DOCUMENT RESUME ,

ED 118 465 ,95 SO 00.8 489

'AUTHOR Superka,.Douglas P.; And gthers .

TITLE Values Education Sourcebook: Conceptual Approaches,

Materials Analyses, and an Annotated Bibliography.
INSTITUTION ERIC Clearinghouse for Social Studies/Social Science
Education, Boulder, Colo.; SoCial Science Education
Consortium, Inc., Boulder, Colo.
SPONS AGENCY National Inst. of Education (DHEW), Washington,
D.C.
PUB DATE 76
NOTE 262p.;. For related document, see ED 103 284
AVAILABLE FROM Publications,.Social Science Education Consortium,
Inc., 855 Broadway, Boulder, Colorado 80302 (order
SSEC Publication No. 176,*$10.95iNprepayment or
purchase order)

EDRS PRICE MF-$0.83 HC-$14.05 Plus Postage

DESCRIPTORS *Annotated Bibliographies;. Bibliographies;
Classification; Curriculum Development; *Curriculum
Evaluation; Elementary Secondary Education;
Instructional Materials; Learning4,,Actvities; *Moral
Development; Resource Guides; Social Sciences;
*Social Studies; Teacher Education; Teaching
Techniques; Typology; *Values

ABSTRACT
This is a resource guide for teachers, currlculum
coordinators, curriculum developers, teacher trainers, and other
educators interested in valueg education. The volume is therevised
and expanded edition of ED 103 284 An ,introduction outlines and
explains the guidelines used to formulate and organize the analyses
of values educational materials. Chapter one presents an overview of
the typology of values education approaches developed in the earlier
publication and three' procedures designed to help users apply the
analytical system. Chapters tim through six contain the analyses of
curriculum resources. Each chapter focuses on one of the five values
e education approaches: inculcation, moral development, analysis,
clarification, and action learning. Each is divided into three
sections: a detailed explanation of the approach, analYses of student
materials reflecting the approach, and analyses of teacher materials
reflecting the approach. Chapter seven describes and explains two
other approaches to values education -- evocation and union--for which
there are few curriculUm materials prepently'available. `These two
approaChes are explained in terms of their rationale, pur ose, and
methods. In additidn, sample learning activities and edu ational
programs related to these two approaches are discussed. nannotated
bibliography 'of over 400 materials and resources concludes the
document. (Author/JR)

- ,

Documents acquired by ERIC Include many informal unpublished materials not available, from other sources. ERIC makes every
effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the
quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).
EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from
the original.
I
 r.

alues Education
V
Sourcebook
Conceptual Approaches;
Materials Analyses, 7
and an Anhotated Bibliography
U.S . DEPARTMDNT OF HEALTH,
e EDUCATIOME WELFARE
NATIONAL INSTITUTE OF
EDUCATION

THIS DOCUMENT 14AS BEEN REPRO-

Douglas P. Superka DUCED EXACTLY AS RECEIVED FROM
THE PERSQN OR OROANIZATION ORIGIN-
Christine Ahrens ATiNG IT POINTS OF VIEW OR OPINIONS
STATEO DO NOT NBCESSARILY REPRE-
Judith E. HeJstrom SENT OFFICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY
with Luther J. Ford
and Patricia L. Johnson

.1

Social Science Education Consortium

oQ ERIC Clearinghouse for Social Studies!
O. Social Science Education
19/6
 C: \f
Ordering Information
This publication is available from. Social Science Education Consortium, Inc.,
84 Broadway, Boulder, Colorado 80302. Request SSEC Publication No. 176.;
It is also listed in Resources in Education and can be obtained.in micro&he and hard copy
from the ERIC Document Reproduction Service, identified as S 008 489. Sec Resources
in Education for ordering infonnation and ED number.
ti

The material in this publication was prepared pursuant to a contract with the National
Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors
undertaking such projects under government sponsorihip are encouraged to express freely
their judgment in professional and technical matters. Prior to publication, the manuscript
was submitted to the National Council for the Social Studies for critical review and
determination of professional competence. Points of view or opinions, however, do not
necessarily represent the official view or opinions of either the National Council for the
Social Studies or the National Institute of Education.

Book and jacket design: Rick Julliard

ACKNOWLEDGEMENTS. We thank the folldwing persons for making significant

contributions to this publication. Irving Morrisseft, for his thoughtful suggestions and
enthusiastic support during all phases of the development of the manuscript, Janet Jacobs, for
her considerable and competent editing and rewriting efforts during the revision and
integration stages of the work, Robert D. Barr, Jack R. Fraenkel, Alan L. Lockwood, and Jack
, K. Henes, for their critical comments'and reviews of vanous aspects of the book, Karen Wiley
and Faith Rogers, for their careful editing of the final manuscript, Nancy Dille and Joan
Russell, for theft continuing coordination of the typing, and Judy Gamble, Linda Branch,
Betsy Gy ger, Rick Jul hard, and Carol Rayburn, for their speedy and accurate typing of various
versions and sections of the publication. ,
 table
of contents

Foreword vii
Preface ix
Introduction xiii
What Is Meant by Values and Valuing? xiii
What Materials Are Included? xiv
What Information Is' Included in the Analyses? xiv
How Are the Analyses Organized? xvii

A Typo of Values Education

I. Approach 1

Development of th
Overview of the Typo
pology

Using the Typology and Analyses

S

4
.r

Explanation of the Approach 7

Student Materials 13
Teacher Materials 23 APP

Moral Development 31
Explanation of the Approach 31
Student Materials 37
-reacher' Materials 49

I Analysis 55
Explanation of the Approach 55
Student Materials 61
Teacher Materials 97
Cl fication -105
Expl ation of the Appro46 105
Stud' rMaterials 109 /
Tead? r Materials 163

Acti n Learning' 177

Expl ation of the App
Stud nt MatericiJs
Tea e Materials 1
,

Ev tiOn 191
Ev cation /19
U ion 19.E

ograp of Values Education

terials 97
otated Bibliography of Values Education
aterials Classified:by:Approach 198
Inculcation 198
Moral Development. 201
Analysis 206
Clarification 214
Action Learning 225
Other Approaches 227
Selected Bibliography of Rgiated Works on Values and
Values Education 232
General'Bibliographies on Values 232
Bibliographies Related to Specific Approaches 232
Student Materials Related to Values Education 233
Teacher Materials Related fo Values Education 234
Theoretical Background Materials Related to Values
and Values Education 235
Film Catalogs with-Values-related Materials 236
Selected Documents on Values EthIcation in the ERIC
System ' 238
Selected Articles on Values Education from
Educational Journals 241

Afterword 249
References 251
Index of Materials 257

vi
 foreword

In response to numerous requests for information about value cation, ERICJCIESS

undertook two studies one concerned with alternative tip oache to this %subject, the
other with selection and analysis of a wide variety of educatio at mate s dealing directly
with values issues: We were fortunate in having a staff me ber,, Doug Superka, who
had already made a thorough study of various approaches to values education, and a
number of staff members with substantial experience in the a nalysis of educational
materials In addition to the persons listed as authors of this publication, many others have
contributed to these studies, as the authors indicate in their acknowledgfnents.
The, two studies have now been combined in this volume. We hope this sourcebook will
serve as a useful reference to ways in which values education may be approached and to
materials that are useful in values education, as well as a guide to other useful references in
the growing literature on this field.
Irving Morrissett
Director, ERIC/ChESS
Executive, Director
Social Science Education Consortiuin

vii
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(3- r

I.
7

:(
4

preface
it

Values education is currently one of the part of many teachers, administratbrs, and
most exciting and explosive areas in edu- parents concerning the role of the school
cation. Although educators have.not com- in teaching values, (3) classroom norms
plete) x neglected this area in previous among the students that discourage open,
decaffs, there has been in the last several trusting value activity; (4) uncertainty of
years a spectacular upsurge of interest in teachers about how self-disclosing, prob-
and emphasis on "values" and "valuing" ing, and accepting they should be; (5) a
in education. This increased interest and generally inadequate level of teacher train-
activity has affected the entire educational ing in values education, (6) a tremendous
spectrum from elementary to graduate influx into the values education movement
school. of relatively inexperienced persons con-
Values education has attracted the inter- ducting workshops and developing mate-
est and involvement not only of teachers rials, (7) lack of reliable, valid, and usable
and students but also of psychologists, evaluation procedures and instruments to
social psychologists, sociologists, measure values development in students;
philosophers, and political scientists. Their and (8) the difficulty of intelligently and
ideas have been communicated through systematically selecting froln the over-
books, articles, newsletters, films, work- whelming amount of curriculum and
shops, conferences, inservice programs, teacher background materials being pro-
methods courses, and informal conversa- duced and disseminated.
tion. A wide variety of materials, includ- This book will focus primarily on
ing films,. filmstrips, records, tapes, alleviating the last probleinthe 'difficulty
handbooks, storybooks, minicourses, and of comprehending and choosing from the
entire curricula have been produced and plethora of values education materials. In
distributed for the explicit purpose of order to help educators evaluate the
facilitating the teachingof values and valu- enormous quantity of resources explicitly
ing. designed to teach values ,and valuing, we
However, several interrelated problems have formulated and explained a scheme
have persisted or developed in the midst of of values education approaches by which
this energetic, wide-ranging activity. The materials are categorized according to
major problems include (1) confusion and rationale, purpose, and niethodology. In
conflict about the meaning of the key addition, .we have developed an analytical
terms used in values educationvalues framework to guide educators in-critically
and valuing, (2) lingering doubts on the examining values eaucaticI resource. We
\

ix
 gathered over 100 sets of materials related in terms of their rationale, purpose, and
to values education and the major poriii-nr, methods. In addition, sample learning ac-
of this publication, is devoted to the tivities and educational programs related to
analysis of 84 of these curriculum pack- these two approaches are discussed.
ages. An'nnotated bibliography of over 400
Designed to be a resource guide primar- materials and resources is found in Chap-
ily for teachers, curriculum coordinators, ter VIII. The Afterword attempts to place
and other educators, the Values Education our work in perspective and discuss other
Sourcebook is an outgrowth and amplifi- efforts needed in the area of valfues educa-
cation of an earlier work, Values Educa- tion.
tion: Approaches and Materials, a joint Before proceeding any further, we think
publication of the ERIC Clearinghouse for it appropriate at this point to discuss what
Social Studies/Social Science Education we consider the essential nature of the
(ERIC/ChESS) and the -Social Science work. We intend this book to be primarily
Education Consortium (SSEC). The, earlier an objective description and analysis of
publication contains a typology of values values education. No attempt is made to
education approaches, analyses of 13 sets be prescriptive or evaluative. It is not ,our
of materials, and an annotated bibliog- purpose here to recommend a particular
raphy of over 150 sets of student curricula, approach or to determine the worth of a
teacher resources, and theoretical specific set of materials. Rather, it is to
background materials in values education. pr vide significant information and a use-
The content of the earlier work has been ful ework in which .to process- data
incorporated into this volume to provide that will help readers make evaluative de-
an overview of values education ap- cisions. It is our belief, however, that
proaches, teaching procedures, and cur- every human endeavor, including the writ-
riculum materials and enable readers to ing of this book, inevitably involves some
select appropriate materials. basic assumptions and values. (That
The Introduction to this book outlines statement itself is, of course, an assump-
and explains the guidelines used to formu- tion.) Rather than pretend total objectivity,
late and organize the analyses of values we would like to describe the four basic
education materials. It includes definitions assumptions on which our work is based:
of terms and a discussion of the criteria 1) Individuals are continually involved
used to analyze the resources. Chapter I in choosing, developing, and implement-
provides an overview of the ,typology of ing their own values in real-life situations.
values education approaches developed in 2) The process of valuing is mainly
the first publication and three procedures social. People are influenced by and act In
designed to help readers apply the analyti- particular social contexts. These contexts
cal system. tend to impose certain values while, at the
The next five chapters (II through VI) same time, they respond to value change.
contain the analyses of curriculum re- 3) Values development is a lifelong
sources. Each chapter focuses on one of process. It is not confined to the earliest
five values education approaches: inculca- years and fixed by childhood socialization.
tion, moral development, analysis, clarifi- Rather, it involves periodic testing and
cation, and action learning. Each is di- restructuring of one's value system in light
/ided into three sections: 'a detailed of reflection on and experience in a chang-
explanation of the approach; analyses of ing culture.
student Materials reflecting that approach; 4) Valuing can involve both rational
and analyses of teacher materials reflecting and nonrational ways of knowing.
that approach. Finally, in completing our work, we
Chapter VII describes and explains two came across one problem in particular that
other approaches to valuej&ducation:: we feel merits attention, that of the lack of
evocation and unionfor w/rich there are communication among persons working in
few curriculum materials presently avail- values education throughout the country..
able. These two approaches are explained In order to promote a better exchange of
 information, We urge you to send us your nally, if you have analyzed or evaluated
I critical comments concerning this publica-
tion. Suggestions for improvement are
any' values education resources not sum-
marized in, this publication, we would like
especially welcome. If you have used a set a copy of your work. Please send all
of materials analyzed in this book and information to Values Education Project,
believe that the data in our analyses are ERIC Clearinghouse for Social Studies/
inaccurate, write us about your perception. Social Science Education, 855 Broadway,
Further, since our analyses were done ...
Boulder, Colorado 80302.
from an. "armchair" perspective, we are
especially eager to know how the materials, D.P.S.
really work with students. Are they inter- C.A.
esting and exciting? What problems arise L.J.F.
in using the materials? What is the most J.H.
effective method of implementation? Fi- P.L.J.
.

.."

1.

i xi
\.,
i .
 )

q+

7
,..

.:.

introduction
, !P

R.

What's available for teaching values edu- analyzing the 84 sets of values education
cation? Which are the best materials? materials for this book. Chapter I dis-
These are the two questions on values cusses the various values education ap-
education materials that seem to be of proaches reflected in existing materials.
most concern to teachers and curriculum Chapters II through VI contain the
coordinators. We hope this book will help analyses of the materials. Chapter VII dis-
to answer the first question. The second cusses two values education approaches
question, however, is
i much more difficult, that have not yet been used to any sub-
if not impossible, to answer. Frankly, we stantial extent in curriculum materials.
do not know which are the best values And Chapter VIII contains an extensive
education resources. Choosing the "best" bibliography of values education re-
depends on individual purposes: goals, sources.
And values in relation to values education
in particular, to education in general, and
to life in even more general terms. We
believe, therefore, that you as an educator
What Is Meant by
must make your own decisions concerning Values and Valuing?
which materials are best for your particular
goals, needs, and values. . Much of the confusion in values education
We can hap you to some extent by has resulted from the 'vagueness that sur-
providing information on thee, range of rounds the, terms values and valuing.
materials available and the characteristics There appear to be as many definitions as
of specific sets of materials. That is the there are writers. Throughout the values
purpose of this book. We have presented education literature, values has been de-
this information in a systematic format to fined as everything from eternal ideas to
aid you in making comparisons among behavioral actions, while valuing has been
materials and between your needs and the considered the act of making value judg
materials. But you, of course, must fill in ments, an expression of feeling, or the
half of the equation ,information on the acquisition of and adherence tb a set of
1
needs of your .students, your school, your principles.
community, and yourselfand make the Teachers who have to confront the value
match between materials and needs. issues that arise every day in schools may
The, remainder of this introduction ex- not be concerned with the problem of
plains the terminology and criteria used in defining these terms, but they must deal
........'

xiii
10
 with values regardless of what they are one summary, as are the McDougal, Lit-
'called. Because this book is aimed at help- tell Values Education Series and several of
ing educators deal with the practical the Center for the Humanities sound-slide
problems of teaching and learning values, programs. Thus, we were able to reduce
we do not feel that this is the appropriate the number of analyses to 84. Since our
place to try to solve this definitional prob- initial collection effort, we have become
lem.* We do think it necessary, however, aware of other materials. Although time
to define the key terms as we have used did not permit their analysis, we have
them in this bo9k. We do not claim that included thpse later discoveries in the bib-
our definitions are better than any others liography.
that have been formulated. The goal is
simply to facilitate the reader's under-
standing of our vocabulary. What Information
Values: criteria for determining levels of Is Included
goodness, worth, or beauty. (For exam-
ple, if someone dislikes aipolitician be- in the Analyses?
cause he or she is dishonest, then that
person would possess the value of hon- We tried to consider the amount and kind
esty.) of information that would be most useful
Valuing. the process of developing or ac- to teachers and other educators. Using the
tualizing values. Social Studies Curriculum Materials Data
Values education. the explicit attempt to Book (1971) as a model, we developed
teach about values and/or valuing. an analysis framework that included de-
Values education apprOach. a general scriptive data (title, publisher, cost, etc.)
orientation toward teaching about values a as well as analytical information such as
and/or valuing. rationale, objectives, content, and pro-
Instructional model. a system of pro- cedures. The analyses of student materials
cedures used by teachers to facilitate the are presented by means of a checklist and
process of valuing with students. a brief narrative. The analyses of teacher
Values education materials. student and materials are presented in narrative form
teacher curricuktm, resources explicitly only, as the variations in structure and
designed to deal with values and/or val- purpose of these materials did not fit the
uing. (Materials such as novels or films, checklist format.
which are heavily aden with values and At the beginning of each student mate-
value jssues but /which have not been rial, information for ordering the materials
developed for educational purposes, from the publisher is provided. Analytical
have not been considered.)t information is provided at the end. This
information is divided into four major
categoriesDescriptive Chlracteristics,
What Mate ials Are Preconditions, Substantive Characteristics,
Included? and Evaluation Information. The items in

