Models of values education and moral education in the era of the fourth industrial revolution
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
MODELS OF VALUES EDUCATION AND MORAL EDUCATION
IN THE ERA OF THE FOURTH INDUSTRIAL REVOLUTION
Howard Kirschenbaum
The University of Rochester, New York,
USA
Email: howardkirschenbaum@gmail.com
oday’s “”just say no”” approach to moral education is
as simplistic as the values clarification emphasis of the
1960s and 1970s. One solution is to combine the best approaches
of past decades. The Comprehensive Values Education model
is progressive and allembracing in content, methodology, and
application throughout school and community.
T
Received: 27/5/2019
Reviewed: 3/6/2019
Revised: 10/6/2019
Accepted: 13/6/2019
Released: 21/6/2019
Keywords: Values education; Moral education; Model;
Comprehensive.
DOI:
The history of values education and moral of value analysis. 3 Educators were counseled to
education over the past 40 years closely parallels avoid imposing their own values and moral on
American social history during the same period. their students - because, the argument went, in an
To oversimplify, the Fifties were the decade of increasingly pluralistic society, whose values are the
conformity, McCarthyism, and “the organization “right values”? A better course seemed to be to help
man.” 1 Since there appeared to be a consensus young people learn the skills of moral reasoning
among parents, religious, and society regarding and responsible decision making that would enable
values and morality, values education during them to lead more personally satisfying and socially
this period consisted of the traditional methods constructive lives.
of inculcating and modeling. Schools took their
role in values education for granted. Children were
exhorted to be prompt, neat, and polite; to work
hard succeed; to respect other’s property - in short,
to behave themselves. And that is as far as values
education and moral education went.
Sometimes parents and educators were caught
between the inculcating methods of the past and the
liberating philosophy of the day. One contemporary
cartoon showed a long-haired, short-skirted mother
standing over her teenage daughter saying, “Why
should you grow up to be independent and think for
Then came the turbulent Sixties and Seventies, yourself? Well . . . because I say so!”
when traditional roles and values were seriously
questioned - and in many cases rejected - by the
younger generation. The status of blacks, women,
students, and other minorities changed dramatically,
in one of the fastest social revolutions in human
history. New attitudes toward and experimentation
with human sexuality, religion, career options,
lifestyles, and personal values were widespread.
The common thread underlying all these social
changes could be summarized in the popular
slogan, “Power to the people.” Minority groups and
individuals increasingly assumed greater decision-
making power and control over their lives. 2
Then times changed again. The relatively
permissive, hopeful, idealistic Sixties and Seventies
gave way to the more politically conservative,
economically fearful, and socially disintegrating
Eighties. Ironically, the allegedly selfish “Me
Generation” of the Seventies was supplanted by
the allegedly selfish “Look-Out-for-Number-One”
yuppie generation of the Eighties. Once again,
the world of education followed suit and went
“back to the basics.” This shift involved not only
a renewed emphasis on academics, but a renewed
faith in the basics, traditional morals and values of
Judeo-Christian America. Enough of this let-each-
As might be expected, values education and child-decide-for-himself-or-herself nonsense! The
moral education began to reflect these changes in answer to the problems of America’s youth was
society. Instead of simply inculcating and modeling simple: Just say no! Other educators took a more
values, educators were now encouraged to help sophisticated approach to the inculcation of values
students clarify their own values, learn higher and morality and developed programs and curricula
levels of moral reasoning, and learn the skills to help students understand, internalize, and act on
Volume 8, Issue 2
103
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
such traditional values as respect, caring, friendship, in public school, by families, by scout troops, in
and cooperation. 4
So, in these 1990s, a concern for values and
morality is back again. This concern is spurred on
churches and synagogues, and in other community
settings.
