VALUES

EDUCATION
 Methodology of Value
Education

Concept of the Value Education
The phrase value education as used in the area of
school education refer to the study of development of
essential value in pupils and the practices suggested for
the promotion of the same. In its full range of meaning,
value education includes developing the appropriate
sensibilities , moral, cultural, spiritual and the ability to
make proper value judgment and internalize them in
one`s life.
 Values Education

It is said that “values not taught, it is
caught”. But as it is known also as a
the stance that the self take to the total
environment as expressed through
behaviors, body, feelings, and
imagination requires a deeper
understanding.
 Methodologies and
Techniques

The field of value education is as broad as life
itself and touches every aspect of human life,
personality and education. Whether or not
they offer specific program , educational
institution provide some kind of value
education. In many institution , the
curriculum of value education is formal and
direct , while in large majority of schools it is
informal and indirect.
 1. Classroom Learning
Activities

A very basic purpose of value education is to
develop the moral autonomy of the learner
and also sensitivities of value content of
school and classroom activities. The methods
and activities should be free from attempt to
indoctrinate the learner. Capacity for value
judgment and internalization are to be
achieve by exposing student to a variety of
experience and activities.
a.) Biographies

 A biography is a written document on the life history
of any eminent personality. Biographies of scientist,
social reformers and spirituals leaders acquaint one
personality

b.)STORIES
Stories of various kind are attractive to student of
varied age groups. Stories may be presented by the
teacher of presented by student themselves , followed
by discussion and on questioning and analysis
c.)essay, article and newspapers

 Non –fictional writing dealing with value themes
,such as essay, articles and newspaper report may be
used for value education purposes. Teacher can
frame questions that provoke in the learner to think
and reflect on many issues of the values covered .
d.)Value/Moral dilemmas for discussion:
They present very effective situation for learner to think
to reason and to make moral judgment and arrive at a
decision after considering all issues involved in the
moral dilemma.
 2. Practical Activities
Method

Value education merely by cognitive
percept is not enough even though it is
essential. Children should engaged
themselves in life related practical
activities which will promote the
application of principle and values in
daily life.
3. Socialized Techniques

A variety of group oriented techniques
may be used in value education . The
experienced the learner gets here is not
the same type of experience deriving
from direct encounters with reality nor
it is completely indirect and abstract as
in the case of cognitive area.
 4. Incidental Learning
Method

An incident is an episode or experienced in
life of an individual or group. The incidental
approach has very good point in its favor in
that it can be used both inside as well as
outside the classroom for value education
purposes. This approach is psychologically
effective since it is like striking the iron while
it is hot.
 APPROACH TO VALUE
EDUCATION

 1.) EVOCATION APPROACH – the student are
encourage to make spontaneously free ,non-rational
choices, w/o thought or hesitation.

 2.)INCULCATION APPROACH –student are forced

to act according to the specific desired values . A
positive and negative reinforcement by the teacher
helps value inculcation.
 
 3.) AWARENESS APPROACH – This approach
helps students to become aware and identify their
own values. The student are encouraged to share
their experienced.
 4.)MORAL REASONING APPROACH –
Kohlberg`s theory of six stages of moral
development is the framework most frequently used
in this approach. The teacher setup learning
experience fall under the general category of what
kohlberg calls role taking.
 
 5.) ANALYSIS APPROACH – the group or
individuals are encourage to study the social value
problems. They are asked to clarify value question,
and identify values in conflict.

 6.) VALUE CLARIFICATION APPROACH – it help

the student to use both rational thinking and
emotional awareness to examine personal behavior
patterns and classify and actualize values.
 
 7.) COMMITMENT APPROACH – it enables the
student to perceive themselves not merely as passive
reactors or as free individual but as inner-relative
members of social group and system.

 8.) THE UNION APPROACH - the purpose is to

help the student to perceive themselves and act not
as separate egos but as part of a larger inter-related
whole the human race, the world ,the comos.
 Approaches that can be used for
teaching values in character
building activities.

 1.)TELLING – a process for developing values that
enables a pupil to have a clear picture of values
laden situation by means of his own narration of the
situation.
 2.) INCULCATING – an approach geared toward
instilling and internalizing norms into perons own
value system.
 3.)PERSUADING – process of convincing the
learner to accept certain values and behave in
accordance with what is acceptable.
 
 4.)MODELING – A strategy in which a certain
individual perceived as epitomizing desirable/ideal
values is presented to the learners as a model
 5.) ROLE PLAYING – acting out the true feeling of
the actors by taking the role of another person but
w/o the risk of reprisals.
 6.) SIMULATING – learners are asked to pretend to
be in a certain situation called for by the lesson and
then to portray the event and also by imitating the
characters personality.
 
 7.) PROBLEM SOLVING – An approach wherein a
dilemma is presented to the learning asking them
what decision they going to take.
 8.) DISCUSSING SITUATION – this techniques ask
the learners to deliberate on and explain the details
in the lesson.
 9.)STUDYING BIOGRAPHIES OF GREAT MEN –
approach that make use of the lives of great men as a
subject matter for trying to elicit their good needs
and thought worthy for emulation.
 
10.) MORALIZING - process of working
out a sense of morality through active
structuring and restructuring of one`s social
experience.

 11.)VALUE CLARIFICATION – a
strategy for values development maybe
considered as learner-centered .