APPROACHES and

STRATEGIES in
INCLUSIONS
⊹ Definition of Values and Values Education

⊹ History of Values Education in the Philippines

⊹ Approaches in Teaching Values Education

⊹ Classroom Strategies in Teaching Values

Education
2
 VALUES
and values
1 education
Let’s start with their definition
“ Keep your thoughts positive because your
thoughts become your words. Keep your
words positive because your words become
your behavior. Keep your behavior positive
because your behavior becomes your habits.
Keep your habits positive because your habits
become your values. Keep your values
positive because your values become your
destiny.
-Mahatma Gandhi 4
5
Want bighttps://www.playattune.com/post/free-
printable-discover-your-childs-personal-values-1 6
impact?
 VALUES
⊹ Everything from eternal ideas to behavioral actions
⊹ Criteria for determining levels of goodness, worth or beauty
⊹ Affectively-laden thoughts about objects, ideas, behavior,
etc. that guide behavior, but do not necessarily require it
(Rokeach, 1973)
⊹ The act of valuing is considered an act of making value
judgments, an expression of feeling, or the acquisition of and
adherence to a set of principles.

7
 VALUES
EDUCATION
⊹ An explicit attempt to teach about values and/or about
valuing
⊹ Superka, Ahrens, & Hedstrom (1976) state that there are 5
basic approaches to values education: inculcation , moral
development, analysis, values clarification, and action
learning
⊹ Transpersonal is the 6th approach

8
 values
education in
the
2 philippines
Evolution of VE in the Philippines

https://prezi.com/ukqa_nbldi_t/history-of-values-education-in-the-philippines/
10
11
12
13
 APPROAC
HES IN
TEACHING
3 Values
Education
Teaching VE the right way.
15
3. Values
1 clarification
 VALUES CLARIFICATION
APPROACH
⊹ Has its origin from Humanistic and Transpersonal
psychology
⊹ Abraham Maslow is the major proponent and believed that
every human being is capable of attaining self-actualization
through the valuing process
⊹ Self-actualization is an ongoing process of using one’s
innate capacities and potentials in full, creative and joyful
ways
17
 VALUES CLARIFICATION
APPROACH
⊹ To help students become aware of and identify
their own values and those of others
⊹ To help students communicate openly honestly
about their values
⊹ To help students use both rational thinking and
emotional awareness to examine their personal
feelings, values and behavior patterns

18
 VALUES CLARIFICATION
APPROACH
⊹ For something to be considered as a value using
the clarification approach, the person must go
through the seven (7) criteria of the valuing
process

19
 7 criteria of the
valuing process
1. Chooosing freely 5. Affirming in public
2. Choosing from alternatives 6. Acting upon one’s choices
3. Reflecting carefully on the 7. Acting consistently
consequences of the alternatives
4. Prizing

20
 VALUES CLARIFICATION
APPROACH
⊹ Relies on an internal cognitive and affective
decision making process to decide which
values are positive and which are negative
⊹ Individualistic rather than a social process of
values education
⊹ a person is seen as an initiator of interaction
with society and environment
21
 VALUES CLARIFICATION
APPROACH
⊹ Educator should assist the individual to
develop his or her internal process, thereby
allowing them, rather than external factors, to
be prime determinants of human behavior
⊹ The individual should be free to change the
environment to meet his or her needs
⊹ A vital component is a leader who does not
attempt to influence the selection of values
22
CLASSROOM STRATEGIES
Large and small Individual and group Hypothetical,
group discussion work contrived, and real
dilemmas
Rank orders and Sensitivity and
forced choices listening techniques Songs and artworks
.
Games and Personal journals Case study
simulations and interview .

. .
Role playing Dialogue of Introspection or in-
. clarifying response depth self analysis
strategy exercise 23
 Teacher’s role
⊹ Open and communicating trust
⊹ Respect and concern for student’s personal
beliefs and values
⊹ Stimulate an atmosphere of positive acceptance

24
25
 MORAL
DEVELOP
3.2 MENT
 MORAL DEVELOPMENT
⊹ Help students develop a more complex
reasoning patterns
⊹ Urge students to discuss the reasons for their
value choices and positions
⊹ Focuses primarily on moral values such as
fairness, justice, equity, and human dignity

27
 MORAL DEVELOPMENT
⊹ It is assumed that students invariantly progress
developmentally in their thinking about moral issues
⊹ Students can comprehend one stage above their
current primary stage and exposure to the next higher
level is essential for enhancing moral development
⊹ Educators attempt to stimulate students to develop
more complex moral reasoning patterns through the
sequential stages

28
29
30
MORAL DEVELOPMENT
THEORY
Pre-conventional Conventional Post-conventional
Morality Morality Morality
I will do what I am I will do what I am I will do (or won’t
supposed to do in supposed to do as do) what I am
order to avoid things work out supposed to do
punishment. better when because I think (or
everyone follows the don’t think) it is the
rules. right thing to do.