As popular as values clarification appeared to be
by a national panic over our seeming inability to throughout most of the Seventies, in the 1980s it fell
gain control over the country’s drug problem; is out of favor. Although it is still being used widely
supported by continuing dismay over crime, the and although its methods have been incorporated
disintegration of the family, teen pregnancy, teen into curricula and training in diverse fields, values
suicide, and other indications of social upheaval clarification seems to have joined the long list of
and collapse; and is further fueled by a belated educational has-beens. Educators often employ
and reluctant recognition that the unprecedented specific values clarification methods but either do
number of political scandals throughout the past not realize they are doing so or prefer not to say
decade were symptomatic of a virtual ethical so - because it might seem passé or controversial.
vacuum in government. For these and other reasons, Some administrators today would rather be accused
parents, educators, and community leaders are once of having asbestos in their ceilings than of using
again calling for the schools to become involved values clarification in their classrooms.
with educating our young people about values and
morals. And well they should.
I believe that an understanding of why values
clarification declined in the 1980s is essential for
Yet many of us who lived through the last charting productive directions for values education
20 or 30 years of educational innovation might and moral education in the 1990s and beyond.
understandably feel a certain weariness and Toward this understanding, a brief review of the
wariness toward the current interest in dealing with values clarification approach may be helpful.
values and morality in the schools. In the Sixties
and Seventies the pendulum swung far to the left. In
the Eighties it swung back to the right. Where will
it swing in the Nineties? Does American education
learn from its previous experience, or is the current
focus on values and morality in the schools another
passing fad that will make little or no difference in
the long run? Do we seriously believe that a return
to the 1950s will meet the challenges of the 1990s
and beyond?
I have sometimes described values clarification
as containing four main ingredients. First, a value-
laden topic or moral issue is selected - perhaps an
issue related to politics, work, family, friends, love
and sex, drugs, leisure time, or personal tastes.
The issue may be selected by the teacher, the
group leader, the class, or an individual student.
It should be noted that, before values clarification
became popular, these matters were not generally
considered worthy of attention in schools and other
This topic has a special meaning for me. For settings in which young people receive guidance.
15 years, from the late 1960s to the mid-1980s, I But, as the renowned psychologist Milton Rokeach
was one of several national leaders in the education noted in 1975, “Such a broadening of educational
movement known as “values clarification.” 5 Along objectives now has a universal face validity, largely
with Sidney Simon, Merrill Harmin, and many because of the pioneering work of the proponents of
other colleagues, I helped develop and promote a values clarification.” 8
way of working with value dilemmas and moral
issues that was acknowledged as the most popular
new approach to values education of the 1970s.
I say “most popular new approach» because the
traditional approaches of inculcating and modeling
values always were, and always will be, the
predominant means of values education. But, of the
new approaches that educators consciously adopted
to deal with values and moral issues in schools and
other settings, values clarification was the most
widely used by far.
Forty books emphasizing the values clarification
approach were published during the Seventies. 6
One of them, Values Clarification: A Handbook
of Practical Strategies for Teachers and Students,
sold more than 600,000 copies - almost unheard of
in the field of education. 7 Values clarification was
applied to every school subject area and to career
education, religious education, health education,
sex education, and drug education. It was used
Second, the teacher or group leader introduces a
question or activity - sometimes known as a values
clarification “strategy” - to help the participants
think, read, write, and talk about that topic.
More than a hundred highly motivating values
clarification techniques have been developed to
facilitate reflection on and discussion of value-laden
topics and moral issues. These practical strategies
are probably the main reason for the popularity of
the approach.
Third, during the course of the activity and
discussion, the teacher or group leader ensures that
all viewpoints are treated with respect and that an
atmosphere of psychological safety pervades the
classroom.
Fourth, the activity itself and the discussion
leader encourage the students to employ an
array of “valuing processes” or “valuing skills”
while considering the topic. These skills involve
104
JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
understanding one’s feelings, examining alternative development, and infrastructure. Our similar lack of
viewpoints, considering the consequences of long-range commitment to research, development,
various choices in a thoughtful manner, making a and training in educational innovation is a
choice free from undue pressure, speaking up for second reason for the apparent decline of values
one’s views, and acting on one’s beliefs.
clarification.