*For a more detailed discussion of definitions

When we `begs to work on this publica- with respect to values in each of the following
tion, we were a are of approximately 130 areas, see' the corresponding references.
sets of stude t and teacher resources sociologyF. Adler (1956); psychology
Dukes (1955) and Tisdale (1961); behavioral
explicitly desi ned to teach values and sciencesHandy (1969); Educational
valuing procesSes. We reviewed a major psychologyTrow (1953), social studies
portion of thee materials and, in order to educationBond (1970), philosophyLepley
(1949); philosophy and theologyappendix of
limit the number of analyses, we- com.: Canning (1970).
bined into ont analytical summary similar tOther publications of SSEC and ERIC/ChESS
works produced by the same publisher or have focused on games and simulations, so we
developer. For example, the entire Holt will not analyze these resources here. For in-
formation on games and simulations, see
Social Studies Curriculum is analyzed in Charles and Stadsklev (1972).

xiv

11
Descriptive Characteristics (cost, time, 1) Amount of Reading: No attempt was
components) and Evaluation Information made to assess the reading level
(fieldtest data) were easy to apply to the capabilities needed by students who use
materials and require little explanation. the materials. Rather, attention was fo-
Those in the other two categories are, in cused on the amount' of reading the
some cases, less obvious. Our criteria, for materials require' students to do
analysis in these areas are described be- much, moderatil, or very little. For
low: exsAple, a textbook series would be
Preconditions: This category identifies marked as "much reading," while an
some conditions teachers need to consider audiovisual program would be labeled
before implementing the materials. The "very little reading."
three items included under this heading 2) Teacher Training. No effort was made
were marked accordance with the fol- to judge whether training is needed.
lowing interpretations: Rather, we identified the degree to

Checklist used to analyse student values education materials:

DESCR IVE PRECONDITMS SUBSTANTIVE

CHARA ERISTICS Amount of Reading CHARACTERISTICS
Grade Lev Much Values Education Approach., ---°----
K-3 Moderate Inculcation
CC Very little Moral developm
7-8 Teacher Training Analysis
___ 9-10 Clarification
Provided in materials
11-12 ___ Action learning
Suggested by developers
Materials Not mentioned
Other
StudentUf aterials Other:
Teacher l uide Values Education Emphasis-
Prejudice /Stereotyping
___. kW kit Major fOctis
Much evidence = M
___ Tests 0,ne of sevel.al concerns
Some evidence = S
Other A myt6i concern
Racial or Ethnic
Sexrole Processtontent Emphasis
Time Other: ____IProcess*Qj valuing
Curriculum (2 or more Content of valuing
years) EVALUATION Objelctives
Course (one year) INFORMATION .tated specifically
Semester (half year) Stated generally
Minicourse (6.9 weeks) Provision for Student
Evaluation ___ Not stated
Units (1.3 weeks)
Supplementary Instruments specified Student Activities
Other: Procedures specified Used or stressed frequently
____ Guidelines suggested =F
Ni:Vhing provided Used or stressed occasion-
Medium Used
____ Other: ally =0
Materials Evaluation Reading
Readings Writing
Worksheets Materials tested = T
Class discussion
Films Results available = A
Small-group discussion
Filmstrips Fieldtested before publica-
Games
___ Records or tapes tion
Simulations
Charts or posters Fieldtestertafter publication
,Role playing
____ Transparencies User feedback solicited'
Action projects
Other: Other:
____ Other:
Not evaluated

XV
.,wor
12
 #
which such training is provided in the tain values or value topics (such as
materials or elsewhere. prejudice, friendship, or competition)
3) Prejudice, Stereotyping: The following rather than any particular processes or
(I\
questions' were asked in order to judge procedures, "content of values", is
whether prejudice or stereotyping exists marked. Both "content" and "pro-
in the materials: Are persons from var- cess" are checked if the materials place
ious racial and ethnic groups arid both emphasis on both specific values and
sexes--represented?-Are -these-persons --valuing-processes. _______ _
depicted in various positions 3) Objectives: This item was designed to
aditionar and nontraditional, low indicate the degree of specificity of the
tus and higk,status? Depicting per; objectives provided by the developer,.
ns
4
from another culture in what If the resource includes objectives or
mericans would term "traditional purposes for each lesson or chlitter,
es" was not necessifily considered "stated specifically" is checked, An
ereotyping,* Otherkinds of stereotyp- objective does not have to be stated in
1 g for which one could 'also look, but strict behavioral terms to be judged
-which we did not examine systemati-
cally, are occupational (for example, a Materials that enumerate general goals
business person is' better than a fa-dory or purposes for the entire ,program or
worker); physical (fat people are jovial; for major units, but not for specific
'blondes have more fun); classification lessons, are marked "stated gener-
(professors are absent minded; barbers ally." Those materials that provide
are talkative); sectional (Southeniers both general and specific objectiits are
are racially prejudiced); and religious only checked "stated specifically."
(Catholics are sexually inhibited).P 0 For those materials that provide only
Substantive Characteristics: This cate- general rationale` statements or a brief,
gory contains information about the values general sentence on the purpose of the
education approach reflected in the mate- entire program, "not stated" is
rials, the degree to which.values education checked. Those resources that contain
is treated, the .type of values emphasis no; statement of rationale or purpose are
(process or conteM), the objectives, and also marked "not stated."
the kind of student activities provided. In,,addition to the Checklist, each set of
Whilemost of the items under this heading student materials is summarized in a short
are self-explanatory, three require discus- narrative that provides an overview of the
sion:
I) Values Education Emphasis: Only materials and describes their learning ob-
materials that deal with values educa- jectives, content focus, main teaching pro-
, tion in a "major" way or as "one of cedures and learning activities, and
several Concerns" were considered for ,fieldtest data. Other relevant inforinatio'n,
inclusion in this book. Most materials such as evidence of itereotyping and pro-
analyzed fogus on 'values ,education, ,visions for teacher .training, may also he'
'mentioned in the narrative.. it
but some, such as the Holt Social
Studies Curriculum (Holt, Rinehart and
Winston), the Taba Program Use of the masculine pronoun (he/his/him)
(Addison-Wesley), and the Valuing
Approach to Career Education (Educa-
r was not seen as a basis for judging materials to
be prejudiced or stereotyped. Since many of.
the materials were developed in the late sixties
tion Achievement Corporation), have and early seventies a period in which the use
of masculine pronouns was not an issueit
other objectives as'well. seemed inappropriate to indicate their appear-
2) ProcesslContent Emphasis: if the mate- ance as evidence of sex-rol stereotyping. For
current developments, ho ever, we feel it is
' rials are more concerned with pro- an important issue, to be nsidered and rem-
cedures (such as prizing and feeling) edied by developers and publishers-,
for dealing with value issues than with Mese fottr types of stereqping are ern-
specific, values, "process of valuing" e bodied in a .materials analysis instrument de-
-"veloped and usedsby the Educational Products
is checked. if the materials stress cer- Information-Exchange Institute (EPIE). .,

xvi
13
 How Are the Q analysis approach among social studies
educators; the ease with which these two
Analyses Organized? approaches can be integrated into tradi-
. . tional teaching styles;,the primary focus of
The. analyses are categorized according to Kohlberg and the moral development ad-
the five values education approaches on vocates, on research rather than curriculum
which the bulk of our work is based. development and instruction.; and the rela-
Thus, each set of materials is -labeled ac-' tive newness of ,the action learning ap-
cording to one of five approaches= proach.
inculcation, moral development, analysis,
clarification, and action learning. Theie,
as well as two other approaches (evocAtion
and union), are explained briefly in,Chap-
ter I and in depth in Chapters II through
VII. It should be noted here, however,
that the inculcation approach, by its very
nature, is evident in every-set of materials.
Usually inculcation is implicit in the intent
and activities of the package. For the pur-
poses of our work, we. did not classify
materials under inculcation unless the de-
velopers have explicitly stated' that there
are certain values they want students to
adopt and have provided activities to ac-
complish thii goal.
The number of resources analyzed for
eac' If approach is as:follows:
Inculcation 10
Student Materials 4
Teacher Materials 6
Moral Development 9
Student Materials ,7§
Teacher Materials
Analysis 23
4
Student Materials 17
Teacher Materials 6
=clarification 39
Student Materials 26
Teacher Materials 13
Action Learning 3
Student Materials. 1
Teacher Materials 2
You will note that most of the materials
analyzed embody either the analysis or the
clarification approach. This is an accurate
representation of thejull range of available
values education resources. Several factors
may be responsible for the preponderance"'
of the analysis and clarification ap-
proaches. These include the extensive ef-
forts by Simon and his associates to in-
troduce the clarification approach to
educators through workshops and confer-
ences; the widespread support of the

XVIi.

14
 I
of -olory
es,education
approaches
As valdes education has become. in- typology were discovered. Curriculum
creasingly important, various aDproaches materials did not exist for at least two of
to teaching values and valuing have de- the value approaches, so these were elimi-
velopee This aapter describes seven of nated. Two other approaches were com-
these approaches, five of which are found bined into one because of the similarity
in existing curriculum materials and two of and overlap of purpose and methods. We
which have been used only, slightly in have, therefore, reduced the typology to
materials. Also included are three exercises five approaches and added a separate dis-
to help readers clarify their priorities in val cussion section to deal with the two that
ues education. were eliminated.
Although rigorous efforts to determine
the reliability and validity of the typoldgy
Development of were not made, two procedures were used
the Typology f. to ensuje that the typology would be help-
ful to educators. An overview ,of the
This typology of values education ap- typology was sent to ten values scholars.
proaches was initially formulated by These included research psychologists, so-
Superka in a doctoral, dissertation (1973). cial psychologists, philosophers, and
While reviewing the descriptive and em- educators. Of the six who responded, four
pirical literature on values in psychology, indicated that the categories were dis-
-sociology, philosophy, and education, he tinguishable from one another and that the
discovered a vast and confusing amount of
typology could be useful. Two of the
data that seemed to be in need of some,
scholars did not believe that creating a
kind of organization. Although a few other
classification system was practically or
empirically meaningful.
writers had provided some guidelines, no
systematic classification of values litera- The second validation procedure in-
ture existed: This classification task be- volved a larger number of persons in a
, came the theme of Superka's dissertation. more concrete application of the typology.
The typology was originally constructed In two conferences held in October 1974,
around eight approaches. For each ap- 64 educators were commissioned to
proach, a theory of value development was analyze more than 200 sets of.elementary
identified. From subsequent discussions and secondary social studies materials.*
with several educators, a number of con-
flicts and inconsistencies in the original *The.conferences were sponsored by the

15
Part of their task was to classify the mate- rials presently exist have been excluded
rials according to the values education ap- from the typology. These are evocation (to
proaches presented in the typology. Once help students express their values as per-
again, only a brief overview of the typol- sonal moral emotions without thought or
ogy was used. Preliminary examination of hesitation) and union (to help students per-
those materials analyzed at the conferences ceive thenTselves and act not as separate
indicated that the analysts could ably the egos but as parts of a larger, interrelated
typology and classify materials with rea- whole). Both approaches are discussed ex-
sonable reliability. For each set of mate- tensively in Chapter VII.
rials there were two independent analysts;
when checked against one another, the
analysts demonstrated a surifisingly high Using the
rate of congruity on the value 'section of Typology and Analyses
their evaluations. Further, when the
analysts' categorizations were checked
Because of the vast amount of information
against our work, the classification system
again proved to be reliable.
preiented in the analyses of values ap-
At this time there is no statistical valida-.
proaches and materials, we felt that we
tion of the typology. We 'still view th
needed to provide some means to help
classification scheme and the conce s readers process this data. Exercises 1 and
2 are suggested to help readers decide
underlying it as working hypotheses sub-
which approach to values education and
ject to experimentation and revision. The
which criteria for selecting materials are
procedures described above, however,
have convinced us that the typology in its
most important to them. Exercise 3
suggests a systematic process for using
present form is a useful framework for
this squrcebook to select particular values
organizing the vast number of values edu-
education resources.
cation materials.

Overview Exercise 1
of the Typology
I), Answer each of the following questions
An overview of the typology, briefly de- with a yes or no.
scribing the characteristics of each ap- a) Are there certain values and value
proach, is presented in the chart which positions that you want your students
follows. The five values education, to adopt?
approaches that compose the typology are b) Do you want to help students
inculcation, moral development, analysis, examine their personal feelings and ac-
clarification, and action learning. The tions in order to increase their aware-
chart outlines the purposes and methods of 6 ness of their own values? -
each approach and cites several sets of
curriculum materials that use that ap- c) Do you want to provide definite
proach. The chart is intended to provide a
opportunities for your students to act
individually and in groups according,to
summary of the five approaches most
their values?
often applied to values education re-
sources. An in-depth discussion of each d) Do you want to stimulate your stu-.
approach is provided in Chapters II dents to develop higher forms of real
through VI. soning about values?
As previously mentioned, two ap- e) Do you want to help your students
proaches for which no curriculum mate- use logical thinking and scientific in-
vestigation to analyze social value is-
Educational Products Information Exchange
Instifute (EPIE) and the Social Science Edu-
sues? .
cation Consortium (SSEC). 2) If you responded "no" to all the;above

16
 questio , then probably none of the fie rials, add them to the list. Then from this
`,es represents your view of values list choose the nine questions that seem to
education. Another possibility is that ybu be the most important to youthat would
do not VOLlit to work with values at all as a be of most help to you in providing sig-
teacher. nificant information to make a decision.
Place an asterisk (*) beside each of those
3) Each question, a) through e), rep,. nine questions. Next, divide these ques-
resents one of the five approaches 4e- tions into three groups by placing a "1",
scribed in this chapter.,,If you responded
beside the three questions of greatest im-
"yes" to only one question; you probably-
portance, and a "2" beside those of sec-
gravitate toward that approach. The five ondary importance, and a "3" beside
questions correlate With, the five ap- those of tertiary importance.
proaches as follows:
___ Is the in the mate-
= inculcation rials similar to the roach you believe
b = clarification is the best?
c = action learning
moral development Are the objectives clearly stated
'et analysis somewhere in the materials?\
4 If you responded "yes" to more than Do the rationale and objectives' fit
ne question, then take those questions your own?
and rank them according to their im- Is the reading level appropriate to yeur
portance to you. (#1 = goal most im- students? (A)
portant to you.) The approach that corres- Is there little or no racial or ethnic bias
ponds to the question you ranked #1 and sterotyping in the materials?
would be the one you are most likely to Is there little or no \sexual bias and
use. The #2 approach in your ranking 1 stereotyping in the materials?
would also reflect your goals and -probably
would relate to the #1 approach. For Is special teacher training required to
example, if analysis = #1 and inculcation use the materials? (B) If so, is it pro-
= #2, then analysis would be the ap- vided?
proach you most desire to use; in addition, Will obtaining school or community'
you probably. are interested in inculcating acceptance for using the materials be a
the values underlying the analysis problem? (B)
approachrationality, intellectual curios- ___ Is the time sequence of materials
ity, the scientific, method, etc. The #2 .suited to your needs?
approach could relate to your first choice
Will the content and activities invofve
in another way. If, for instance, you
and interest your students? (B)
selected clarification. = #1 and action
learning = #2 it might mean that you DO" the materials emphasize the pro-
believe that persons must clarify their val- cess of valuing instead of the content?
ues before acting upon them. ___ Do the materials stress personal as
well as social value questions? (B)
Do the materials use a variety of
teaching methods and learning ac;,
Exercise 2 tivities?
D- oes-the teacher's guide (if provided)
If you are interested in choosing from offer guidelines for applying the pro-
among various sets of values education cedures or strategies?
materials, what are /he most important
questions to ask about each resource? Are the rights of learners to withhold
Eighteen "key. questions" are suggested personal information protected? (A)
below. Read this list of questions now. It Are specific evaluation procedures or
you have any other questions you think are instruments provided to determine stu-
important to ask about curriculum mate- dent growth?