31
 MORAL DEVELOPMENT
⊹ Technique most often used is to present a
hypothetical or factual value dilemma story
which is then discussed in small groups
⊹ Students are presented with alternative
viewpoints within these discussions which is in
hypothesized to lead to higher, more developed
moral thinking

32
3 CRITICAL VARIABLES THAT
MAKE A DILEMMA APPROPRIATE
The story must present A leader who can A classroom climate
“a real conflict for the help to focus the that encourages
central character”,
discussion on moral students to express
include “ a number of
reasoning. their moral reasoning
moral issues for
consideration”, and
freely
“generate differences of
opinion among students
about the appropriate
response to situation”

33
 CLASSROOM STRATEGIES
Moral dilemma episodes with Relatively structured
small group discussions and argumentative

Setting a code of conduct Stay consistent with

for the classroom the code of conduct
.
Reward for those
Punishment for
who follow
those who don’t Ask students to help the
.
teacher create rules in
More group Activities that
the class
work promote cooperation
.
. . 34
A bird flies into and makes a
whole in a hot air balloon
carrying three people: a man,
a woman and a child. Two of
the persons can be saved if
one person jumps overboard.
The woman knows how to
pilot the balloon, the man
knows the cure for cancer,
and the young girl is totally
innocent. Who should jump?
You and your class have a big math test.
You sit next to your friend who is much
better at math than you are, so you decide
to copy his answers without him knowing.
Suddenly both of you have to report to the
principal’s office to explain yourselves. If
you tell the principal that your friend
cheated, his scholarship will be revoked. If
you say that you are the cheater, your
parents will not buy you the game console
you have been wanting to. What will you
do?
35
 MALE VS FEMALE MORAL
DECISION-MAKING SKILLS
⊹ Gilligan (1977, 1982) critiqued Kohlberg's work based on his exclusive use of males in
his original theoretical work.
⊹ Based on her study of girls and women, she proposed that females make moral
decisions based on the development of the principle of care rather than on justice as
Kohlberg had proposed.
⊹ Whereas Kohlberg identified autonomous decision making related to abstract principles
as the highest form of moral thinking, Gilligan proposed that girls and women are more
likely to view relationships as central with a win-win approach to resolving moral
conflicts as the highest stage.

36
 MALE VS FEMALE MORAL
DECISION-MAKING SKILLS
⊹ Walker (1991) found only equivocal support for the claim that an individual's focus is
limited to one basic principle and that this focus is sex related.
⊹ Gilligan's more recent work has concentrated on the methodology of listening to the
female's voice as she attempts to make moral and other decisions rather than scoring the
person on an a priori category system (e.g., Brown & Gilligan, 1992).

37
TRY THIS!
Use punctuation marks for this
statement:

“ a woman without
her man is nothing”
38
TRY THIS!

39
 VALUES
3.3 ANALYSIS
 VALUES ANALYSIS
⊹ Helps students use logical thinking and
scientific investigation procedures in dealing
with social issues, especially values education
issues.
⊹ Individual is regraded as a rational being in
the world who can attain the highest good by
subordinating feelings and passions to logic
and scientific method.
41
 VALUES ANALYSIS
⊹ Students are urged to provide verifiable facts
about the correctness or value of the topics or
issues under investigation.
⊹ Concentrates primarily on social values rather
than on the personal moral dilemmas.

42
 VALUES ANALYSIS
⊹ The rationalist (based on reasoning) and
empiricist (based on experience) views of
human nature are the philosophical basis.
⊹ The process of valuing can and should be
conducted under the “total authority of facts
and reason” (Scriven, 1966) and “guided not by
the dictates of the heart and conscience, but by
the rules and procedures of logic” (Bond, 1970)
43
 VALUES ANALYSIS
⊹ Teacher’s role is to develop the skills on
gathering and organizing facts relevant to
making value judgments, assess the truth
through supporting evidences and then evaluate
the consequences.

44
 CLASSROOM STRATEGIES
Individual and group study of Library and field
social value problems and research
issues
Rational class discussion Case studies
.

Testing principles Analyzing analogous cases

.

Debate Rational discussion that

. demands reasons and evidence
.