The values clarification theory suggested that
While the previous two explanations reflect
young people who used these valuing processes larger social and professional trends, the next
in making decisions would lead more personally three reasons must be laid at the doorstep of the
satisfying and socially constructive lives, as well values clarification movement itself. For one thing,
as do better in school. Initial research supported stagnation set in. The leading proponents of values
these claims, although there was disagreement clarification simply did not stick with the approach
over the quality of the research. 9 Certainly, tens after it reached its peak of popularity. With rare
of thousands of teachers, parents, religious leaders, exceptions, we did not continue to deepen the
and helping professionals who used the approach - theory, sponsor and encourage the research, develop
many of whom still use it - spoke positively of its the curricula, or improve the training - efforts that
effects on young people and the classroom climate. together would have supported a growing field
of professional accomplishment. In stead, we all
went on to other areas of professional endeavor
and made other contributions. In part our decisions
were based on the declining professional interests
in values clarification. However, that declining
interest must be explained, in part, by our own lack
of success in continuing to develop and enrich the
field. So there was a reciprocal effect. As values
clarification stagnated, interest dropped; as interest
dropped , the values clarification leaders’ attention
went elsewhere, thereby increasing the stagnation.
This process certainly describes my own
experience. At one point, I was heavily involved
in theory building, supporting and synthesizing the
research, and developing new models for training in
values clarification. I was also the executive director
of an expanding non-profit education organization.
Eventually my administrative responsibilities
eclipsed my role as an educator. Before I knew
it, seven years had passed - seven years in which
I had done no substantive training, research, or
writing in the field of values and moral education.
I accomplished many other things, but not in my
primary professional field. Then, like Rip Van
Winkle, I awakened from my long sabbatical, gave
up my administrative responsibilities, and returned
to the field of values and moral education with
some distance and a fresh perspective. I believe
this break has enabled me to see more clearly some
of the larger social forces affecting the field and to
recognize and feel less defensive about our own
responsibility for what has occurred.
Why, then, did values clarification fall from
academic grace and popular acclaim? While this is
a complicated subject, I would suggest five major
reasons for the decline of values clarification in the
past decade: changing time, faddism, stagnation,
erratic implementation, and a major flaw in the
theory of values clarification itself.
I have already referred to the nation’s changing
social and political climate from the 1950s through
the 1980s. Regardless of the quality of educational
innovation and research, major economic forces
and shifts in social values are going to determine
educational directions. Most of this is completely
beyond the control of educators. Values clarification
declined, in part, because larger social forces
determined that it would do so. The times passed
it by.
I also suggested earlier that American education
has a problem with faddism. Behavioral objectives?
Oh yes, that was big in the Sixties. Programmed
learning, open education, grading reform, values
clarification - we tried those in the Seventies. Back
to the basics - we tried that in the Eighties. And
the Nineties? Shared decision making, cooperative
learning, school/business partnerships, school
restructuring . . . who knows which of the latest
movements, if any, will survive?
Promising new approaches and innovations can
at best offer only partial solutions to education’s
problems. Yet we tout them and embrace them as
panaceas. And when some of them prove to be
merely potential improvements that require years of
further research and development, when the initial
research proves ambiguous or debatable, when the
innovation fails to show dramatic results in the first
few years, we conclude we have been “had” once
again and look around for the next popular inservice
approach, speaker, or consultant. Economists have
noted American industry’s obsession with short-
term results, while other industrialized nations
exhibit greater long-term commitment to research,
A fourth explanation for the fading of values
clarification is that the approach was implemented
erratically. This charge, of course, could be
made about almost any educational innovation,
especially the more popular ones. While thousands
of professionals did a fine job of integrating values
clarification into their own teaching, group work,
and counseling, I would say that, just as often,
values clarification was implemented in a superficial
manner, with teachers using an occasional, isolated
Volume 8, Issue 2
105
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
exercise and thereby accomplishing little - neither Raths, the founder of values clarification, went
much good nor any harm. As one teacher wrote, through his professionally formative years in the
“I’ve used all 79 strategies in your book. What aftermath of World War II. He saw the excesses
do I do now?” Clearly, that teacher and many of fascism. He witnessed the newsreels of entire
others missed the point. This problem, in itself, cultures that so relinquished their ability to choose
would not be terminal if the field were continuing freely and to defend their convictions publicly that
to refine its theory, research, and training, so that they blindly followed leaders into a moral abyss
the method was being disseminated and applied that surpassed the imagination. Then Raths and his
in an increasingly effective manner. But since students Harmin and Simon watched the United
the field was stagnating, despite all the excellent States go through the dark days of McCarthyism,
examples of implementation, many people got the when thinking for oneself and publicly expressing
impression that values clarification was superficial even the slightest dissent were considered by many
and ineffective - because, in fact, it often was.