17
 OveOiew of Typology of Values Education Approaches
Examples of Materials
Approaches PurpoSes Methods Title Developers
InCulcation To instill or internalize modeling; positive and Human t'alues Series Blanchette
certain values in stu- negative reinforcement; et al. (1970)
dents mocking; nagging; ma-
TO change the values of nipulating alterna- Coronado Plan; '13ensley (1974)
students a they more tives; providing in- Teacher's Guides
nearly reflect certain complete or biased data;
desired values games and simulations;
role playing; discovery ti
learning

Moral Development To help students develop moral dilemma episodes First Things: Values Kohlberg and
more complex moral rea- with small-group , Selman (1970)
soning patterns based on a discussion relatively "Teaching Strate- Galbraith and
higher set of values structured and gies for Moral Jones (1975)
To urge students to discuss argumentative Dilemmas"
the reasons for their value
choices and positions, not
merely to share with others,
but to foster Change in.
the stages of-reasoning
of students

Analysis To help students use logi- structured rational Public Issues Series Oliver and
cal thinking and scienti- discussion that demands Newmann
fic investigation to application of (1967-72)
decide value issues and reasons as well as-evi- Analysis of Public Shaver and
questions dence; testing prin- Issues Program Larkins (1973)
To help itudentsuse ra- ciples; analyzing analo- Values Education Metcalf (1971)
tional, analytical pro- gous cases; debate;
cesses in interrelating research
and conceptualizing their
values .

t
Clarification To help students becorife role-playing games; Decisions and Gelatt et al. (1973)
aware of and identify their simulations; contrived , Outcomes
own values and those of or real value-laden Values and Teaching Raths et al. (1966)
others- situations; in-depth'
To help students communi- self-analysis exercises; Values Clarification Simon et al. (1972)
cate openly and honestly sensitivity activities;
with others about their out-of-class activi- Values in Action Shaftel and Shaftel (1970)
values ties; small group
discussioo
To help students use both Scholastic Contact Goodykoontz (1968-741
rational thinking an& Series
emotional awareness to- A Probe into Values Church (1973)
-examine their personal
feelings, values, and
behavior patterns

Action Learning Those purposes listed for the methods listed for . Finding Community Jones (1971)
analysis and clarifi- analysis and clarifi- Soda/ Action Newmann (1972)
cation cation as well as ac-,-
To provide students with tion projects within the
opportunities for personal school and community
and social action based on and skill practice in
their values group organizing and
interpersonal relations
Twencourage students to
view themselves as personal-
social interactive beings,
not fully autonomous, but
members of a community or
social system
 %St.

\1
Vss A:-

___. Have the materials been and do they education because of individual interest or
continue to be fieldtested or learner because you represent your school or dis-
verified? trict, the sheer quantity of materials de-
Do the materials contain carefully signed to teach values and valuing processes
planned, dptailed lessons or are they is especially overwhelming. To help you use
basically a resource that teachers can this publication for selecting resources, we
use any way they see fit? 1,. have devised the following procedure. It
(Spke for your own questions:) could be followci-by one teacher, a cur-
riculum coordinathr, or a committee of
teachers. In any case, it can be modified and
varied to fit individual needs and goals.
I) Complete Exercise 1.
2) Complete Exercise 2.
The above items followed by an "A" are 3) Check off the chapters in the Table of
questions for which our analyses do not pro- Contents of this work that most closely cor-
vide any information. You would have to respond to the values educatimegpproaches
examine-and perhaps fieldtest the materials toward which you seem oriented based on
Yourself to make those judgments. The Exercise I.
i ems followed by a "B" are -,luestions that 4) To confirm your interest in them, read
o r analyses do not answer directly, but for the descriptions of those approaches at the
hich some information is provided that beginning of the appropriate chapters.
ould enable you to formulate tentative 5) Read the brief description of the other
approaches at the beginning of each chapter
J dgments. A look at the content and pro-
c ures sectidns of analysis narratives, for (II through VI) to confirm your lesser inter-
stance, should enable you to infer whether est in them. If you change your mind, check
the materials stress personal as well as any additional approaches that appeal to
s ial value questions." If, for example, on you.
t e environmental issue the materials ask 6) Now apply one or two criteria that will
q estions such as, What have you done enable you to narrow quickly the number of
I. tely to reduce air pollution?, in addition to analyses you will have to read. (Grade level
ose such as, What law should be passed to may be such a criterion.) Turning to the
r. uce air pollution?, then both personal and alphabetical list of materials at the end of the
s ial questions are asked. The analyses in
book, place a check beside each material for
t s work do provide direct answers to the which you want to read the analysis.
questions not followed by an "A" or a 7) Keeping in mind the questions you de-
termined to be most important by doing
Now, as you read the, analyses of the Exercise 2, read the analyses of those mate-
various values education materials, focus rials.
your attention on the items in them that give 8) Read the annotations in' the bibliog-
you some information about the nine ques -. raphy for other materials reflecting your pre-
tions you marked with asterisksespecially ferred approaches.
the,three of greatest importance. You Might 9) Divide the materials you have read
establish a general rule for serious consider- , about into three groups:
ation of a set of materials. One might be that a) those you think you want to order
each of the three questions you considered to and use,
be of greatest importance must be answered b) those about which you need more
to your satisfaction, while two of the three information before making a decision,
and
secondary questions and one of the three
tertiary questions must be answered to your c) those you definitely do not want to
satisfaction. order or use.
10) Order the materials in groups (a) and (b)
Exercise 3 On an examination basis.
11) When they arrive, examine and
If you are just beginning to get into values fieldtest them.

20
 a

inculcationft

Because it is both consciously and..un- from another person, group, or society and
consciously applied, inculcation is prob- incorporates them into his or her own
ably the most extensively used approach value system. Depending on the goal of
to values education. This chapter begins the course and the orientation of the
with a detailed explanation of the teacher, social, personal, moral, political,
rationale, purpose, teaching methods, and scholarly, and/or other values might be
instructional model of the inculcation ap- inculcated into students.
proach. Then a learning activity is pro- Regardless of the particular values being'
vided to illustrate the application of the instilled, proponents of the inculcation ap-
approach in the classroom. A discussion of proach take a view of human nature in
the educational materials and programs which the individual is treated, during the
that reflect the inculcation approach fol- inculcation process, as a reactor rather
lows. This discussion focuses on the cur- than as an initiator. 'Extreme advocates of
riculum materials that have been analyzed inculcation believe that the needs and goals
ip this chapter. The last two sections of the of society transcend and even define the
chapter present the analyses of four sets of needs and goals of individuals.* Mainte-
student materials and six teacher resources nance and development are viewed as goals
that use the inculcation approach to values of society, and recruitment and replacement
education. of people in various positions is seen as a
major need. The task of values education,
therefore, is to instill the values that people
Explanation must have to assume efficiently the roles
prescribed by society.
of the Approach Educators who consider an individual to
be a free, self-fulfilling participant in soci-
Rationale and Purpose. The purpose of ety tendfo- inculcate values as well,
the inculcation approach is to instill or especially values such as freedom to learn,
intemaliie certain values that are ,consid- human dignity, justice, and self-
ered desirable. According to this ap- exploration. Inculcation, however, is often
proach, values are viewed as standards or
rules of behavior the source of which is a
societ,pr culture. Valuing is considered a
procilgof identification and socialization *This interpretation is closely relat d to the
views of the sociologist Talcott Pars ns (1951)
whereby a person, sometimes un- and Freudian psychologists Sears et a/. (1957)
consciously,. takes standards or norms and Whiting (1961).
6,

7
 mistakenly associated with only a narrow extremely difficult, if not impossible, for a
concept of human nature and is often con- . _teacher to avoid using some form of re-
sidered a negative approach. Yet, this ap- inforcement. Often merely a smile or a,
proach is used by persons holding a vari- frown w411 tend to reinforce certain values.
ety of value positions, including those BUt reinforcement can also be applied con-
generally labeled humanistic. sciously and systematically, as in behavior
A teacher, for example, May react very Modification.* A. widely used behavior
deeply and strongly against a student who modification technique is to provide stu-
has just uttered a racial slur to another dents with "tokens" such as food, play
student in the class. This could take the money, or grade points for-doing desirable
form of a short but emotional lecture on tasks such as solving a math problem,
the evils of racism or a simple expression remaining quiet for 20 minutes, or helping
of disappointment in the ,student's be- another' student.
havior. At any rate, the teacher is inculcat- Another extremely Effective method of
ing, in this situation. Perhaps this is be- inculcating values is modeling, in which a
cause he or she believes that the enduring particular person is a model for desiraSte
values of human dignity and respect for values that a teacher might want the stir-
the individual are essential for the survival dents to adopt. The teacher, simply by
of democratic society. This reflects the personifying 'whatever values he or she
widespread belief that, in order to insure holds, is always a model for some.,
continuity of culture, certain basic values valuesfor example, punctuality or late- a.
must be instilled in its members. ness, enthusiasm for learning or boredom.
A fmal rationale for inculcation is the. Even if teachers attempt to be objective
notion that certain values universal and and conceal their values, they become
absolute. Thus, one woul not have to models for the values of objectivity and
analyze or clarify those val es but merely hiding one's values. Advocates of the
commit Oneself to them. e traditional "new social studies" have urged teachers
Western Christian belief, that values origi- to be examples of inquiry learners and 5.

nate in God would be one exarnpleff this socially active citizens in order to encour-
orientation. Some social studis educators, age students to adopt similar value orienta-
however, express a simila position. tions. Other students can also serve as
Oliver and Shaver, for instar ce, believe models of desirable values. Students as-
that certain values are nearly u iversal: sume model roles when a teacher asks an
individual to read his or her "A" term
For us the most basic values of the paper or essay answer to the class. In most
[American] Creed, as they relateto the func- cases the student's work is being singled
tion of the school in society, are to be treated out as an example to be followed by the
as more than psychological facts. They de-
scribe certain potentially universal charac- rest of the class, instilling in other students
teristics of man which, at lyast from our the desire to produce similar work and to
particular cultural frame of referenceemake receive similar recognition.
him "human"such as a quest for self- Some behavioral research has indicated
respect, a sense of sympathy and love, a that a combination of reinforcement and
concern for fairness and justice in his deal-
ing with others. modeling can be an effective way to in-
culcate 1\alues.t Students observe a model
Teaching Methods. Various methods
have been used to inculcate values. One of
the most 'widely used and effective *Althqugh not usually considered a values
education program, some of the procedures of
methods is reinforcement. This process behavior modification can be used to inculcate
might involve positive reinforcement, such values. Many manuals have been developed to
help teachers apply these techniques. These
as a teacher's praising a student for behav- include works by Sarason et a/. (1972), Sarason
ing in accordance with a particular value, and Sarason (1974), Meacham and Wiesen
or negative reinforcement, such as a (1969), Sulzer and Mayer, (1972), and White and
Smith (1972).
teacher's punishing a student for behaving tFor a discussion of these educational studies,
contrary to a certain desirable value. It is see Woody (1969).

22
 (usually another student) being reinforced inforcement are significant factors that in
for behaving according to a certain value. fluence the success of efforts, to change
Studies have shown that if the model i§ behavior and values. Further, although
positively reinforced or rewarded, then the anyone could serve as a model, experience
observers are more likely'to behave simi- has shown that moil. els who are admired or
larly and, thus, to adopt that value. On the respected by the observer are most effec-
other hand, if. the model is negatively tive. Some models should be similar to the
reinforced, or punished, the observers are observer, others different, depending on
less likely to behave that way and to adopt the situation and the rationale for emulat-
the value underlying that behavior (Sara-. ing the model. Before implementing these
son and Safason 1974, pp. 6-7). In the techniques, the reader is urged to use the
classroom this combination of reinforce- sources cited in this section and in the
ment and modeling -often occurs naturally 'bibliography in Cliapter VIII.
and unwittingly. One example would be a In addition to reinforcement and model-
teacher's praising a student for doing his ing, many other techniques have been used
or her homework while other students look to inculcate values into students. Role
,on. It is hoped that as a result other stu- playing and participation in games and
dents will value doing their homework as simulations are effective ways to instill
well. certain vatues. These methods, too, could,
Another example, which. often occurs be used to inculcate any kind of values.
contrary to the intentions of theleactier, is Traditionally, the use of games has in-
the student who constantly makes .wise- stilled implicitly the value of competition.
, Recently, however, games have been con
cracks in class, cauging other students, and
§ometimes the teacher, to laugh. This re- sfructed that require players to cooperate
sponse not only reinforces that perion's and, thus, they inculcate the value of
behavior, but frequently 'stimulates other cooperation.
students to mimic the wisecrack behavior. Some other inculcation methods seem
Although some educators 'may interpret less ethical to many educators. These in-
this reaction merely as imitative, it can clude nagging, lecturing, providing in-
also be viewed as the adoption, however complete or biased information, and omit-
, superficial, of one or more values as tingalternatives. Some teachers, for
sociated with that behaviorvalues such example, knowingly or unwittingly
as being a class clown or distracting other "guide" students to the right answers dur-
students and the teacher. . , ing a discovery lesson by making only
Despite the possible. negative conse- certain evidence available. Although most
quences of the combined reinforcement teachers frown on these methods, they are
and modeling technique, this strategy can often used unconsciously but nevertheless
be applied purposefully and systematically effectively.
to inculcate whatever values are, deemed Instructional Model. Although most
desirable. 'For example, in relation toidu- value inculcation occurs implicitly and
cational values, either a thoughtful ques- often unintentionally, a specific set of pro-
tioning of or an unbridled respect for cedures to help teachers apply this ap-
school authority could be instilled in stu- proach explicitly and purposefully can be
dents. The choice depends upon'the values identified. We have formulated such an
of the teachers and administrators of the instructional model by combining and
school. .
adapting a system of behavior modifica:
The methods described above, however tion (Sulzer and Mayer 1972) with the
powerful and effective, are not foolproof taxonomy of educational,objectives in the
ways of instilling values. To stay within affective domain (Krathwohl et al. 1964).
the scope of this work, the explanation of This model is presented below as a pOssi-
these techniques has been simplified. The ble guideline for using value inculcation in
effective use of reinforcement and model- a systematic manner:
ing is actually more complicated. Specific
types of rewards and schedules of re- 1) Determine the value to be inculcated:

9 Inculcation

23
 Choose the value to, instilled in the 3) Specify the behavioral goal: Specify the,
students (perhaps in cooperation with behavior and the level of performance
students and paren). required to indicav attaintnent of the
2) Identify the level /of internalization de- value at the partFular level of inter-
sired: Select the degree of internaliza- nalization. 'This behavior could be in
tion that will be sought: the form of an overt action (such as
a) Receiving working for a political candidate) or a
(1) Awareness: Learner (or valuer) certain response to an item on a value or
takes into account that a phenome- attitude questionnaire.
non exists. 4) Select an appropriate method: Choose
(2) Willingness to receive: Learner a procedure appropriate to the type of
is willing to listen to stimulus. behavioral change desired:
(3) Controlled or selected attention: a) Increase a behavior (positive re-
,Learner selects and responds to fa- inforcement, provision of a model,
vored stimuli. removal of interfering conditions,
b) Responding games and .simulations, role play-
(1) ,Acquiescence in responding: ing).
Learner complies with requirements.
(2) Willingness to respond: Learner b) Teach a new behavior (shaping,
volunteers to exhibit an expected. chaining,. response differentiation,
:behavior. games and simulation, role playing).
(3) Sdtisfaction
in response: c) Maintain a behavior (one or more of
Learnees reaction is ,associated with several schedules of intermittent re-
enjoyment. inforcement).
c) Valuing d) Reduce or eliminate undesirable be- .

