Teachers Assessing the Effectiveness of Values Clarification Techniques in Moral Education

Today’s “”just say no”” approach to moral education is as simplistic as the values clarification emphasis of the1960s and 1970s. One solution is to combine the best approachesof past decades. The Comprehensive Values Education modelis progressive and allembracing in content, methodology, andapplication throughout school and community.

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Values clarification as a methodology in moral education

Irish Educational Studies ◽

10.1080/0332331880070215 ◽

1988 ◽

Vol 7 (2) ◽

pp. 173-190

Author(s):

Ann C. Breslin

Keyword(s):

Moral Education ◽

Values Clarification

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Self-Esteem and Spiritual Vision

Journal of Interdisciplinary Studies ◽

10.5840/jis2007191/23 ◽

2007 ◽

Vol 19 (1) ◽

pp. 40-60

Author(s):

James S. Gow ◽

Kathleen M. Grow ◽

Keyword(s):

Virtue Ethics ◽

Moral Education ◽

Reference Point ◽

Political Correctness ◽

New Age ◽

Self Esteem ◽

The Self ◽

Values Clarification ◽

Relational Experience ◽

Mathematical Analogy

To fully engage virtue ethics, this essay examines movements in moral education which have led North America's youth simultaneously to the edge of illiteracy of mind and spirit. The self-esteem movement encompasses values clarification, political correctness, and New Age aspects, A mathematical analogy provides a reference point for the necessity of moving from emphasis on theorem-like ideals toward incorporating a sense of moral and spiritual vision. Both cognitively and affectively, this is based in lived relational experience. The inherent opportunities of mystery and choice are key properties in addressing self-centeredness as distinguished from moral and spiritual vision. Humanists and religious believers differ in their recognition of a transcendent God. The essay concludes that to self-select one's own criteria for self-giving may, ironically, render the authentic practice of virtue ethics categorically impossible.

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Klarifikasi Makna Nilai Personal dalam Pembentukan Moral Pendidikan

MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling ◽

10.46963/mash.v3i01.121 ◽

2020 ◽

Vol 3 (01) ◽

pp. 34-45

Author(s):

Faridatul Munawaroh ◽

Nova Adi Kurniawan

Keyword(s):

Moral Education ◽

Personal Values ◽

Physical Development ◽

Values Clarification ◽

Moral Action ◽

Development Education ◽

Moral Feeling

This article clarifies the meaning of personal values on creating moral education. Meaning clarification of values is a special identity to mind, feeling, and attitudes. Values clarification is in coherence with normal physical development. Education and assessment should touch the stages of the development. The stages of mind development consist of theological, metaphysical, positive, and existence. Existence consist of eclectic, etic, and religious. Meanwhile, fostering moral should develop moral knowing, moral feeling, and moral action.

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A Biblical Analysis of Values Clarification

Journal of Psychology and Theology ◽

10.1177/009164718201000105 ◽

1982 ◽

Vol 10 (1) ◽

pp. 40-46 ◽

Cited By ~ 2

Author(s):

Kathleen N. Lewis ◽

David A. Lewis

Keyword(s):

Decision Making ◽

Human Nature ◽

Moral Education ◽

Values Clarification ◽

Negative Effects ◽

Evangelical Christians ◽

Basic Assumptions ◽

Situational Ethics

The Values Clarification approach to moral education is examined and evaluated in this article in light of biblical teachings and principles as understood by evangelical Christians. Its basic assumptions and primary techniques are identified and the possible negative effects of its strategies indicated. Values Clarification morality, it is concluded, promotes situational ethics, humanistic over-optimism about human nature, and unreasoned decision-making. At root is a de facto denial of the existence of any set of God-given standards or absolutes as guides for right or wrong behavior.

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Toward a Bold Agenda for Moral Education

Philosophical Inquiry in Education ◽

10.7202/1071434ar ◽

2020 ◽

Vol 26 (2) ◽

pp. 117-123 ◽

Cited By ~ 1

Author(s):

Ann Chinnery

Keyword(s):

Character Education ◽

Moral Education ◽

Human Life ◽

Values Clarification ◽

Moral Understanding ◽

Moral Question ◽

Moral Principles ◽

Moral Domain

In his 2006 essay, “Moral Education’s Modest Agenda,” Robin Barrow argues for a clearly bounded conception of morality; he presents the moral domain as concerned with moral principles, and moral education as the cultivation of moral understanding. Barrow rejects behaviourism, character education, values clarification, developmentalism, and what he calls “the insidious influence of political and moral correctness” as practices and ideas that are irrelevant and inappropriate for moral education. While I share some of Barrow’s concerns about some of these approaches, I believe he over-restricts the scope of legitimately moral concerns and what educators ought to do in the name of moral education. In this paper, I make a case for a broader and bolder agenda for moral education, putting the question of what constitutes a human life (which Barrow takes to be a non-moral question) at the very heart of morality and moral education.

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