to be un-American. To these three educators, values
clarification - which emphasizes critical thinking,
rational individual choice, and public affirmation
- seemed a sensible and essential remedy against
authoritarian leadership wherever it might appear.
I believe that those who cherish civil liberties
will always recognize the need for informed,
independent thinkers who have the courage to
speak out on behalf of their highest values.
The fifth reason that led the tide to turn on values
clarification was a major conceptual and political
flaw in the values clarification theory. We insisted
that values clarification by itself was sufficient
method for developing satisfying values and moral
behavior in young people. Critics questioned how
this approach could lead to moral behavior if it
was, in fact, «value free,» as proponents claimed it
was. Eventually, we established in a major position
My point, then, is that values clarification made
paper (published in the Kappan), which our critics an important contribution. It legitimized value-
ignored, that “values clarification is not and never laden and moral issues as appropriate for schools
has been ‘value free.’ 10 We acknowledged that, and other educational settings. It introduced many
in its goals and methods, the values clarification practical techniques for motivating and enabling
approach implicitly promoted freedom, justice, students to reflect on and discuss these issues. It
rationality, equality, and other democratic and demonstrated that students of all ability levels and
civic values. It was only on specific issues - such backgrounds could participate equally in values
as politics, religion, health, personal tastes, and the clarification activities and experience a sense of
like - that values clarification was value free. We success and self-esteem. And it emphasized the
suggested that young people already had enough importance of independent thought and the right to
inculcation and models related to these issues; what be different. With the benefit of hindsight, we can
they needed were the skills and opportunities to recognize that values clarification was a good idea
reflect on all this input and come up with their own that was taken too far. It faded from prominence,
well-thought-out answers.
though not from use.
Evenwiththisclarification,ineffect,werelegated
Today, in the early 1990s, we have before us
the inculcation and modeling of specific religious, another good idea - the idea that we must return to
moral, and personal values to the background and inculcating traditional values in our young people.
suggested that the real work of values education I have observed this current mandate taking two
- whether by the values clarification, moral directions.
development, or value analysis model - took place
in the foreground. In emphasizing this point, we
implied that it was better to clarify than to inculcate
values and that those who primarily inculcated
values were perhaps even harming young people
by denying them the decision-making skills for
guiding their own lives in a complex world.
First is the “just say no” movement. This
approach to values education applies to more
than the drug issue. It suggests that, if we adults
would just be clear on our values, state them in
unequivocal terms, and set up a comprehensive
system of rewards and punishments to reinforce the
“good” values and extinguish the “bad” ones, then
In the long run, that viewpoint did not play well young people would be guided toward productive
in Peoria - or almost anywhere else. Our position and moral behavior. They would not smoke, drink,
was theoretically flawed and, as history showed, or use any illegal drugs. They would refrain from
politically untenable. The theoretical shortcomings promiscuous sex. They would succeed in school
of the values clarification approach are the subject according to their ability, find meaningful work,
for another article. Suffice it to say for now that we vote in elections, and not cheat on their taxes. All
were so passionate about the importance of giving we need to do is take a firm stand on behalf of the
young people the skills necessary to make their own values that made this country great.
responsible decisions that we overstated our case.