(I) Acceptance of ''a value: hayior (withdrawal of reinforce-

ment, punishment, stimulus
4 4'.oLearner's response shows consistent
change).
identification with a class of VI I

phenoniena. 5) Implement the method:

(2) Priference for a value: Learner a) Determine the baseline by measur-
seeks out a particular value because ing the dependent behavior (the be-
he is committed to it. havior that is to be changed) before
(3) Commitment: Learner displays applying the inculcation method. .

conviction or loyally to a cause.

b) Apply the method and measure and,
d) Organization record the change.
(1) Conceptualization of a value: c) Conduct a probe to determine what
'Learner begins to relate one value to
factor was responsible for the be-
. other values by means of analysis havioral change by not applying the
. and synthesis.
behavioral procedures for several
(2) Organization of a value system: days.
Learner begins to integrate a com- d) Reapply the behavioral procedures.
plex. of values into an ordered re- e), Maintain the behavioral change.
lationship.
e) Characterization by a Value or a 6) Graph and communicate the results:
Value Complex collate the recorded data, graph the
(1) Generalized set: Learner orders `data, make inferences concerning inter-
the world around him with a consis- nalization of values, and communicate
tent and stable fraine of reference. the results to appropriate persons.
(2) Characterization: Learner for-
mulates a code of conduct and a This instructional model for inculcating
value system and they are com- values is very rigorous and detailed.
pletely internalized. Although teachers may not be 'aple to
r,,.

10

24
apply ix fully, they may find it a useful died from malnutrition because the sol-
guide for influencing the developinent of diers and leaders of Biafra and Nigeria
certain values in students. Generally, were committed to fighting the war to the
however, most inculcation occurring in the end. This, she points out, is an.example of
schools today does not, as the following what can occur wfien winning and respect
activity illustrates, closely follow every for authority are more highly valued than
step of this model. human life and compassion.
Illustrative
,
Learning Activity. This ac- Ms. Scott did use logical propositions to
tivity has been adapted from a lesson in question both value positions. By using
the Analysis of Public Issues Program the dramatic slide for the second proposi-
(Shaver and Larkins 1973, pp. 349-53).* tion and by interpreting it for the students,
however, ...she has unwittingly shown the
Ms. Scott's 12th-grade social studies former values in a less favorable light than
class has just read an article about Vince the latter. She has, however un-
Lombardi, late coach of the Green Bay intentionally, interjected elements of in-
Packers. The passage stresses how deeply culcation into a basically analytical ap-
Lombardi valued winning and respect for proach.
authority. The article also provides some
indication that the Packer coach also val- Materials and Programs. Inculcation,
ued human dignity. Ms. Scott has choseq especially that accomplished through re-
the article as a way to stimulate students to inforcement and nfodeling, is the one values
think rationally about the possibI conflict education, approach that to some extent or
between valuing winning and respect for another is embodied in all materials and
authority, on the one hand, and human life programs and is used, consciously or un-
and compassion, on the other. (ByclOos- consciously, by all teachers. Usually, how-
ing and using the article for this purpose ever, the procedures are not nearly as rigor-
she is already inculcating a value held by ous as those presented in the model.
many social studies educatorsthe value The extent to which certain materials
of rationally examining value conflicts.) and programs have as their goal the in-
During the discussion of the article, Ms. culcation of values varies greatly. Many
Scott asks the class which of the two sets programs established by individual school
of values they believe to be most im districts in the 4950s and early 1960s were
portant. In order to provoke rigorous developed to instill by means of identifica-
thinking, she is prepared to challenge with tion and socialization certain "correct"
contrary, propositions students who take values. Pasadena City Schools (1957) de-
either position. Thus, when several stu- veloped a program to teach moral and
dents affirm that human life and compas- spiritual values in this manner. A more
sion are most important, she posed the recent example is an effort by the Los
idea that, if the Allied soldiers had refused Angeles City Schools (1966). Love, re-
to obey the military command and had not spect for law and order, reverence, justice,
killed any of the Germans during World integrity, and responsibility are frequently
War II (thereby upholding human life and among the "correct" values. Current
compassion instead of victory and respect school district curriculum guides still con-
for authority), Hitler might have sub- tain lofty statements concerning the de-
jugated half of the world. Students are velopinent of values such as good citizen-
encouraged to test the validity of that ship, human dignity, and respect for the
proposition and to re-examine (although country. Most often; however, systematic
not necessarily change) their positions.
Several students then contend that win-
ning and respect for authority are more *The original lesson in the Analysis of .Public
important. To counterJhis position, Ms. Issues Program was designed to apply the
Scott shows a slide depicting the starving analysis approach to values education. We
have changed it to show how inculcation can
children of Biafra. She then interprets it by be combined in subtle ways with other ap-
stating that those children suffered and proaches.

11 Incidcation

25 4
 2

procedures for attaining these goals are not honest, sharing with others, and using,
provided. time wisely. A sound-slide program by the
The student curriculum and teacher re- Center for Humanities attempts to in-
source materials in this chapter have been culcate particular ideas about the inter-
classified as inculcation because they ap- relationship between freedom and re-
pear tQAbcus more on instilling certain sponsibility. Finally a curriculum guide
values into students than on other pur- produced by the Dade County Public
poses, juch as, analyzing or clarifying val-' Schools, Values: Language Arts, presents
ues Unlike the vague curriculum guides certain models that will stimulate students
mentioned above, these resources do \con- to develop "an acceptal, code of ethical
tain'specific activities. Most of the mate:
rials analyzed Aoncentrate on values that In other materials the inculcation of cer-
mosteducators would regard as significant tain values is secon ry tp other educa-
ones for *sons to hold. Five sets of tional objective ese materials, such as
materials analyzed here have been de- the Social Sc Laboratoty Units ,(Sci-
veloped to teach a framework otr, values ence Res ssociates) ;tad Public Is-
originally explicated by Lasv.vell and later sues Se erox) are nol,analyzed in
adapted by Rucker. This LaksVell-Rucker this s (see Chapter IV, ANALYSIS)
value framework identifies eight values as. they do attempt to inculcate the
basic, universal human needs: affection, s of rational thinking, discussion, and
respect, skill, enlightenment, power, !entitle investigation. Similarly, other
wealth, well-being, and responsibility. rograms such as Values Clarification
Human Values in Education (Rucker et (Simon et al. 1972) and Values in Action
1969) was the original teacher (Winston Press), deal primarily with the
explicating this program and The n process of' valuing and are not included
Values Series (Steck-Vaughn) w first here (see Chapter V, CLARIFICATION),
set of student mate-dais desi to de- despite their emphasis on certain specific
velop those eight values. T oronado iialues, such as awareness of emotions,
Plan Teacher's Guides ley 1974), splf-actualiption, rational choice making,
Becoming Aware of es (Simpson dild purposeful behavior.
1973), and Valuing i Family (Brayer
and Cleary 1972) ore recent teacher
resources based I "the Lasswell-Rucker
value categor Although analysis in
terms of the t values is a vital part of
each of t materials, the purpose of
such an is clearly to encourage stu-
dents t 4 1malize these values.
Ot '0/groups of values hive also been
the is of curriculum materials. Building
B Bridges with Ben (Sunny Enter-
/ .es) attempts to inculcate 11 of Ben
anklin's 13 virtues, including frugality,
nduitry, humility, and sincerity. Human
Values ill the Classroom (Hawley 1973),
while urging some clatification of values,
emphasizes the internalization of love,
cooperation, trust, compromise, truth, dig-
nity, joy, and reverence. The Character
Education Curriculum (American Institute
for Character Education) also manifests
both clarification and inculcation. The
major focus of its objectives and activities
clearly is to instill values such as being

12
26/
 inculcation:
student materials

Building,,Better Bridges with Ben 14

Character Education Curriculum: Living with Me and Others 16
Freedom and Responsibility: A Question of Values 18
The Human Values Series 20

al#

ti

N.;

-
13 Student: Inculcation
 Title: BUILDING BETTER BRIPGES WITH BEN
Author: Blanche A. Leonard
Publisher: Sunny Enterprises, 2700 Neilson Way, Suite 1521, P.O. Box 5688, Santa
Monica, CA 90405
Date: 1974
Grade Level: 4-8
Materials and Cost: Student text'and teacher's guide ($5.00)

Building Better Bridges with Ben is a sayings," such as those in Poor Richard's
.character- building program for upper Almanac, that illustrate virtues; making
elementary and junior high grades; it can cartoons, similar to those by Norman
also be adapted for use with lower elemen- Rockwell, to illustrate the sayings; making
tary and secondary students. The materials up parables; and having contests based on
are based on Benjamin Franklin's list of what students have learned about the life
13 virtues. The author felt the need for. and times of Benjamin Franklin.
such a program because of the state of There are no suggestions for student
"social upheaval and dissolving values" evaluation apart from the, activities. There
that exists in our society, as well as the is a degree of sex-role stereotyping in the
fact that children in school now will have material. Many of Franklin's quotations
"more options to -choose from than any reflect an old-fashioned, stereotyped view,
other generatiori." She feels that there is a of a woman's role. For example, women
need for "rededication to principlel'and are referred to as the "softer sex" and
values.", Beginning with the belief that their place is definitely seen to be in the
actions and decisions air determined by home. This was undoubtedly the accepted
values and attitudes and also that attitudes opinion during Franklin's time, but no-
can be changed, this program attempts to thing has been done to bring the materials
inculcate 11 of Franklin's 13 virtues up to date concerning this matter.
which, according to the author, will result According to the publishers, the mate-
in moral ,living. Objectives focus on the rials have been informally tested in 'two
adoption and diligent .practice of these vir- California classrooms and the results of
tues. It is hoped that children will learn these fieldtests have been Nery favorable. a
that "doing right is one of the most satis- *However, no details are available. ti
fying experiences in life."
The program consists of a teacher's
manual and a student book. The teacher's
manual gives the rationale for the program
and includes, lesson plans, classroom ac-
tivities, and background information on
Benjamin Franklin. The student book is
° based on a 12-month calendar and includes
illustrations, cartoons, wise sayings, and
short readings.
The 11 virtues -dealt with are silence,
order, resolution, frugality; industry, sin-
, . cerity, justice, moderation, cleanliness,
- tranquility, and humility. Among the-ac-
tivities intended to develop these virtues
are keeping a calendar modeled after
Franklin's book, in which .ktudents main-
tain a record of how they ar4racticing the,
desired qualities; writing original "wise

14

28
 44

.
DESCRIPTIVE f. ,PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grads Level _ Much 'Values Education Approach
_ K-3 Lc Moderate '..1_ Inculcation
x 46 _ Very little Moral development
. x 7.8 Teacher Training _ Analysis
_ 9-10
_ 11-12
_ Provided in materials
_ Suggested by developers
Clarification
_ Action learning
Materials x mentioned Other
2._c Student materials _ Other'
x Teacher guide' Prejudice /Stereotyping Values Education Emphasis
_ A-V kit Much evidence = M Major focus
_ 'Tests ,
Some evidence = S _ One of several concerns
Othe Racial or Ethnic A minor concern
J... Sexrole ProcesslContent Emphasis
Time:, Other _ Process of valuing
_ Curriculum (2 or more .c Content of valuing c
years) EVALUATION Objectives
_ Course (one year) INFORMATION x specifically.
Semester (ha, year)
Provision for Student _ Stated generally
Minicourse-(6-9 weeks)
Evaluation _ Not stated
____ Units (1-3 weeks)--,-.--:,
2S_ Supplementary _ Instruments specified Student Activities
_ Other' _ Procedures specified
Guidelines suggested
Used or stressed frequently
=F
_Lc Nothing provided Used or stressed occasion-
Other: ally =0
Medium Used ( F Reading
..
..L.c Readings -
Materials Evaluation
Material's tested = T
F Writing' ..
Worksheets 0 Class discussion ' .
Films Results available = A
..._ Filmstrips Fieldtested before publica- _ Small-group discussion
tion O Games
........ Records or tapes
Fieldtested after publication _ Simulations
Charts or posters T
_ User feedback solicited _ Role playing
_ Transparencies . _ Action 'projects
Other _ Other:
o Other Draw'ngs
Not evaluated

`a.

rg

15 Student: Inculcation
4

, .. 29 4'
 Curriculum: CHARACTER EDUCATION CURRICULUM: LIVING WITH ME AND
OTHERS
publisher: The American Institute for Character Education, 341 West Wood lawn, San
Antonio, TX 78212 (Mailing address: P.O. Box 12617)
Date: 1974
Grade Level: K-5
Materials and Cost: Multimedia kit including teactf4r's handbook, teachr's guide,
.posters, activity sheets, illustrations, and tests (each grade level$16.95)

The Character Education Curriculum Is the right to equal opportunity and

and ,
a kindergarten through fifth-grade program economic security. The teacher's guide
designed to help childrerrattain certain contains specific objectives for each
affective objectives. The curriculum is lesson, as well as a list of materials needed
primarily concerned with helping children and lesson plans. At the end of each unit
attain a deep sense of self-worth and de- there is a list of resource materials includ-
velop values clarification and decision- ing books, films, filmstrips, and records
making skills. This rationale, as well as for use. in the classroom. For the most
many of the suggested teaching strategies, part, activities and questions tend to be
objectives, and student activities, reflects open ended. For example, there are many
the clarification. approach. However, the "what would you do?" situations where
program aims to inculcate certain values, students role play their own solutions.
such as honesty, generosity, kindness, tol- Many of the lessoni, however, include
erance, courage, responsibility, and good leading questions or statements such as,
citizenship. Throughout the program users "What are some ways you can be more
will find a mixture of the two approaches. it generous?" or "Tell the children that a
This is reflected in the lesson objectives. good citizen is usually helpful and courte-
An example of the inculcation approach is ous. Have the children identify some;
an objective for the first grade: "students things they can do to be-polite. . Post-
should exhibit politeness, helpfulness, ers are used in conjunction with the
generosity, and kindness to their peers and lessons in a variety of ways. Poster
. hdults in their classroom." On the other guidelines are provided for each grade and
hand, there are a number of clarification include such activities as problem solving,
objectives, such as "students should be role playing, and creative art and writing.
able to state alternative solutions to prob- A "Freedom's Code" poster is also in-
lems and the consequences of each." cluded for each grade level. It lists the
Most of the objectives seem to be of the standards of "Informed and Responsible
inculcation variety. Suggested strategies Men of Good Will."
and activities are, however, in many cases Student evaluation sheets are provided.
open ended. They are intended to measure the extent to
For each of the grade levels the program which students have reached specific ob-
provides a teacfier's handbook or introduc- jectiveio Having desired outcomes in
tion to the curriculum, a teacher's guide, mind,
. the developers have included an-
student worksheets, illustrations, evalua- swer sheets. The following are two sample
tion instruments, and posters. The mate- test items: "You can choose to get' angry
rials are divided into units on the follow- at someone if that person does something
ing topiCs: courage add convictions; you don't like. Do you feel good if you
generosity, kindness, and helpfulness; are angry? Yes or No?" Th% answer is
honesty and truthfulness; hop r; justice "No." "If you see Jerry doing something
and tolerance; use 'of time talents; wrong, you should: A. Ask Jerry not to do
freedom of choice; freedom of h and it, B. Hit Jerry, C. Forget about Jerry."
citizenship; the right to be an' individual; The answer is "A."

16
 The first editions of the curriculum were used are available from the developer upon
fieldtested by approximately' 5,000 request. ,
teachers. Feedback from these tests has This program was also evaluated in the
been incorporated into the revised edi- October 1974 issue of Thrusta publica-
tions. In the teacher's guide, there are tion of the Association of California
suggestions for implementation and, teach- School Administrators (Burlingame,
ing strategies that were received from Califomia). The character education mate-
teachers who used the original program. rials rated higher than Simon's values
The results of this study indicated that the cl cation, Kohlberg's moral develop-
"AtCE character education program ap- , and the Lifeline series on the four
parently had beneficial impact on students criteria used: "(1) affective as well as
at the Kindergarten and third grade levels cognitive goals are set; (2) adequate value
but no demonstrable benefit at grade six." specificity is attained; (3) the program is
The areas of most influence between ex- well designed for student comprehension,
perimental and control groups in the early interest, and involvement;, and (4) the
grades were honesty, truthfulness, kind- goals for teachers are meaningful and at-
ness-, generosity, and helpfulness. Reports tainable."
of this study and copies of the instruments

'DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS' Amount of Reading CHARACTERISTICS
Grade Level _ Much Values Education Approach
x K-3 Moderate Inculcation
x 4-6 _ Very little Morardevelopmynt
_ 7-8 Teacher Training ; _ Analysis
_ 9-10
_ 11-12
_ Provided in materials
_ Suggested by developers
_IL Clarification
_ Action learning
Materials L'Not mentioned Values Education Emphasis
Student materials _ Other. x Major focus
.2L Teacher g' side Prejudice /Stereotyping _ One of several concerns
A-V-kit A minor concern
Much eyidence = M
x Tests Some evidence = Process/Content Emphasis
_ Other- _ Racial or Ethnic' _2_( Process of valuing
Time , Sexrole x Content of valuing_
x Curritulum (2 or more EVALUATION Objectives
years) INFORMATION Stated specifically
_ Course (one year) _ Stated generally
_ Semester (half year) Provision for Student
Evaluation _ Not stated
Minicourse (6-9 weeks)
_ Units (1-3 weeks) _31_ Instruments specified Student Activities
_ Supplementary _ Procedures specified Used or stressed frequently
_ Other. _ Guidelines suggested =.F
_ Nothing prdvidecl
_ Other;
Used or stressed occasion-
ally = 0
Materials Evaluation Reading
Medium Used - 0
Materials tested = T Writing
Readings F Class discussion
.2_.( Worksheets Results available = A
A Small-group discussion
Films Fieldtested before publica-
Games
_ Filmstrips tion
Simulations
_ Records or tapes Fieldtested after publication
Role playing
2._.( Charts or posters User feedback solicited.
A Action projects
Transparencies Other: Journal review o Other: Artwork
Other: Not evaluated listening
..

