilizes many teaching methods that are applied in the Moral
Development, Analysis, and Clarification approaches. These methods include individual or group study of
social issues, the exploration of moral dilemmas within the issue, value clarification activities related to
the social issue, role playing, sensitivity and listening techniques, simulations and games, and small group
or entire class discussions.
Roles of Student and Teacher.
Students are to take a very active learning role. They are active not only in the classroom environment but
also in the community. Instruction begins with a problem or issue which is meaningful to the student.
Once students properly identify problems they are required to identify the conflicting values involved,
analyze the significant information, plan strategies for taking action, and take appropriate action to cause
social change. Finally, they must reflect upon an action to determine whether further action is necessary
or if a different "plan of attack" should be adopted. Students, from this perspective, determine whether
they will develop, learn and become responsive and responsible to themselves and their community.
The teacher's role within this approach is that of a leader and an assistant, a person who is engaged in
mutual interaction with students. The teacher must be sensitive to the direction the student wants to go
and must structure the learning experiences along the lines indicated by the student. If the student has
stopped progressing, the teacher must provide stimulus and try to determine the goals the student is trying
to achieve.
The teacher is required to help students define the social issue and clarify their values in relation to the
issue.
The teacher must provide students with, or direct them to significant information, assist them in gathering
and analyzing this data, and advise the students on appropriate social action. In some cases the teacher
provides some supervision and guidance when the action is taken. Finally, the teacher must plan activities
which would cause the students to reflect on the action that was taken.
Although the student initiates specific activities, the teacher chooses topics or areas of study and, through
suggestions, may influence the specific activities. Above all, this approach demands that the teacher is in
close interaction with his students.
6. Emotional-Rational Approach
The Emotional-Rational approach to values education attempts to help students understand and
adopt a lifestyle based on care and consideration for others as well as self. McPhail, perhaps the
leading proponent of this approach, sees its aim neither as the increasing of the students' capacity
to argue morally nor their ability to say "good thing", but rather as their capacity to know what
"love in action" is, to act with love and affection -- act warmly and caringly (1978, p. 5). This
approach is strongly based on Wilson's idea that moral decisions are arrived at by a variety of
both affective (emotional and cognitive (rational) processes.

The Emotional-Rational approach differs from Action Learning in that it stresses feelings or the
emotional side rather than the rational side of human nature. The approach does not reject
rationalism, nor does it advocate unbridled expression of one's emotion. Rather, humans are
viewed more as a feeling beings rather than reasoning machines. People co-create with their
environment, but in an emotional-rational rather than in just a rational manner.

Values, according to this approach, are personal emotions or feelings that indicate moral approval
or disapproval. Values are caused by putting into action one's needs, emotions, and feelings. From
this perspective values are means of measuring one's emotional state. McPhail states that the
basic aim of this approach is for students to know, feel, and experience "love in action" (1972, p.
5). "Love in action" is the term used to describe students' behaviours when they exhibit care,
affection, toleration, understanding, responsibility, sensitivity, compassion, concern, or respect
towards other people as well as themselves. These behaviours would fulfill, according to
McPhail, "the fundamental human need to get on with others, to love and be loved*

Teaching Methods.
McPhail (1978) has listed a variety of methods that can help students know and experience "love
in action". Each method should involve small groups, ideally not larger than ten or smaller than
four. These methods include:
1. expressive and communication techniques such as speaking, writing prose, poetry and plays,
painting, modelling with clay, and photography
2. discussion techniques, such as small group and entire class discussions. This method should be
limited in its use, however, since few members of the class are good at it (p. 137)
3. drama techniques with students writing and acting in their own plays role playing based on
situations common to students' experiences simulations involving family, school, or community
problems
6. real life involvement such as helping individuals within the community.

Roles of Student and Teacher.

Students are to take an active learning role. Their personal needs, feelings. and emotions make up
the actual subject material for this approach. The situations examined are selected by the student
groups on the basis of interest and relevance. Students are actively involved in the classroom
environment, expressing their emotions and opinions, making decisions, and developing and
acting in a caring and loving manner.

The Emotional-Rational approach demands that students observe and develop the ability to
recognize various verbal and non-verbal cues which other individuals give about their needs,
interests, and feelings.

Students must develop the ability to predict the consequences of actions and acquire knowledge
of both the legal and social rules of their community. Finally, students must practice many forms
of creative expression including writing, painting, photography, and acting.
The teacher's role is to act as a facilitator to free students to accept and express a basic concern
for the welfare of others. McPhail (1972) has indicated that morality is not taught but caught.
Therefore, the teacher must take a modeling role, demonstrating care and consideration for each
student. The teacher is also required to create a trusting classroom atmosphere where students can
express their real and uncensored feelings about issues without fear. This classroom climate
requires that teachers work with students to remove blocks to communication, and work again
with students to build "moral communication" abilities. Finally, the approach dictates that the
teacher must select classroom materials which are of interest and relevance to students, must
provide detailed information (if any) required by the students, and must direct the students' work
so that they will put their values and attitudes into practice.