A second group of educators today recognizes
This immoderation was understandable. Louis that we need to do more than simply identify the
106
JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
“good” values, exhort young people to adopt them, problems. As others have begun to suggest, there
and reward or punish them accordingly. These is much of value in both the traditional approaches
educators have students engage in discussions and the new approaches to values education and
and activities that allow them to experience and moral education. 12 Why not take the best elements
internalize the desired values. 11 Rather than of each, synthesize them, and improve from there?
simply urge youngsters to care for one another, they I call this approach «Comprehensive Values
arrange cross-age tutoring projects or community Education.» It is comprehensive in for respects.
service projects, such as visiting senior citizens, so
that the young people can actually experience the
satisfaction that comes from performing acts of
caring. Rather than simply tell students not to be
cruel to one another, they have students talk about
times they were teased and how they felt. Rather
than advise students just say no to drugs, they add,
“and say yes to healthy lifestyle.”
The “just say no” approach by itself, I
believe, is even more simplistic than our own
values clarification viewpoint of the Sixties and
Seventies. The “just say no” to drugs/say yes to
a healthy lifestyle” approach is better, but it does
not go far enough. Human beings are not so easily
programmed. We should do a much better job of
inculcating certain traditional values in our young
people. The new thrust in values education and
moral education is very valuable in calling us back
to that important task.
But, sooner or later, our young people are
going to confront situations that require them to
make decisions on their own. It is wonderful if our
inculcation and modeling have nurtured them to
be caring and respectful persons, but look around.
Caring and respectful persons are both pro-life
and pro-choice. Caring and respectful persons
refrain from and engage in premarital sex. Caring
and respectful persons anguish over religious and
spiritual questions. Caring and respectful persons do
and don’t smoke marijuana. Caring and respectful
persons struggle with difficult choices over failing
marriages, career dilemmas, and the meaning of
personal success.
First, it is comprehensive in its content. It is
meant to include all value-related issues - from
choice of personal values to ethical questions to
moral issues.
Comprehensive Values Education is also
comprehensive in its methodology. It includes
inculcating and modeling values, as well as
preparing young people for independence by
stressing responsible decision making and other life
skills. All these approaches are necessary. Young
people deserve to be exposed to the inculcation
of values by adults who care: family members,
teachers, and the community. They deserve to
see models of adults with integrity and a joy for
living. And they deserve to have opportunities that
encourage them to think for themselves and to learn
the skills for guiding their own lives.
Third, Comprehensive Values Education is
comprehensive insofar as it takes place throughout
the school - in the classroom, in extracurricular
activities, in career education and counseling, in
awards ceremonies, in all aspects of school life.
The elementary principal who, during morning
announcements, thanks the students who turned
in a lost wallet; the 10th-grade teacher who uses
cooperative groups in class; the second-grade
teachers who spend a whole month centering their
students› reading, writing, and other activities
on the value of «kindness»; the school counselor
who uses values clarification activities in career
counseling; the social studies teacher who discusses
moral dilemmas in conjunction with a unit on the
Civil War; the teachers who are seen smoking or
I could give many more examples. Unless we not smoking; the principal who has the courage to
are completely cloistered from the pluralistic and cancel the rest of the football season because his
changing world around us, the most successful school started a serious fight at the last football
inculcation does not free us from many difficult life game - collectively, these examples begin to suggest
decision that we, and we alone, must resolve. These the meaning of comprehensive values education in
choices do not begin when we leave home. Values schools.
choices and moral dilemmas over friends, family,
dating, drugs, school, sports, money, and other
issues confront elementary and secondary students
as well. All the inculcating and modeling in the
world do not make these difficult choices much
easier when the time to choose arrives. So what is a
parent or a values educator to do?
Finally, Comprehensive Values Education
takes place throughout the community. Parents,
religious institutions, civic leaders, police, youth
workers, and community agencies participate. To
the extent that all these sources are consistent in
their expectations, their modeling, their norms, and
their rules, a comprehensive approach has a greater
The solution, I believe, is not to return to the likelihood of succeeding in influencing community
past - either to the permissive Sixties and Seventies values and morals in youth and adults.
or to the conservative Fifties and Eighties. Nor is
the solution to discard our experience and search
for yet another new method for tackling the old
Comprehensive Values Education, in a sense,
goes “back to the future.” It is both conservative
Volume 8, Issue 2
107
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
and progressive. It is conservative in that no new educators be inculcators, models, and facilitators
methods and techniques are proposed that have of values development, or can we specialize, with
not been around for many years, some for many some being better inculcators and others more
centuries. It is conservative in that the traditional effective facilitators? These are but a few of the
approaches of inculcating and modeling values and questions we might explore and, in the process, we
morality are given validity and prominence within might see the field of values education progress in
the overall model. It is conservative in its claims: no new and more sophisticated directions.
quick fixes for youth’s alienation or for winning the
war on drugs are promised.