17 Student: Inculcation

31
 Title: FREEDOM AND RESPONSIBILITY: A QUESTION OF VALUES
Publisher: The Center for Humanities, Inc., Two Holland Ave., White Plains, NY 10603
Date: 1973
Grade Level: 9-12
Materials and Cost: Audiovisual kit including 160 slides in 2 carousel cartridges, 2
. cassettes or 2 records, 1 teacher's guide, and 30 student activity cards ($104.50)

Freedom and Responsibility is, a two- content of particular slides ad student

part sound-slide program composed of il- activity cards containing save exercises re-
lustrations from various works of litera- lated to the program are also provided.
ture. It is designed to help students under-. Discussion questions reflect the analysis
stand and clarify the concepts of freedom approach ("What kinds of freedoms did
and responsibility. Defining freedom as the Athenians value so highly?" "How do
"the opportunity to make choices within freedom and responsibility enter into the
limits," this program stresses the inter- idea of revenge?") and the clarification
relationship between freedom and re- approach ("Do you feel that the re-
sponsibility. The developers believe. that sponsibility of preserving freedom is worth
the more freedom one has, the more re- the price of one's own .life?" "Do you
sponsibility one has to others and to one- feel you have to use a special talent or are
self. Thus, a central goal, is to demonstrate you free not to?"). These seem directed,
to students "that they become accountable however, toward leading students to the
to community, family, and self in direct major conclusions about freedom and re-
proportion to the amount of freedom they sponsibility that the program emphasizes.
have.',' According to the publisher, both pre-
Part I focuses on freedom and shows publication fieldtest data and informal
how human potentialities are limited by teacher feedback were obtained. The re-
"social and moral controls, physical sults, however, are not available.
necessities, natural law, and individual
motivations." This point is illustrated
through various examples from literature,
including The Grapes Of Wrath, Moby
Dick, No Exit, and The Crucible. Captain
Ahab, for instance, is seen to be a prisoner
of his own compulsiire revenge against
Moby Dick. The ability and inability to
make choices is dramatized by John Proc-
tor in Miller's The Crucible and by Gar-
cin in Sartre's No Exit. Part II centers on 1
the concept of responsibility. The conse-
quences of accepting responsibility:: for
one's choices are demonstrated by authors
such as Robert Frost, Ernest Hemingway,
and Eldridge Cleaver. The program con-,
cludes by stressing that assuming re-
sponsibility for one's relatively free
choices is an inevitability: .

The teacher's guide for Freedom and

Responsibility contains suggested discus-
sion questions and research activities, in
addition to full transcripts of the narrative.
Inquiry questions focusing on the artistic

18

32.
 ee

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS. Anulynt of Reading CHARACTERISTICS
Grade Level __ -Much Values Education Approach
___ K-3 Moderate .25_ Inculcation
___ 4-6 x little ___ Moral development
7-8 Teacher Training _IL Analysis
x 9-10 _.!_c Clarification
Provided in materials
`x 11-12 ___ Action- learning
___ Suggested by developers
Materials .2._( Not mentioned Other.
2L Student materials Other
_2._( Teacher guide PrejudicelStereotyping. Values Education Emphasis
x A-V kit Major. focus
Much evidence = M
Tests One of several contems
Some evidence = S
Other Racial or Ethnic ___ A minor concern
Sexrole ProcesslContent Emphasis
Time Other: 4 Process of valuing
Curriculum (2 or more x Content of valuing.
years) EVALUATION Objectives
Course (one year) INFORMATION Stated specifically
Semester (half yer)
Provision for Student _?( Stated generally
Minicourse (6-9 weeks)
Evaluation Nofstated
___ Units (1.3 weeks)
Supplementary ____ Instruments specified Student Activities
Other. ___ Procedures specified Used or stressed frequently
Guidelines suggested F
4
4t,
.714.
_IL Nothing provided Used or stressed occasion-
Meditun Used Other. ally = 0
Materials Evaluation Reading
Readings
Materials tested' = T-
_9_ Writing
_:... Worksheets
Results available = A Class discussion,
___ Films
Fieldtested before publica- Small-group discussion
___ Filmstrips
Games
.).L Records or tapes tion
___ Simulations
Chaits or posters Fieldtested after publication
Role playing
Transparencies T User feedback solicited
Other ___ Action projects
x Other slides,
activity cards ___ Other
Not evaluated

t)
at

4.

Student: Inculcation
Curriculum: THE HUMAN VALUES SERIES
Titles: The Human Values Series Teaching Pictures (grade K), About Me (1), About You and
Me (2), About Values (3), Seeking Values (4), Sharing Values (5), and Thinking with Values
(6)
Developers: Zelda Beth Blanchette, V. Clyde Amspiger, James A. Brill, and W. Ray
Rucker,
Publisher: Steck-Vaughn Company, P.O. Box 2028, Austin, TX 78767
Dates: 1970, 1973
prade Levels: K-6
Materials and Cost: Student text ($5.43 each grade level), teacher's edition ($5.43 each
grade level); eight 3' X 4' posters ($8.00); teacher's kit for levels K and 1 including
pictures, rationale, lesson plans, and suggestions for value analysis of stories ($21.00)

... ..

Reflecting an inculcation approach to Special training for using these mate-

values education, the Human Values rials is available through workshops spon-
Series provides "specific examples of sored by the Value Education Consultants
moral standards and ethical behavior that Clearinghouse, P.O. Box 947, Campbell,
are compatible with the democratic view." CA 95008. The materials provide no
Having identified eight value evaluation assistance. Instruments, hovf-
categoriesaffection, respect, well-being, ever, can be found in other sources:
wealth, power, rectitude, skills, and Rucker et al. (1969, pp. 278, 281-85),
enlightenmentthe developers specifically Simpson Perception of Values Invent°
state objectives for each grade level that (PVI), Gardner Analysis of Personali
relate to the value categories described in Survey (GAP), Murphy Inventory of Vali
the rationale. For example, in About You ues (MIV), and Values Inventory of Be-:
and Me, the story "The Big Dolphin's havioral Responses (VIBR). These in-
Friend" attempts to foster the values of struments are available from Pennant Edu-
respect and affection. cational Materials, 4680 Alvarado Canyoit.
Brief stories present personal value is- Rd., San Diego, CA 92120.
sues and problems related to the eight The series was systematically fieldtested
value categories. In Sharing Values, stu- before and after publication and some of
dents who read .44An Eye for an Eye" the results are presented in the Learner
learn about rectitude and well-being. Verification Report: The Human Values
Focusing on the theme of justice, the story Series, which is available from Steck-
"demonstrates how ideas of right and Vaughn. Two studies cited in that report
wrong vary from one part of the world to indicate that the fifth- and sixth -grade texts
another." The teacher's edition suggests of this series were somewhat, effective in
that the students be encouraged to express increasing reading comprehension and
their own 7 inions about justice (judging atademic achievement.
or treating t ers fairly) after reading the
story. Gen rally, the stories for all grade
levels end with a specified or implied
moral. For instance, "That Guilty Feel-
ing," a fourth-grade story, stresses two
points: "dishonesty, in the long run, is too
great a price to pay for a temporary en-
hancement of affes.tion" and "most
people are eager to 'forgive and to go out
of their way to reward a penitent person."

20
34
4
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Air:aunt of Reading , CHARACTERISTICS
Grade Level _L. Much' Values Education Approach
x K.3, Moderate x Inculcation
x 4.6 Yen/ little Moral development
7-8 Teacher Training =Analysis
9-10
Provided in materials Clarification
_ 11-12 Suggested by developers Action learning
Materials Not mentioned _ Other
x Other. Available elsewhere
_A_ Student materials
Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Much eviderici-= M _2_( Major focus
Tests
Some evidence = S _ One of several concerns
x Other: Posters
Racial or Ethnic A minor concern
Sexrole ProcesslContent Emphasis
Time Other- Process of valuing
_ Curriculum (2 or more Content of valuing
years) EVALUATION _Objectives
2c Course (one:Year) INFORMATION 21_ Stated specifically
Semester (half year)
Provision for Student Stated generally
Minicourse (6-9 weeks)
Evaluation Not stated
.2-(- Units (1-3 weeks)(each title)
Supplementary Instruments specified Student Activities
Other Procedures specified Used or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed occasion-
Other: Available elsewhere
Medium Used x ally =0
Materials Evaluation Reading
x Readings
Materials tested = T Writing
Worksheets
Results available = A _L Class discussion
Films
Fieldtested before publica- Small-group discussion
_ filmstrips Games
_ Records or tapes tion
Fieldtested after publication Simulations
x Charts or posters
User feedback solicited Role playing
Transparencies
Other Action projects..
Other:
Other-
Not evaluated

21 Student: Inculcation

35
 inculcation:
teacher materials

Becoming Aware of Values 24

Coronado Plan: Teacher's Guides 21.5--

Human Values in Education 26

Human Values in the Classroom: Teaching for
Personal and Social Growth 27
Values: Language Arts 28
Valuing in the Family: A Workshop Guide for Parents 29

23 Teacher: Inculcation
 Title: BECOMING AWARE OF VALUES
Author: Bert K. SimpSon
Publisher: Pennant Educ tional Materials, 4680 Alvarado Canyon Rd., San Diego,
CA 92120
Date: 1973
Grade Levels: K-12
Materials and Cost: Tea er's guide ($4.95)
Becoming Aware of V lues brings to- shaping and sharing one's values continu-
gether a sample of the variety of educa- ously. Various processes related to valuing
tional materials for all grade levels that are are also explained, incTuding goal setting,
based on the Lasswell-Rucker value problem solving, modeling, decision mak-
framework ee-ctl.: '1969). This ing, and active listening.
framework ide s Vightvalues as uni- 5edtion Two presents and describes
versal human nee, ds which all perions materials and activities based on the
should possess, et-i#auce-and share., with Lasswell-Rucker value framework. T
others. These are affection, respect, skill, first part of the section discusses six games
enlightenment, infltience, wealth, well- that haye been developed, including "The
being, .and responvibillty. Three di- Balanced Life in a Crud Cruel World,"
mensions of the valqng process are iden- "Timao," and "Value Bingo." Each
tified in this framework developing within game is explained in terms of its basic
each person each of iliese basic values or purpose, central concepts, key procedures,
needs;' participating in the sharing and and follow-up questions. The last part of
shaping of the eight valfs in other per- Section Two presents activities related to
sons; and recognizing the ways in which each of the eight value categories and the
others influence the sharing and shaping of interrelationships among the values. Some.
these needs within oneself. Simpson em- value categories have lists of 14 to 20
phasized the need to instill through the activities; others have Over 40. Several
educational system a strong sense of these student worksheets are also provided. The
eight values and intends that his guidebbok activities include keeping a diary, choos-
will provide the principles, activities, and ing a secret friend and showing respect to
leads to other strategies and techniques that person, reading a story from the
necessary for applying this program in the, Human Values Series (see preceding Stu-
classroom. dent Materials section), discussing hovi
The guidebook is divided into three sec: one has been enhanced in or deprived of
tions. Section One discusses this concep- influence, and listing nine words that show
tion of valuing and its applications, di-. well-being.
mensions, principles, procedures, and the Section Three consists of various kinds
overall processes. The author uses Ruck- of data that the author hopes will be useful
er's Value Deprivation-Enhancement Con- to teachers. A note to, the' principal de-
tinuum to show the fluidity of the eight scribes a way to involve the administrator
universal value areas (human needs). For in implementing this methdd of valuing
example, a person 'can move from the and provides guidelines for such im-
point of alienation to intimacy in, the affec- plementation. A short description of four
tion Category, thus indicating a high de- evaluation instruments that can be used to
gree of value enhancement. In an effort to measure student growth in achieving the
demonstrate how to gain a balance of val- eight values is provided. Two lists con-
ues, five principles of valuing are cited clude the book. One classifies various
enhancement and deprivation (gaining and children's books according to the eight
losing), base and scope (instrumental and values; the other identifies research studies
terminal values), the balanced life, the related to this method of values education.
democratic goal (widespread sharing), and

24
37
Title: CORONADO PLAN: TEACHER'S GUIDES
c,
Developer: Marvin L. Bens ley t
Publisher: Pennant Educational Materials, 46,80 Alvarado Canyon Rd., San Diego,
CA 92120
Date: 1974
Grade Levels: K-12
Materials and Cost: Teacher's guides, K-3, 4-6, 7-8, 9-12 ($2.50 each), advertising
guide ($1.50), set of all 5 books ($10.95)

The Coronado Plan consists of four curriculuni. The K-3 guide, for exam
teacher's guides and one unit guide on is organized according to the five Basic
advertising. It is designed to fuse drug goals of the Coronado Plan. To develop
abuse instruction with the valuing program well-being, students are urged to "make a
based on the Lasswell-Rucker categories mural of a happy day or week." The 748
(Rucker et al. 1969). The Coronado Plan and 9-12 guides, on the other hand, focus
grew out of an attempt by educators in San on subject areas, such as social studies,
Diego to find solutions to the problem of English, and science. Suggestions are
drug abuse prevalent in themiddle-class made, for instance, on how to develop the
suburb of Coronado, California. Conclud- eight values in a unit on post-World War I
ing that several factors contributed to the history. Student activities stressed
problemhome conflicts, peer group throughout include reading, writing, dis-
pressure, low self-esteem, and adver- ausgion, role playing, and action projects.
tisingit was decided that increased A supplementary guide on advertising is
communication and self-awareness were also available. It is designed to lead to an
avenues for significant redirection. The in-depth exploration of the many-faceted
teacher's guides were developed by mem- techniques of advertising. Such questions
bers of the Coronado school community to as "To whom is advertising aimed?" and
provide guidelines for teachers to help stu- "Why do people buy?" force a re-
dents identify and develop certain values, examination of the pattern of purchasing
goals, and ideals. The values are the eight and consumption of goods and services.
categories' of the Lasswell-Rucker Several instruments to evaluate student
framework, including affection, skill, en- groikh in terms of the eight value
lightenment, and well-being. In addition, categories were developed both as a part
four other goals were identified: "develop of this project in Coronado and out of
a positive self-image," "provide oppor- dissertation work at United States Inter-
tunities for decision making and learning national University. Four of these are
problem-solving skills," and "understand summarized by Simpson (1973). Work-
[the] function and techniques of advertis- shops for the Coronado program are con-
ing.,, ducted by Bensley and others through
The teacher's guides are divided into Value Education 'Consultants Clearing-
four books (K-3, 4-6, 7-8, 9-12). Each house, P.O. Box 947, Campbell, CA
guide contains bac ground information on 95005. Reports of research studies related
the problems of ay's youth, the re- to the Coronado Plan are also available at
lationship betweein valuing and drug prices ranging from $2.50 to $5.00 per
abuse, and the Lasswell-Rucker value, report.
framework. The rinjor section of each
guide consists of lesson plans, including
objectives techniques, activities, and re-
?
sources, designed t integrate the teaching
of this valuing pr ram with the regular

25 , Teacher: Inculcation

33
 Title: HUMAN VALUES IN EDUCATION
Authors: W. Ray Rucker, V. Clyde .rnspiger, and Arthur J. Brodbec
Publisher: Kendall/Hunt Publishing Co., 2460 Kerper Blvd., Dubuque, IA 52001
Date: 1969
Gride7Levels: K-12
Materials and Cost: Teacher's guide ($6.00)