45
INSTRUCTIONAL
MODEL/STEPS
Metcalf (1971)
1. Identify and clarify the value questions
2. Assemble purported facts
3. Assess the truth of purported facts
4. Clarify the relevance of facts
5. Arrive at a tentative value decision
6. Test the value principle implied in the decision
46
Maghanda ng isang debate
tungkol sa paksang “Dapat
bang gawing legal o hindi sa
Pilipinas ang diborsiyo?”

Mangalap ng mga research

studies o clippings mula sa
pahayagan o internet na
magpapatunay ng pagiging
Makabayan ng mga Pilipino

47
 ACTION
3.4 LEARNING
 ACTION LEARNING
⊹ To provide students with opportunities and
chances to discover and act on their values

⊹ To encourage students to view themselves as a

personal-social interactive beings, not fully
autonomous, but members of a community or
social system

49
 ACTION LEARNING
⊹ Derived from a perspective that it is important
to move beyond thinking and feeling to acting

⊹ Related to the efforts of some social studies

educators to emphasize community-based
rather than classroom-based learning
experience

50
 ACTION LEARNING
⊹ Place more emphasis on action-taking inside
and outside the classroom

⊹ Values are seen in the interaction between the

person and society

⊹ A problem-solving/decision making model.

51
CLASSROOM STRATEGIES
Clarification Values analysis

Skills practice in group Action projects or community

organization outreach projects

Community Networking
development program activities
.
NSTP, Brigada
Eskwela
. 52
 INCULCAT
3.5 ION
 INCULCATION
⊹ See values as socially or culturally accepted
standards or rules of behavior

⊹ Valuing is therefore considered a process of the

student identifying with and accepting the
standards or norms of the important individuals
and institutions within the society

54
 INCULCATION
⊹ The student “incorporates” these values into
his or her own value system

⊹ Take a view of human nature in which the

individual is treated, during the inculcation
process, as a reactor rather than as an initiator.

55
 INCULCATION
⊹ Extreme advocates such as Talcott Parsons
(1951) believe that the needs and goals of
society should transcend and even define the
needs and goals of the individuals

56
CLASSROOM STRATEGIES
Modeling Values analysis

Positive and negative Mocking

reinforcement

Story-telling Prayer
.

Games
.
57
 TRANSPER
SONAL
APPROAC
3.6 HES
 Transpersonal approach
⊹ To develop among students the higher
level of consciousness and spiritual
upliftment
⊹ Emphasize the process pf self-discovery
and the significance of self-actualization
to become a fully functioning person

59
 General principles of
Transpersonal approach
⊹ Promoting intrinsic learning
⊹ Advocating learner autonomy
⊹ Learning should be a process of self-
discovery
⊹ Promoting lifelong learning
⊹ Teachers acting as facilitators

60
 TRANSPERSONAL
APPROACHES
⊹ In transpersonal psychology spiritual value is
the center but not sectarian

⊹ Transpersonal means “beyond the person”

⊹ Guide individual in his/her exploration

61
 THEMES OF
TRANSPERSONAL
APPROACHES
⊹ Hartelius, Caplan & Rardin, 2007

⊹ 1. beyond-ego psychology
⊹ 2. integrative or holistic psychology
⊹ 3. psychology of transformation

62
 Beyond-ego psychology
⊹ Looking at your experience from a distance

⊹ Analyze situation objectively

⊹ Come up with an objective solution

63
 Integrative or holistic
psychology
⊹ Educate or form a student holistically which
means that the thinking, the choosing and the
acting are in conformity with each other
⊹ Educate the heart and the mind considering the
totality of the student

64
 PSYCHOLOGY OF
TRANSFORMATION
⊹ Attempts to understand and cultivate growth of
students as individuals and as communities

65
 Transpersonal approach
related to ve
⊹ Should attempt to combine the cognitive, affective and
psychomotor domains (Moore, 1975)
⊹ Should unite the physical, emotional, intellectual and
spiritual domains (Rothberg, 2005)
⊹ Parents and teachers should continue to personally
develop
⊹ Teachers and parents should resolve their personal
issues, and move towards their own personal
transformation (Weinhold, 1975)
66
CLASSROOM STRATEGIES
Rest and relaxation exercises Creativity and mind
games

Meditation and brief Self-awareness activities

fantasizing imagination

Story-telling Prayer
.

Mindfulness
activites
. 67
Who was your CLE/VE
teacher?

Recall a lesson/event In your

CLE/VE class that created a
big impact on your life
68
“ Keep your thoughts positive because your
thoughts become your words. Keep your
words positive because your words become
your behavior. Keep your behavior positive
because your behavior becomes your habits.
Keep your habits positive because your habits
become your values. Keep your values
positive because your values become your
destiny.
-Mahatma Gandhi 69
Thanks!
Any questions?

70