Finally, I believe that Comprehensive Values
Education is a progressive model in the it actually
At the same time, Comprehensive Values offers hope for success. A number of studies on
Education is quite progressive. For one thing, a the effectiveness of drug education and character
great deal of energy has been wasted in the past 20 education programs suggest that a comprehensive
years, as educators, parents, and community groups approach offers the best prospects for the war on
have attacked one another and defended themselves drugs. 13 We have already seen positive results
over values education programs. I have worked in the area of smoking, where the combination of
with many school districts, particularly in the late educational efforts and changing social norms and
Seventies and early Eighties, whose programs laws have interacted reciprocally to reduce smoking
were being attacked as undermining traditional in many segments of the population, although we
values. Today, many programs are being criticized still have a long way to go. What alternative is there?
as oversimplified, unrealistic, head-in-the-sand Piecemeal approaches and superficial applications
approaches to complex problems. A comprehensive can be expected to produce only limited results.
approach offers the possibility of reducing
misunderstanding and improving communication,
of recognizing common goals and, yes, common
values. A spirit of cooperation frees up time and
energy to devote to the more important task of
implementing effective programs in schools and
communities.
I look forward to the next decade of American
education as a period when we begin to implement
a truly comprehensive approach to values education
and moral education in the schools, a period when
we are concerned less with the labels of the past
than with the challenges of the present and future, a
decade of building on three decades of experience
A
second reason Comprehensive Values in values and moral education. No doubt there will
Education is progressive is that it forces us to make still be controversy. Principals and superintendents
progress in an area that I believe has been almost can still expect to hear periodically from concerned
totally neglected in the history of values education. parents who will ask, “Why are you teaching my
We have spent so much time arguing whether it child morals when he should be learning reading?”
is better to try to instill the right values in young “Are you using values clarification?” “Whose
people or to teach them to think for themselves values are you teaching, anyway?” But this is
that we have avoided the more difficult question the Nineties, the decade when the principal and
of when each approach is appropriate. I believe that the superintendent will have the confidence and
there is a time to moralize to our children and a time historical perspective to respond: “Of course we
to listen to their wisdom. A time to model and a still emphasize academics. At the same time, we
time to ask clarifying questions. A time to reward believe it is essential for us to support the family
and a time to be neutral. A time to intervene and a in teaching our students a number of traditional
time to overlook. A time to say no and a time to let civic and moral values that most parents, educators,
go.
and community members agree are essential for a
democracy. Just as important, we teach our young
people the skills to think for themselves and to
make their own responsible decisions. Anything
less would not be worthy of an education system in
a democracy and in a changing world.”
When is the time and place for each, and
how can one choose effectively? How should
values education be different with different ages
and developmental stages? Must all parents and
References
Carl R. Rogers, On Personal Power (New York:
See, for example, the “Responsibility Skills”
programs disseminated by the Thomas
Jefferson Research Center, Pasadena, Calf.,
or the programs developed by the Baltimore
County, Md., and Pittsford, N. Y., public
schools.
Delacorte Press, 1977).
Douglas
Superka,
Values
Education:
Approaches and Materials (Boulder, Colo.:
ERIC Clearinghouse for Social Studies/
Social Science Education and the Social
Science Education Consortium, 1975).
108
JOURNAL OF ETHNIC MINORITIES RESEARCH
KHOA HỌC, GIÁO DỤC VÀ CÔNG NGHỆ
Louis B. Raths, Merrill Harmin, and Sidney B,
Simon, Values and Teaching: Working with
Values in the Classroom (Columbus, Ohio:
Charles E. Merrill, 1966).
Most are described in the annotated bibliography
in Howard Kirschenbaum, Advanced Values
Clarification (La Jolla, Calif.: University
Associates, 1977).