Human Values in Education is the orig- cuss and describe methods and techniques
inal teacher's text for incorporatipg the for promoting discipline and order in the
Lasswell-Rucker value framework into the classroom, enhancing self-image through
educational program. That framework deimlopment of the,eight human values,
identifies eight basic values which the au- analyzing one's past experiences in terms
thors see as universal human needs: affec- of depriyation or 'enhancement of those,
tion, respect, skill, enlightenment, power, values, and extending this analysis into the
wealth, well-being, and rectitude. The appraisal of moods and feelings. Specific
goal of this kind of values-oriented instruc- case studies of teachers and students and
tion is to help students develop these val- several coding instruments are provided to
ues and "distribute" them among other illustrate these topics.
persons. "Suggested practices," accord- In the third part, the authors define and
ing to the authors, "are designed to con- illustrate the ways in which the systematic
tribute increasingly to the wide distribution thinking required by this value framework
of human values to all people who accept can be incorporate,d in the process of prob-
responsibility for participating in value lem solving. five types of thinking are
sharing as the basii of a humanistic way of identified and stressed. goal (clarification
life." It is believed that participation in of goal), trend (analysis and applaisal of
achieving wide access to these eight basic past events), condition (analysis of rel-
values will "contribute to the overriding evant existing conditions), projective
objective of the free societythe realiza- (estimate of probable future de -.
tion of human dignity on a grand scale." ,velopments), and alternative (creating
This practice-oriented book is divided alternative ways of achieving the goal).
into four parts. The first part defines the Most of the last part of the bocik is
eight value categories and identifies devoted to explaining and illustrating, with
numerous classroom practices that can a case study, the prototype of a school that
contribute to the development and distribu- adheres to scheme of value shaping and
tion of each value. To share affection, for sharing. Interviews with teachers involved
instance, it is suggested that the teacher in such a projectInake up most of Chapter
should always return a. child's friendly 12. Chapter, 13, "Transforming the In-
greeting. Another is that "children who do dividual," focuses on the personality de-
not follow practices of fair play on ,.the yelopment of children in terms of value
playground are asked to play alone for deprivation and emphasizes that the goal
awhile." The last chapter of Part I, "A of a democratic school is to develop
Descriptive Science of Values," outlines a "multi-valued individuals" who are en-
rationale for using this method of value dowed with all eight basic values. Pro-
teaching. Topics discussed include the role cedures and instruments for evaluating
of values in the social prodess, the relation growth toward this "multi-valued person-
between human dignity and child de- ality" are discussed and provided in the
velopment, and the importanceNt ex- final chapter.
periencing alternatives in order to d elop
values.
The four chapters composing Part II,
"The Release of Learning Potential," dis-

26
39
 O

Title: HUMAN VALUES IN THE CLASSROOM. TEACHING FOR PERSONAL AND

SOCIAL GROWTH
Author: Robert C. Hawley
Publisher: Education Research Associates, Box 767, Amherst, MA 01022
Date: 1973 ies.

Grade 6:ye is: K-12

Materials and Cost: Teacher's guide ($3.7)

Human Values in the C lassroom our values?"); and planning for change
suggests how teachers can teach basic val- ("How do we want to change?" "How
ues such as love, trust, interdependence, can we decide which alternatives and
dignity, and joy as survival skills. Stress- which resources to use?" "Hav can we
ing the need to shift from a competitive, act on our decisions?':).-6ZIKtipter con-
divisive value system to a cooperative, tains general comments and specific
unifying one, the author believes that suggestions fir implementing each step in
schools can and should play a significant the sequence of concerns. In Chapter VII,
role in facilitating this change. The for instance, the author idengfies arid ex-
teacher's role is to create opportithities,in plains ways to communicate supportively:,
which students may practice and acquire rather than negatively. These include
skill in those values and to be a genuine being descriptive rather than evaluative,
model of the values he or she holds. The cooperative rather than controlling, and
ultimate goal of education, according to provisiohal rather than certain.
the author, is to help students achieve "Part Three: Notes on Teaching for
"social self-actualization." Personal and Social Growth =' is composed
The book 'is divided into three parts, of ,short essays containing ideas and
The fast disc.Wsses briefly the relationship suggestions onsa variety of topics related
between human values and needs and edu- to teaching human values. These topics are
cation. It emphasizes values as survival grades and evaluation, discipline and
skills. Maslow's hierarchy of needs is then classroom control, utilization of space in
explained and discussed as a basis for the classroom, creative thinking, role play-
defining personal - social growth. ing, the authoritarian personality, and
Part Two presents a sequence of teach- means and :end values. The appendices
ing concerns that the authOr has found include suggestions for further reading, an
useful to consider in planning lessons, u- instrument for rating the openness of a
nits, and programs that focus on teaching teacher's communication behavior, and a
- human value's. Each chapter in this part conversation among teachers and the au-
treats one of the following concerns. orien- thor concerning experiences in applying
tation ("Why have we all gathered some of the techniques described in the
here?"); community-building ("How, can book.
we get to know each other better so that
we can -work together better?"); achieve-
ment motivation ("What are our goals')."
/("What procedures and conditions Are
needed?"); open communication ("How
can we communicate more openly/ and
understand each other better?"); informa-
tion' seeking, gathering, and sharing ti
( "What do we know and what do we want
to know?"); value exploration and clarifi-
cation- ("Wlilat do we value?" "What
choices caniwe make which will reflect
1

27 Teac ri culcation
c.
40
 'Title: VALUES: LANGUAGARTS
*
Author; Richard B. Hargraves*
tablither: DiVisioa Of Instruction, Dade County Public Schools, Miami, FL (available
OnlY, through ERIC see Materials and Cost, below)(
/4 .
Date: 1971
"Grade Levels: 7;12 , . ,
,.. s,

Materials and Cost: Curriculum guide available only.from ERIC Document Reproduction
Service, Box 190, Arlington, VA 22210 (order ED 064 738: microfiche$.76,
xerography $1.95 plus postage). /

Values: Language Arts is a-junior and participating in projects. There are at leait
senior high schobl cumculum guide for a seven of these various activities, and
nine-week course aimed at helping the sometimes as many as '22, for each of the
student identify, understand, and develop nine objectives, allowing teachers to
a personal value system. After examining choose those suitable to the interests,
a wide range of pertinent literature, the needs, and abilities of their own particular
student should be ,able to synthesize .Vari- students. Various literary works, including
ous concepts and modes that the author Siddhartha, Raisin in lhe Sun, Walden,
feels are beneficial in the establishment of and Anne Frank: The Diary of a Young
one's own system of values. The purpose, Girl, are suggested as possible course
according to the authoi, is not to attempt readings. In addition, a major portion of
to regiment student moral behavior, but the course outline is composed of a listing of
. rather to present through literature "mod- student and teacher resource materials for
els fOt study and emulation that will possible use with the course.
motivate students to develop., `an accept-
: able code of ethical conduct." The authors
recognize that such a code should contain
certain universal- values that serve as
guides to conduct in Our society. ,Nine,
s
4
performance objective., ;for, tbe.,course pare
(I) `the considetation' of a positive
self-concept"; (2) "the differentiation be-
een tolerant and intolerant acts "; (3)
"the investigation of the role of mental
epaAness"; (4) "the generalization of
the importance of freedom based on per-
sonal independence "; (5) "the synthesiza-
tion of the concept [of] justice based on
truth and reconciliation"; (6) "the dem-
onstration of a developing awareness of
aesthetics"; (7) "the identification of the
"
variables of good and evi...l (8) ",the
examination of the role Vi.ligion"; and
(9) "the proposal of reasons for- attaining
social tranquility fostered by peace and
nonviolence."
'.Each week's study focuses on one of the
nine performance objectives. Suggested
learning activities include reading, view-
ing films, -taking field trips, completing
value sheets, role playing, discussing, and '

28,
41 4.
 ,*

Title:- VALUING IN THE FAMILY: A WORKSHOP GUIDE FOR PARENTS

Authors: Herbert 0. Brayer and Zella W. Cleary
Publisher: Pennant Educational Materials, 4680 Alvarado Canyon Rd., San Diego,
CA 92120
,
Date: 1972
""diade Levels: K-12'
Materials and Cost: Parent's/teacher's guide ($3.95)
Valuing in the Family is a workshop at helping the parents to encourage their
giiia7appropriate fo use with teachers children to develop talents to the limits of
and, especially, p .'"It is designed to their ability, both at home and in the com-
help parents ement the valuing pro- munity. "Power," Chapter Six, discusses
cess in the me, encouraging respect and means of participating in and influencing
self-esteem in family relations." Although important decision making within the family
intended to aid parents in understanding and when working with others. "Wealth,"
their .children's needs and in devising Chapter Seven, focuses ,upon getting the
methods to meet those needs, the gqide young person to understand the economics
also included methods through which par- of life. "Well-Being," the eighth chapter,
ents can better understand themselves, deals with attainment and maintenance of a
Structured in cookbook fashion, the book high degree ofmenial and physical health.
is intended for busy parents who need -Finally, "Rectitude" has to do with at-
ready access to a reference but do not want titudes and,Aandards of behavior such as
to be burdened with theory. The purpose,. honesty, justice, and compassion.
of the' guide is to help parents begin new Each chapter consists of an outline of
patterns of communication and activity specific activities through which the de-
with their children 'The authors do not sired values may be enhanced. For exam-
believe that a complete change of family ple, to develop the value of power in
procedure is required, but-they emphasize young people, the parents are urged to
ways parents can utilize ordinary, daily allow their children to participate actively
family contact to develop mutual affection "in making important decisions affecting
and respect. theirlife in and with the family." 'These
The book contains nine chapters, eight decisions could include family chores,
of which focus on the values identified by friends, clothes, hobbies, and pets. As
Rucker. and his colleagues (Rucker et al. children mature, the authors suggest that
1969). The introductory chapter discusses the range, nature, and importance of their
the guidelines, and problems: encountered decisions-be increased.
by the authors in conduCting family drug
abuse workshops- using this valuing. ap-
proach. Chapter Two, "Affection;" -deals
with ways to establish and maintain a deep
sense of emotional security, caring, love,
and congeniality in all phases of individual
and group life. "Respect,'.' Chapter
Three, lists ways of achieving a rec-
ognized social role and self-esteem with-r
out fear of undeserved deprivation or
penalties from others. Chapter Four, PEn-
lightenment," suggests methods for provid-
ing each child the opportunity to learn, in-
quire, and discover truth in many everyday.
situations. Chapter Five, "Skill," is aimed

29, Teacher: Intulcation

 III

\410
moral
development
The moral development approach is based Kohlberg's (1966, 1972) theory of
on the theory and research of cognitive moral development is the one most fre-
developmental psychologists such.as Jean qttehtly used to provide a rationale for this
Piaget and Lawrence Kohlberg. The first approach. Expanding on Piaget's, (1962)
section of this ,chapter explains this ap- clinical studies of moral judgment in chil-
proach by, elaborating on its basic dren and conducting his own extensive,
rationale, purpose, teaching methods, and cross-cultural research, Kohlberg has for-
instructional model. A sample learning ac- mulated a three-level, sixstage theory of
tivity from a recent educational project the development of moral reasoning:t
based on Kohlberg's work is also pro-
vided. The materials .and programs that Preconventional f,ev'elAt this level the
apply the moral development approach are child is yesponsive to'such rules and labels
as good or bad and right or wrong: He
discussed and analyzed. These include five interprets these labels ih purely physical or
sets of student materials and four teacher hedonistic terms: If he is bad, he is
resources. punished; if he is good, he is rewarded.
He also interprets thelabels in terms of the
physical power of those who enunciate
r. themparents, teachers and other adults.
Explanation The level comprises the following two
of the Approach stages:

Rationale and Putpoit.The moral reason-

ing approach to values education attempts *Recently, however, a colleague of gohlberg,
to stimulate students to develop more Robert Selman, has postulated a theory of so-
complex moral reasoning patterns through cial reasoning ("perspective taking") and has
developed curriculum materials to help stu-
successive- and sequential stages. Pro- dents progress through four stages of social
ponents of this approach do not use the development (Selman et at. 1974). Because this
term, valuing and do not define the term program is similar to programs based on
Kohlberg's work and because there are few
values. The emphasis on reasoning and materialS that reflect the moral development
thinking, however, indicates that values approach, the social reasoning resources have
been included in this chapter.
are conceived to be cognitive moral beliefs
or concepts. This approach focuses primar- tFrom "Under4tanding the Hidden Cur-
riculum," by Lawrence Kohlberg with Phillip
ily on moral values,''stich as fairness, jus- Whitten. Reprinted by special permission of
tice, equality, and human dignity. Other Learning, The Magazine for Creative Teaching,
types of values (social, personal, and , December 1972, © 1972 by Education Today
Company, Inc. 530 University Avenue, Palo
aesthetic) are usually not considered.* Alto, California 94301.

31
. Stage 1: , punishment and obedience have been critically, examined and
orientation. The physical consequences agreed upon by the whole society.
of action determine its goodne4s or bad- There is a clear awareness of the un-
ness regardless of the human meaning portance of personal values and opin-
or value of these consequences. Avoid- ions and a corresponding emphasis on
ance of punishirent and unquestioning;. procedural rules for reaching consensus.
deference to power are valued in their Other than that which is constitutionally
own right, not in terms of respect for an, and democratically agreed upon, right is
underlying moral order supported by a matter of personal values and opinion.
p'u'nishment and authority, the Janet The result is an emphasis both upon the
being stage 4. ; "legal point of view" and upon the
Stage 2: instrumental relativist orienta- *Aossibility of making rational and so-
don Right action consists of that which! cially desirable changes in the law,
instrumentally satisfies one's On needs rather than freezing it as in "law and
and occasionally the needs of others. order" stage 4. Outside the legal realm,
Human relations are viewed, in terms, free agieement is the binding element of
similar to those of the marketplace. obligation. This is the "official" moral-
Elements of fairness, of reciprocity and 4. ity of the U. S., government and the
equal sharingtire present, but, they are Constitution.
always interpreted in a pragmatic way. Stage 6: universal ethical-principle
Reciprocity is a matter of "you scratch orientation, Right is defined by the con-
my back and I'll scratch yours," not of science in accord with'self-chosen ethi-
loyalty, gratitude or justice. cal principles, which in tum are based
Conventional Level At this level main- on logical comprehensiveness, uni-
taining the expectations of the individual's versality.and consistency. These prin-
family, group or nation is perCeived as ciples are,abstract and ethical (the sold-
valuable in its own right, regardless of en rule, the categorical imperative);
immediate and obvious consequences. The they are not concrete moral rules like
attitude is one not only of conformity to the Ten ComMandments. At heart,
the social order but of loyalty to it, of these.are universal principles of justice,
actively maintaining, supporting and jus- of the reciprocity and equality of' human
tifying the order, and of identifYing with rights, and of respect for the dignity of
the persons or group involvefl in it. This human beings as individital persons.
level comprises the following two stages: 4
Stage 3: interpersonal concordance or Kohlberg has identified 25 "basic moral
"good bojNnice girl" orientation. Good
behavior is that which pjeaseg or helps concepts" that he uses as the foundations
others and is approved by them. There for formulating hypothetical moral di-
is much conformity to stereotypicaltim- lemmas posed to research subjects.
ages of what is majority or "natural" Kohlberg's (1466, pp. 8-9) explication of
behavior. Behavior is frequently, judged how a child at each stage would define one
by intention: "He means well" . be-
-comes important, and one earns ap- of these concepts (the "value of human
proval by "being nice." life") clarifies the differences among his
Stage 4: "law and order" orientation. six stages:
.. Authority, fixed rules and the,mainte- Stage I: The value of a human life is
nance of the social order are valued. confused with the value, of physical ob-
Right behavior consists of doing one's jects and is based on the social status or
duty, showing respect -for authority and physical attributes of its possessor.
maintaining the social order for its own
sake. Stage 2: The value of a human life is scan
Postconventional LevelAt this level there
as instrumental to the satisfaction of the
Reeds of its possessors or of other persons.
is a clear effort to reach a personbl defini-
tion of moral valuesto define principles Stage 3: The value of-a human life is
that have validity and application apart based on the empathy and affection of
from the authority of groups of persons fimily members and, others towards. its
and apart from the individual's own iden- possessor.
tification with thee groupS. This level Stage 4: Life is conceived as sacred in
again has two stag .
....
terms of its place in a categorical moral or
Stage 5: social-contratf4galistic orien- religious order of rights and duties.
tation. Generally, tititta ge has utilita- Stage 5: Life is valued both in terms of its
rian overtones. Mgr 101rtendsta be relation to community welfare and in
defined in twins of;enirif, individual terms of life being a universal , human
rights and in termeof standards that right.

