approaches in values ed and valuing process
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8/18/2019 Approaches in Values Ed and Valuing Process
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TWO APPROACHES INVALUES EDUCATION
HILBERT S. NARCISO
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1. TRADITIONAL MODEL OF
VALUES EDUCATION
It placed greater emphasis on the content of valesinstead of on the valer! the one choosing and acting on
the vales. The approach is more teacher"centred!#here the edcator is seen as $oth the possessor of%no#ledge &an e'pert( and the model of vales &an
idol(. The responsi$ilit) therefore! largel) rests on theedcator. The learner simpl) adopts a more passive
role! merel) a$sor$ing the material $eing handed do#n.
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THE HUMANISTIC MODEL OF
VALUES EDUCATION
The stress is from content- to process based, values- tovaluer-focused and teacher- to student-centred
orientation. The greater part of the learning this time
#ill involve the valing process #here a d)namic interaction #ithin the individal learner and $et#een
each other occrs.
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VALUING PROCESS
This is achieved $) loo%ing in#ard to the inner self and
to e'amine ho# the varios s)stems of #hich )o are apart! have had an in*ence on )or development ofvales. These s)stems inclde the famil) nit! the
school! the Chrch! the #or%place! the commnit)! thenation! the #orld and even cosmic realities! i.e. the
e'perience of a higher po#er.
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This means that the
vales )o professin the cognitive
level #ill $e +ltereddo#n to the
a,ective as #ell as
the $ehavioral!there$) ma%ingthem athenticpersons #ho are
tre to themselves
and $ecoming fll)hman.
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This also involves an e,ortat +nding some form of
consistenc) $et#een #hatone personall) pholds as
vales #ith the valesthat one-s e'ternal
realities promote! i.e.cltral norms! societ)-s
e'pectations! rolesnderta%en! and others.
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“IT IS NOT WHAT WE KNOW THAT WE DO. IT IS WHAT
WE WANT THAT WE DO.”
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ACCORDING TO LOUIS RATHS, VALUING IS
COMPOSED OF SEVEN SUB-PROCESSES:
Prizing one’sbeliefs and
behaviors. /ri0ing andcherishing
1. /$licl)a2rming!
#henappropriate
Choosing one’sbeliefs and
behaviors3. Choosing fromalternatives
4. Choosing afterconsideration of
conse5ences
6. Choosingfreel)
Acting onone’s beliefs
7. Acting
8. Acting #itha pattern!
consistenc)and repetition
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IMPLICATIONS OF THE VALUING
PROCESS
• 9ltimatel)! the o#nership and decision of a vale lies #ith thelearner. :ales cannot $e forced! even if conve)ed #ith goodintentions.
• The lesson in a valing process conte't is a$ot life itself .
• A$ove all! the learner e'posed to the valing process $egins tomaster the art of discernment. This means that the learner #ill$e more a$le to live consciosl) and responsi$l).
•
:aling is de+nitel) a comple' process.• The essence of valing lies in helping the learner as% the
;#h)
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