[go: up one dir, main page]
Scribd
Upload
223 views3 pages

Values Development Strategies

The document discusses six major approaches to values development: inculcation, moral development, clarification, value analysis, action learning, and transpersonal approach. It notes that while these are common approaches, the document's author believes the PNU-ACES approach may be most effective at influencing learners. It encourages the reader to learn more about the PNU-ACES approach on a special page.

Uploaded by

Froy Ralph Corpuz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
223 views3 pages

Values Development Strategies

The document discusses six major approaches to values development: inculcation, moral development, clarification, value analysis, action learning, and transpersonal approach. It notes that while these are common approaches, the document's author believes the PNU-ACES approach may be most effective at influencing learners. It encourages the reader to learn more about the PNU-ACES approach on a special page.

Uploaded by

Froy Ralph Corpuz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

ere are the major approaches and

strategies for values development


namely: inculcation, moral
development, clarification, value
analysis, action learning and
transpersonal approach. However, we
created a special page for the PNU-
ACES approach which we believe has a
very high probability of "winning the   
hearts and minds" of the learners of
values. Check it out.

MAJOR VALUES DEVELOPMENT


APPROACHES AND STRATEGIES

APPROACH PURPOSE METHODS/STRATEGIES


    1. To instill or modeling, positive
Inculcation internalize and negative
certainvalues in reinforcement,
students. To mocking, nagging,
change the manipulating
values of alternatives ,
students so they providing
more nearly incomplete or
reflect certain biased data;
desired values. games and
simulation, role
playing discovery
learning; and story
telling.
2. Moral To help moral dilemma
Development students episode, with small
develop more group discussion
complex moral relatively
reasoning structured and
patterns based argumentative,
on a higher set case study
of values. To
urge students
to discuss the
reasons for
their value
choices and
positions not
merely to
share change
in the stages
of reasoning of
students.
3. To help students role playing
Clarification become aware of games;
and identify their simulations;
own values and contrived or real
those of others. value-laden
To help students situations; in-
use communicate depth self-
openly & honestly analysis exercise,
with others about sensitivity
their values. To activities; out-of-
help students class activities;
both rational small group
thinking and discussion;
emotional clarifying
awareness to response
examining their strategy (CRS)
personal feelings, values grid,
values and ranking, group
behavioral dynamics
patterns.

4. Analysis To help students Structured


use logical thinking rational
and scientific discussion that
procedures in order demands
to investigate social application of
issues inherent to reasons as well as
their immediate evidence; testing
surrounding. To principles;
help students use analyzing
rational and analogous cases;
analytical processes debate; research.
in interrelating and Individual or
conceptualizing group study
their values. library and field
with rational class
discussions.

5. Action To provide Those method


Learning- students with listed for analysis
goes opportunities and and clarification
beyond chances to as well as action
thinking discover and act project within the
and feeling on their values. To school and
encourage community and
students to view skill practice in
themselves as group organizing
personal-social and enter-
interactive beings, personal
not fully relations.
autonomous, but
members of a
community or
social system.

6. To develop rest and


 

You might also like