32 we&

:44
 vs
Stage 6. Belief in the sacredness of human velopment approach views the person as
life as representing a universal human an active initiator and a reactor..Within the
value of respect for the individual.
context of his or her environment. The
Several other thedrists, such as 'Bull ,individual cannot fully change the envi-
(1969) and Perry (1970), have posited ronment, but neither can the environment
similar schemes of moral development. fully mold the individual. A person's ac-
These, however, have not been applied as tions are the result of his or her feelings,
. directly to education as has Kohlberg's thoughts, behaviors, and experiences..
theory, and they will not be considered Although the environment can determine
here. Moreover, regardless of the specific the content of one's experiences, it cannot .

differences among these theorists, they determine its form. Genetic structures,
share with Kohlberg several common be- already inside the person, are primarily
liefs about the nature of moral develop- responsible for the way in which a person
ment: internalizes that content, and organizes
1) There exist structural bases within each and transforms it into personally meaning
person that determine how he or she fpl data.tt
will perceive a value. Teaching Methods. The technique most .

2) These bases develop in a sequential characteristic of the moral development

series of stages. No stage may be skip- approach is to present 'a hypothetical or
Ped factual value dilemnfa story Which is then
3) Some 'persons go faster and farther
through the stages than others.
4) Movemeni from state to stage is a *Some of these contentions are disputed by
long-term process. Progression is not other psychologists, especially those of a non-
developmental orientation. Specifically, con-
automatic, but dependent upon the per--u.. tentions 6 and 7 are the most controversial,
son's interaction with the environment. but 2 has also been criticized as too rigid.
5) The general direction of this movement tThese theorists postulate that human growth
is from no morality to 'social occurs in sequential stages of development.
to autonomous morality. . Some psychologists have attempted to formu-
late developmental theories of the entire per-
6) .All persons in all cultures develop sonality. Such theorists are usually termed ego
through these stages. development theorists. Sullivan et al. (1957)
and Loevinger et al. (1970) are examples. Other
7) Mdral reasoning is related to moral developmental psychologists seem to have
behavior,* concentrated on/specific aspects of human
growth: Piaget (Infielder and Piaget 1958)
intellectual development; Erikson (1950)
In addition to these beliefs, Kohlberg con- psycho- sexual development, Harvey, Hunt,
tends that students can comprehend rea- and Schroder (1961)conseptual develop-
ment; and Peck and Havighurst (1960)
soning patterns one stage below and one character development. Those theorists who
stage above their own level and that expo- have concentrated on value development have
sure to the next higher stage of moral been called moral development theorists, and
these include McDougall (1908), Piaget (1962),
reasoning is essential for enhancing moral Kohlberg (1966), and W. G. Perry (1970).
development, Furthermore, Kohlberg ttGenerally, this yiew of human nature can be
"'(1966, P.19) contends that movement from termed interactive, in contrast to reactive or
one stage to another involves not instilling active conceptions of the, person. The moral
development theory of human nature, how-
an external value (as in inculcatipn) but ever, can be distinguished from the interactive
encouraging the formation. of value pat- conception of human nature which, underlies
terns toward which the students are the action learning approach to values educa-
tion (see Chapter VI). Although interaction be-
already tending. ^ tween person and environment is seen as fun-
The view of human nature reflected in damental in both conceptions, the moral de-
velopment theory can conceive of the person,
the rationale for this approach seems to be with his, or her innate cognitive and moral
similar to that manifested in the ideas of structures, as separate from the environment
Erikson, Loevinger and other de- or society. The theories underlying the action
learning approach, on the other hand, con-
velopmental psychologists.t In contrast to tend that the person can not be defined out of
the inculcation 'approach, the moral de- his or her environmental or societal context.
4

4,
33 MOral Development.
discussed in small groups. Through a short c) Help students establish the reasons
reading, filinstrip,or film, students are for their'individual positions.
presented with a story involving one or
more characters confronted with a moral 3) Testing the reasoning for a position on
dilemma.. Students are urged to state a the moral dilemma
position on what the person in the story a) Select an. appropriate strategy for
should do, to provide reasons for this posi- grouping the students (sinall groups
tion, and to discuss these reasons with consisting of students who agree on the
others. Kohlberg's research indicates that action but for different reasons or small
exposing students to higher levels of rea- groups of students who do not agree on
soning through group discussion stimulates the action).
them to reach the next stage of moral b) Help students examine individual
development. reasons with the group or class:
. Galbraith and Jones (1975) have ex- c) Ask probe questions to elicit addi-
perimented with many moral dilemma tional reasoning about the moral prob-
exercises in the classroom as part of a lem or to focus .on a particular issue
project at Carnegie-Mellon University. involved in the dilemma.
They have concluded that three variables d) Examine reasons as they relate to
are crucial to an effective group discussion the probe questions.
of a moral dilemma, and thus, to the 4) Reflecting on the reasoning
enhancement of moral development in sm- a) Ask students to summarize the dif-
dents. These are (1) a story that presents ferent reasons that they have heard.
"a real conflict for the central character," b) Encourage the students to choose
includes "a number* of moral issues for the reason that they feel represents the
consideration," and "generates dif- best response to the moral dilemma.
ferences of opinion among students about c) Ask students if they believe there is
the appropriate response to the situation"; a best answer for this problem.
(2) "a leader who can help to focus the d) Add any additional reasons that did'
discussion on moral reasoning"; and (3) not occur from student discussions;
"a classroom climate which encourages these should be added not as the
students to express their moral reasoning "best" reasons but as additional rea-
freely" (Galbraith and Jones 1975, p. 18). sons to ponder.
Instructional Model. A sequential in4 .,
structional model to help teachers use this Illustrative Learning Activity. This ac
approach to values education has also been tivity has been adapted and condensed
forniulated in the Carnegie-Mellon project. from Galbraith and Jones (1975, ,pp.18-
The version presented below has been 21). The teacher hands out a short reading
adapted from Galbraith and Jones (1975, entitled "Helga's Dilemma" and in-
troduces it in such a way that it relates to
1) Confronting a moral dilemma
recent classwork. The students read the
passage.
a) Introduce the djlemma.
b) Help students to define the terms HELGA'S DILEMMA
used in the dilemma. Helga and Rachel ticl grown up together.
c) State the nature of the dilemma. They were best friends despite the fact that
2) Stating a position on the original or Helga's family was Christian and Rachel's
was Jewish. For many years, this religious
alternative dilemma difference didn't seem to matter much in
a) Help students establish their in- Germany, but after Hitler seized power,
dividual positions on the action. the situation changed. Hitler required Jews
b) Establish the class response to the to wear armbands with the Star of David
on them. He began to encourage his fol-
position on the action. (If there is not lowers to destroy the property of Jewish :
enough conflict, introduce an alterna- people and to beat them on the street.
tive dilemma.) . . Finally, he began to arrest Jews and deport

.34
 them. Rumors went around the city that might propose alternative dilemmas. (For
many Jews were being killed. Hiding Jews , examples suppose .,Helga had only met
for whom the Gestapo (Hitler's secret RachelAnce and drd not know her well.
police) was looking was a serious crime
and violated a law of the German govern- What should she do then?) Or the teacher
ment. could pose other probe questions such as,
One night Helga heard a knock at the Should a person, ever risk the welfare of
door. When she opened it, she found relatives .for the welfare of friends? Why?
Rachel on the step huddled in a dark coat. Through discussion and reflection, stu-
Quickly Rachel stepped inside. She had dents are encouraged to express a reason-
been to a meeting, she said, and when she
I returned home, she had found Gestapo able value position rather that to come to a
members all around her house. Her par - consensus by adopting other points of
ents and brothers had already been taken view. "When a good moral discussion
away. Knowing her fate if the Gestapo class ends," l'Avrote Galbraith and Jones
caught her, Rachel ran to her old friend's (1975, p. 15), "students should feel that it
house.
is incomplete. They should leave the class-
Now what should Helga do? If she turned
Rachel away, the Gestapo would eventu- room still wondering about the best re-
ally find her. Helga knew that most of the sponse to a difficult moral problem."
Jews who were sent away had been killed, This sample lesson has been condensed
and she didn't want, her best friend to for the purposes of illustration. Educators
share that fate. But hiding the Jews broke interested in using the moral development
the law. Helga would risk her own secu-
my and that of her family if she trial to approach should consult the materials cited
hide Rachel. But she had a tiny room in the next section.
behind the chimney on the third floor Materials and Programs. Efforts to im-
wherPRachel- might be safe. plement the moral development approach
Question: Should Helga hide Rachel? began as part of several research studies
The teacher helps students . to define including one by Blatt (1969). His original
terms that might need explanation. Then curriculum, used 'in Sunday, schools and
he or she helps the class to establish the public =high schools, consisted of a battery
.nature of the dilemma (Should Helga hide of written moral dilemmas and a few
her long-time Jewish friend, Rachel, from probe questions to stimulate thought. Re-
the Nazi Gestapo or turn her away?). The cent curriculum development in this area
students are,then asked what Helga should , has produced more effective use of other
do and why. Some may believe Helga media, including films, filmstrips, and
should hide her friend; others may believe records. The approach has also been im-
she should turn Rachel over to the. Ges- ' plemented at the elementary level and in
tapo. Students may also disagree about the some prison education programs as well
reasons, while agreeing about the action. (Kohlberg et al. 1973). A recent effort has
For example, one student might believe been established, by the Center for Moral
that Helga should tell the Nazis because Development and Education at Harvard
she might get into trouble if she doesn't University to coordinate Communication
(this is Stage 2 reasoning). Another might among those involved in teaching and re-
support the same action because Helga has search in moral education. In addition to
an obligatiOn to protect her family (Stage publishing a newsletter, Developmental
3) or to obey the .laws of the govemment Moral Education, the Center has instituted
(Stage 4). an attempt to create a NationabConsortium
The teacher then divides the class into in Moral Education to help establish vari-
seyeral discussion groups, each composed ous moral education centers and project
of memberi who agree on Helga's action clusters throughout North, America.
but disagree on the reasons. The teacher A concise review of materials and pro-
moves from group to group to facilitate grams based on Kohlberg's theory of
discussion and to keep the focus on moral moral reasoning is presented by Rest
reasoning rather than on less important (1974, pp., 2S0 *-51): '
,details. In order to do this, the teacher Kohlberg and his students have pada a

35 Moral Development

47
 number of additional innovations which for leading group discussions of moral
have extended the original program ideas dilemmas; and the teacher training kits that
and materials . . . A moral education
course for college undergraduates included accompany First Things. A training man-
not only the discussion-of-dilemmas for- ual for teaching the Kohlberg moral di-
mat but alp readings and discussions of lemmas has been developed at Carnegie-
classic moral philosophers . . . , thus Mellon University. This work has not been
extending thd resources available in the analyzed because the final version was not
curriculum . . . The Moral Education
Project of the Ontario Institute for Studies available in time. The training manual will
in Education is an ongoing research and be completed and published by Greenha-
development project for curriculum mate- , ven Press early in 1976.
rials, teaching methods, teacher training,
and theory elaboration. This ambitious,
broad-gauge, enterprise has set up moral
education programs in elementary, and
high schools' in Canada and has published
books containing many practical sugges- -

tions and possible topics and materials for

moral education". . .
In the pages that follow, we have
analyzed 'nine moral development re-
sources. First things: Values (Guidance
Associates), a'filmstrip series for elemen-
tal); students, was the first published set of
student materials directly based on
Kohlberg's work. Thi, was 'followed by
First Things: Social Reasoning (Guidance
Associates), curriculum materials based on
the theory,of social reasoning ("perspec-
tive thinking") developed by a colleague
of Koillberg, Robert Selman. Both of
these resources contain teacher training
O components. In addition, to these mate-
rials, the recently revised version of the
Holt Social Studies Curriculum (Holt,
Rinehart, and Winston) has incorporated
moral dilemina objectives and activities
based on Kohlberg's theory, as well as
some values clarification goals and ques-
tions. Photo Study Cards: Meaning and
Values (Greenhaven Press) also uses both
the moral development and clarification
approaches ecaise of the lack of mate-
,rialsrifieeiing the former approach and a
multitude of clarification resources, these
analyses have been included in. this chap-
ter. Similarly, Moral Reasoning, one of
the unit booklets of the Public Issues
Series (Xerox), is included in this chapter
Male it also focuses on moral reasoning.
e teacher resources analyzed include
Ho to Assess the Moral Reasoning of
Students (Porter and Taylor 1972), a guide,.
to evaluating moral development; Getting
It Together (Mattox 1975), a guidebook

36
48V
 moral development:
student materials
r First Things: Social Reasoning 38
First Things: Values 40
Holt Social Studies Curriculum 4
Moral Reasoning: The Value of Life 44
Photo Study Cards: Meaning and Values 46

---

..

37 Student: Moral Development

4D
 1.

Curriculumii FIRST THINGS: SOCIAL

Titles: How Can You WorkThings Out?; How Would Feel. How Do You Know
What's Fair?; How Do You Know What Others Will Do?; and A rategy for Teaching
Social Reasoning
Developers: Robert L. Selman, Diane F. Byrne, and Lawrence Kohlberg
Publisher: Guidance Associates, 757 Third Ave., New York, NY 10017
Date: 1974
Grade Levels: 1-5
Materials and Cost: 5 audiovisual kits, each inqiuding filmstrips, records or cassettes,
and teacher's guide (with records$19.50 each, cassettes-$21.50 each)

First Things: Social Reasoning is a' making fair decisions, and communicating
series of sound-filmstrip programs de- and persuading. For ,example, in one of
signed to help elementary students the dilemmas a boy is feeling sorrow over
prove and use their ability to reason about his lost dog and his friend can not decide
social interactions. The programs are whether a new puppy will make a good
based on the psychological theory that a birthday gift or an inappropriate one. The
child's ability to reason develops through a filmstrip character provides reasons for
sequerice of universal stages. According to making his choicereasons that children
Selman, as a child reaches each new stage can add to and disctis.
of social reasoning, he or she develops a Teacher training for First Things: Socidl
new theory about the nature of people and Reasoning is provided in a separate pro-
human interactions. The new theory gram, A Strategy for Teaching Social Rea-
greatly influences his or her social aware- soning, .which is analyzed in the Teacher
ness, social judgment, social ability, and Matelials section of this chapter.
social maturity. The primary goals of this Fieldtesting was done both before and
set of materials are to encourage the de- after the kits were published. Results of
velopment of social reasoning through four the first fieldtest are available, those of the
perspective- taking levels and to encourage second are forthcoming. The materials
humane, fair, and considerate, use of were also evaluated in a pilot study by
higher levels of reasoning. The objective Robert Enright (for further information,
for How Can You Work Things Out? is to contact Enright at N 548 Elliott Hall, Uni-
help children understand perspective- versity of Minnesota, Minneapolis, MN
taking as a key factor in communication. 55455). The results will be published
How Do You snow What's Fair? is in- within a year. Preliminary examination of
tended to help students employ perspective the data suggests that sixth-grade students
taking as a means of resolving ethical who have participated in discussions, re-
problems. In How Would You Feel? chil- lated to these filmstrips and to other simi-
dren are encouraged to recognize and lar dilemmas have progressed in social
honor the feelings of others. To help chil- reasoning more than control group stu-
dren predict behavior by analyzing the dents. Since the experimental treatment
thoughts, feelings, and motives of others consisted of several other activities, one
is the objective of How Do. You Know cannot conclude that the Social Reasoning
What Others Will Do? materials were primarily responsible for
Each of the four student programs in- that growth.
cludes two filmstrips that present open-
ended Social dilemmas with which elemen-
tary students can identify. The areas cov-
ered by the dilemmas are solving social
problems, understanding others' feelings,

38
50
 DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTE ICS
Grade Levk _ Much Value's Education Approach
x _ Moderate Inculcation"
x 4.6 _Lc Very little x Moral development
_ 7-8 Teachii Training _ Analysis
adrificatioli
_IL Provided in materials
_ 11-12 Action learning
_ Suggested by developers
Materials _ Not mentioned _ Other.
Student materials _ Other.
_Lt Teacher guide (Valuis.Education Emphasis
PrejudicelStereotyping
x A-V kit x Major focus
Much evidence = M
_ Tests . One of several concerns
Some evidence = S
Other: A minor concern
Racial or Ethnic
Sexrole ProcesslContent emphasis
Time. _ Other: 2( Process of valuing
, .
Curriculum (2 or more x Content of valuing
, `) ' yeais)
Course (one year)
EVALUATION
INFORMATION
' Objectives
Stated specifically.
Semester (half year) Stated generally
Provision for Student 2c
Minicourse (6-9 weeks) _ Not stated
x Units (1-3 weeks) Evaluation
_Lc Supplementaiy instruments specified Student Activities
Other Procedures specified Used or stressed frequently
Guidelines suggested' =F
-"x N'othin'g provided Used or stressed occasion -
Medium Used
Other: ally =0
Materials Evaluation _ Reading
Readings r _ Writing,
Worksheets Materialstested = T
0 Class discussion
_ Films Results available = A
F Small-group discussion
_IL Filmstrips ", A Fieldtested before publica-
tion
_ Games
x ReCords or tapes
_ Charts or posters T Fieldtested after publication _ Simulations
F Role playing
_ Transparencies T User feedback solicited
_ Action protects
_ Other T Other Pilot study
Other
Not evaluated

O .