1992); and Jacques S. Benninga, Moral,
Character, and Civic Education in the
Elementary School (New York: Teachers
College Press, 1991). See also references in
note 4.
Merrill Harmin, “Values Clarity, High Morality -
Let’s Go for Both,” Educational Leadership,
May 1988, pp. 24-30; idem, How to Plan a
Program for Moral Education (Alexandria,
Va.: Association for Supervision and
Curriculum Development, 1990); and Panel
on Moral Education, Moral Education in
the Life of the School (Alexandria, Va.:
Association for Supervision and Curriculum
Development, 1988).
V. Battistich et al., The Child Development
Project: A Comprehensive Program for the
Development of Prosocial Character (San
Ramon, Calif.: Developmental Studies
Center, 1988); Nancy Tobler, “Meta-
Analysis of 143 Adolescent Drug Prevention
Programs”, Journal of Drug Issues, vol.
16, 1986, pp. 537-67; John Swisher, What
Works? (University Park: Pennsylvania
State University/Pennsylvania Office of
Substance Abuse Prevention, 1989); and
Connie Young, «Alcohol, Drugs, Diving,
and You: A Comprehensive Program to
Prevent Adolescent Drinking, Drug Use,
and Driving,» Journal of Alcohol and Drug
Education, Winter 1991, pp.20-25.
Sidney B. Simon, Leland W. Howe, and Howard
Kirschenbaum, Values Clarification:
A
Handbook of Practical Strategies for
Teachers and Students (New York: Hart
Publishing, 1972; rev. ed., 1978; reprint,
Hadley, Mass.: Values Associates, 1989).
Milton Rokeach, “Toward a Philosophy of
Values Education,” in John Meyer et al.,
eds., Values Education: Theory, Practice,
Problems, Prospects (Waterloo, Ont.:
Wilfred Laurier University Press, 1975).
Howard Kirschenbaum, “Current Research
in Values Clarification,” in idem, op. cit.;
and Alan Lockwood, “What’s Wrong with
Values Clarification?,” Social Education,
May 1977, p. 399.
Howard Kirschenbaum et al., “In Defense of
Values Clarification,” Phi Delta Kappan,
June 1977, pp. 743-46.
Tom Lickona, “Educating the Moral
Child,” Principal, November 1988, pp.
6-10; idem, Educating for Character:
How Our Schools Can Teach Respect and
Responsibility (New York: Bantam Books,
William H. Whyte, Jr., The Organization
Man (New York: Simon & Schuster, 1956).
NHỮNG MÔ HÌNH GIÁO DỤC GIÁ TRỊ VÀ GIÁO DỤC ĐẠO ĐỨC
TRONG KỶ NGUYÊN CÁCH MẠNG CÔNG NGHIỆP LẦN THỨ TƯ
Howard Kirschenbaum
Trường Đại học Rochester, New York,
Mỹ
Email: howardkirschenbaum@gmail.com
Tóm tắt: Có thể nói ngay rằng không có cách tiếp cận giáo
dục đạo đức nào là đơn giản như những giá trị đã được nhấn mạnh
rõ nét từ những thập niên 1960 và 1970. Giải pháp là kết hợp các
phương pháp tốt nhất trong những thập kỷ qua. Mô hình Giáo dục
giá trị toàn diện là tiến bộ và liên quan đến nội dung, phương pháp
và ứng dụng trong trường học và cộng đồng.
Ngày nhận bài: 27/5/2019
Ngày gửi phản biện: 3/6/2019
Ngày tác giả sửa: 10/6/2019
Ngày duyệt đăng: 13/6/2019
Ngày phát hành: 21/6/2019
Từ khóa: Giáo dục giá trị; Giáo dục đạo đức; Mô hình; Toàn
diện.
DOI:
Volume 8, Issue 2
109
7 trang
16/04/2022
3260
Bạn đang xem tài liệu "Models of values education and moral education in the era of the fourth industrial revolution", để tải tài liệu gốc về máy hãy click vào nút Download ở trên
File đính kèm:
- models_of_values_education_and_moral_education_in_the_era_of.pdf