39 Student: Moral Development

r
,
 . Curriculum: FIRST THINGS: VALUES
Titles: The Trouble with Truth; That's No Fair!;. You Promised!; But It Isn't Your. ;
What Do You Do about Rules?; and A Strategy for Teaching Values
Developers: Lawrence Kohlberg and Robert Selman
Publisher: Guidance
.-
Associates, 757 Third Ave. New York, NY 10017
Date: 1972
Grade Levels: 1-5
Materials and Cost: 6 audiovisual kits, each including filmstrips, records or cassette
tapes, and teacher's guide (with records$19.50 each, with cassettes$21.50 each)

First Things: Values is a series of sit ing Values. (See the Teacher Materials
sound filmstrips designed to help elemen- section of this chapter. for an analysis of
tary students reason about moral issues. this inservice training component.) The
The rationale is based on Kohlberg's re- materials do not, however, provide any
search on moral development and the help for evaluating student progress. One
series stresses the importance of having instrument that is available to help mea-
good reasons for moral actions. Since this sure growth in terms of Kohlberg's stages
research has indicated "that the most ef- of moral development is the guide pro-
fective way to develop moral reasoning duced by the Ontario Institute for Studies
involves the use of open-ended di- in Education, called How to Assess the
lemmas," the developers believe that sus- Moral Reasoning of Students (Porter and
tained, spontaneous discussion of such di- Taylor 1972; analyzed in the Tdacher
lethmas; which elicit reasoning from vari- Materials section of this chapter). Another
ous stages, will help students move to test, "Opinions About Social Problems,"
higher stages of moral development has been used in research by.James Rest at
Each unit contains two moral dilemmas the _University of Minnesota but is not
and focuses on a topic of importance to generally available at this time.
elementary studentskeeping pros Uses, First Things: Value; was fieldtested be-
telling, the truth, respecting pi-, 'erty e fore and after publication; the multi, both
rights, sharing, taking turns, and nder- general and favorable, are available from
standing the reasons for rules. Stude are the publisher. In addition, user feedback
:asked to make their own moral choi s for was solicited through teacher interviews
resolving each dilemma. In the first itua- and the materials were further evaluated at
tion of each' unit, filmstrip characte pre- the UCLA Curriculum Inquiry Center. The
sent reasons for and against the c 'ices Bay Area Media Evaluation Guild has
they make in a dilemmareasons th t re- stated that "the children's voices and,ac-
flect different stages of moral develo ent tions [on the filmstrips] are very real, and
'4 and that students can evaluate in ad ' 'tion children will identify immediately with
to presenting their own reasons. Th Sec- them." The Educational Facilities Center
ond dilemma is presented without p vid- in Chicago rated the quality of the objec-
ing reasons; the children must de elop tives and content "excellent."
their own justification for making personal
moral choices. For example, in The Trou-
ble with Truth, Debbie can have a birthday
visit to the fair if she says she is a year
younger. The students consider whether C,
she should lie or tell the truth.
Special teacher training for using these
materials is provided in a unit accompany-
ing these materials, A Strategy for Teach-

40
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level _ Much Values Education Approach
x K-3 _ Moderate Inculcation
x 4-6 x Very little x Moral developrhent
_ 7-8. Teacher Training Analysis
_ 9-10 2L Provided in materials
Clarification
11-12
_ Suggested by developers
_ Action learning
Materials _ Not mentioned Other
Student materials Other
Teacher guide PrejudicelStereotyping -Values Education Emphasis
X A-V kit Much evidence = M
x Major focus
Tests One of several concerns
Some evidence = 5
Other: Racial or Ethnic
A minor concern
Sexrole Process/Content Emphasis
Time Other: x Process of valuing
Curriculum (2 or more x Content of valuing.'
years), EVALUATION Objectives
Course (one year) ;
Semester (half year)
INFORMATION St'ated specifically
Provisum for Student _ Stated generally
Minicourse (6-9`weeks)
'Evaluation j_c_ -Not stated
x Units (1-3 weeks)
Supplementary _ Instruments specified Student Activities
Other _ Procedures specified Used or stressed frequently
_ Guidelines suggested =
Nothing provided Used or stressed ciccalion-
Medium Used x Other: Available elsewhere ally = 0
Materials Evaluation. . _ Reading
Readings
Writing
Worksheets Materials tested = T
o Class discussion -
Films Results available = A
F_ 'Small-group discussion
Filmstrips Fieldtested before publica-
tion
_ Games
x' Records or tapes
Simulations
Charts or posters Fieldtested after publication
Role playing
_ Transparencies T User feedback solicited)
Action' projects
, Other: A Other: Critical review
Othe
Not evaluated 0

,
1

41 Student: Moral velopment

tit,o ,
 Curriculum: HOLT SOCIAL STUDIES CURRICULUM
Titles: Comparatiye Political Systems, Comparative Economic Systems, The Shaping of
Western Society, Tradition and Change in Four Societies, A New History of the United
States; The Humanities in Three Cities; Introduction to the Behavioral Sciences
General Editor: Edwin Fenton
Publisher: Holt, Rinehart and Winston, Inc., 383 Madison Ave., New York, NY 10017
Dates: 1969-75
Grade Levels: 9-12 .
Materials and Cost: For each title, student text ($4.95-$8.8 each); teacher's guide
($2.85-$4.95 each), ultimedia kit Including filmstrips, records, class handouts, student
activity components, student readings, transparencies, testing, program, and teacher-
s training filmstrip ($112.50- $180.00 each)

The Holt Social Studies Curriculum was this pyramid. In the ninth-grade course
'developed by the Carnegie-Mellon Uni- students compare the political and
versity Social Studies Project. The pro- economic systems of primitive and tradi-
gram consists of seven courses, each in- tionaLsocieties, the United States, and the
cluding five components: a textbook de- .Soviet Union. The two tenth-grade pro-
veloped around readings and pictures, au- grams focus on world history and the ef-
diovisual materials; a detailed teacher's fects on four countries of political change,
guide, a testing program, and an individual economic development, race relation, and
and group activity component. The overall urbanization. United States -history is the
objective of the program is to help stu- subject of study for the 11th -grade course,
dents develop their abilities to think in- while 12th-grade students study the
dependently and to realize their re- humanities and the behavioral sciences.
sponsibilitie$ as citizens. More specifi- Lessons are organized around student
cally, the materials are designed to help readings and class discussion. Students
students (1) develop a constructive attitude read two or more case studies in which
toward learning; (2) acquire a positive social or personal values are often at issue.
self-concept; (3) value; (4) develop learn- The teacher asks directed questions,
ing skills; (5) develop inquiry skills: and suggested in the teacher's guide, in order
(6) attain knowledge. For each lesson to bring the issue into focus. Students
these objectives are stated even more speci- must make decisions after examining the
fically. For example, in The Shaping of facts and their own feelings. A variety of
Western Society, the lesson on "Nazism in activities are suggested to supplement the
Practice" has the following valuing objec- lessons. The moral development approach
tives: "to state one's position on a value is reflected in the use of Alue dilemmas
question and offer reasons' for adopting patterned. after those of Kohlberg. The
that position" and "to test one's own teacher's guides include brief explanations
position on a value question by resvnding of the teaching of moral dilemmas as well
to arguments Made,* other studenN.," as typical responses at each level for the
The content of the curriculum is based dilemmas presented. Student activities that
upon a conceptual pyramid. At the highest reflect the clarification approach are also
level are universal concepts such as culture included. For example, students are asked
and society. Forming the second level are to-clarify and state their positions on "the
concepts such as social system and politi- value of human life when national honor is
cal system. The third level contains more involved." .

specific concepts, including social class, Student tests, provided on dnplicating

cultural change, and decision making. masters, are primarily designed to evaluate
Each course in the Curriculum is based on progress in learning inquiry skills and con-
.

42
54
 tent mastery. Occasionally, students will significantly greater effect than other
be asked in essay exams "to make judg- Howeiier, in'the development of
ments or to clarify their attitudes toward a social studies inquiry skills; thig cur-
controversial issue." A teacher training ricidum proved to be much more effective
Ornponent is provided for each course in. than other materials. Results are provided
the form of. a sound-filmstrip. In some in Final Report: A High School Social
cases, additional readings are also Studies Curriculum for Able Students. Pro-
suggested. Tlie pilot editions of the cur, ject Numbers HS-041 and H-192, avail-
riculum were fieldfested in claisrooms able through the ERIC system (ED 030
using seven different testing devices. In 672): The latest revisions of the materials
the area of content mastery and general are based upoq informal feedback gathered
skill development, measured by stindard- over a period of four years.
/:
ized tests, these materials did.not have a

DESC PRECONDITIONS SUBSTANTIVE

CIIARA Amount of Reading CHARACTERISTICS
Grade Level x Much Values Education Approach
_ K-3 Moderate _ Inculcation
_ 4-6 _L.. Very little 2 _c Moral .development
7-8 Teacher Training Analysis '
x 9:10 Provided in materials
Clarification
_2c_ 11-12 - Action learning
_ Suggested by developers
Materials , _ Not mentioned Other
Sfudent.rnaterial; _-Other:
x Teacher guide Values Education Emphasis
PrejudicelStereqtyping
A-V kit Major focus
Much evidence .= M
Tests x -One of several concerns
Other: _ Some evidence = S
Racial or Ethnic
Sexrole
A minor concern
Process/Content Emphasii
Time _ Other: .c Process of valuing
Curriculum (2 or more _ Content of valuing
_ years)
Course (one year)
_ 'Semester (half year)
EVALUATION
INFORMATION
Objectives
Stated specifically
Provision for Student Stated generally
Minipurse (6-9 yveeks)
Evaluation _ Not stated
Uriits (1-3 weeks)
_ Supplementary x Instruments specified Student Activities
Other: procedures specified Used or stressed frequently
Guidelines suggested =F
_ Nothing provided Usk! or stressed occasion.
Medium Used Other: ally = 0
-Materials Evaluation Reading
Readings
_2.. Writing
x Worksheets Materials tested = T
Class discussion
Films ResUlts available = A
42_ Small-group discussion
Filmstrips 1, Fieldtested before publica-
__Games
31_ Records or tapes
x Charts or posters .
tion .
Fieldtested after publication _ Simulations
o Role playing'
2 _c Transparencies ,L11. User feedback solicited
o Action projects
,

Othe-FAcrivit's Other
_...._ Other.
Not evaluated
<it.

6
Student: Moral Development
 Title: MORAL REASONING: THE VALUE OF LIFE (Publielssues Series)
Author: Alan Lockwocid
Publisher: Xerox Education Publications, Education Center, Columbus, OH 43216
Date: 1972
Grade Levels; 9.12
Materials and Cost: Student
7
tex ($.50), teacher's guide (free with purchase of 10 or more
student books) -

Moral Reasoning: The Value of L4, a velopment and its application in the class-i
part of the Public Issues Series, consists of room. )
dileriunas and discussion questions de- Although no forrrial student evaluation
signed to help students "formulate, materials are provided, questions at the
clarify, and justify [their] thinking about end of each selection may be used to
the value of life in general and the value of check students' understanding and/or serve
life in difficult conflict situations." The as a springboard for discussing the mate-
material does not provide a set of closed rial. Informal prepublication fieldtesting
solutions to current social ills or persisting was done. Due to the nature of the tests,
historical problems. Rather, it is intended . however, results are not available.
to challenge the student to formulate his or
her own positions and choose courses of
action suitable for citizens in a free soci-
ety.
The content of this booklet is developed
around the question, "What is the value of
life [and] under what circumstances, if
any,.is it tight to take a life?" The student
is presented with a number of factual -and
fictional moral dilemmas and with specific
discussion questions related to the situa-
tionThese dilemmas,include the practice
of allowing babies with major physical
deficiencies to die; the Eskimo practice of
leaving old people to die, capital punish-
ment, and the killing of baby seals. The
author ;states that, as students peruse the ,
material and discuss the dilemmas, they
confront values of life that seem to be in
conflict with such values as obedience to
'law and authority, family obligations, polit-
ical loyalties, and cultural diversity.
Many opportunities are provided for in-
dividuals to express preferences in re-
lationship to a given dilemma and explain
why that choice was made. One section of
the book briefly expliin's__Kohlberg!s_ _
theory of moral development. The
teacher's role is one of facilitating class
discussions and aiding students with any
difficulties encountered. A teacher's guide
accompanies the .student book and dis-
cusses Kbhlberg's theory of moral de-
.

44.,
 DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount Reading CHARACTERISTICS
Grade Level Values Education Approach
_ K-3 _ Moderate Inculcation
_ 4-6 _Very little l_c Moral development
78 * Teacher Training x Analysis
9-10
_ Provided in materials _ Clarification.
11-12 Action learning
_ Suggested by developers
Miterials x Not mentioned _ Other
IL Student Materials Other- .
X Teacher guide , Prejudice /Stereotyping Values Education Emphasis
A-V kit
Much evidence = M IL.Major focus
_ Tests Some evidence =5 _ One of several concerns
Other _ Racial or Ethnic A minor concern
Sexrole Process/Content Emphasis
Time _ Other: Process of valuing 4
Curriculum (2 or more Content-of valuing
years) EVALUATION Objectives
_ Course (one year) . INFORMATION tarecl,specifitally.
_ Semester (half year)
Provision for Student T.. Stated generally
Minicourse (6-9 weeks)
Evaluation _ Not stated
x Units (1.3 weeks)
Supplementary _ Instruments specified Student Activities
_ Other- _ Procedures specified Used or stressed frequently
_ Guidelines suggested =F
IL Nothing provided Used or stressed occasion-
Medium Used _ Other: ally =0
Materials Evaluationci F Reading
Readings
Materiall tested T _ Writing
Worksheets
F Class discusiion
Films Results available = A
Small-geoup discussion
_ Filmstrips T Fieldtested before publica-
Games
_ Records or tapes tion
imulations
_ Charts or posters Fieldtested after publication
User feedback solicited
_ Role playing
_ Transparencies T
_ Other: _ Action projects
_ Other: Othei
Not evaluated

45' , Student: Moral Development

5
 Title: PHOTO STUDY CARDS: MEANING AND VALUES
=Authors: David Bender and Gary McCuen
Publisher: Greenhaven Press, Inc., Box 831, Anoka, MN 55303
Date:,.1974
Grade' Levels: 8-12
Materials and Cost Kit: Five' different Photo Study Cards..10 or more copies of single
Photo Study Card ($1.65 per copy); 5 to 9 copies of single Photo Study Card ($1.95 per
copy) (Option Akit containing 35 student copies of each of the 5 Photo Study, Cards
and teacher's guide for each card ($57:75); Option Bkit containing 18 student copies
of each of the 5 Photo Study Cards and.teacher's guide for each card ($29.70).

The Photo Study Cards are designed to EaCh activity includes simple, concise
"help students clarify their values through instructions. The teacher's role is one of
analyzing and comparing photos that pre- facilitating discussion. In the teacher's
sent different and often conflicting val- guide there is a brief summaq of
ues." The authors feel such materials are Kohlberg's six stages of moral reasoning
needed because of the rapid social change as well as suggestions for classroom appli-
in our society and the current challenges,to cations.. A key correlating student re-
traditional values. They feel young people sponses for many of the activities with the
today 'are seeking meaning and purpose for six stages is also included. No teacher
their. own lives.. Objectives include the training is mentioned. However, the au-
clarification of values, feelings, and at- thors suggest that teachers unfamiliar with
titudes, and the advancement to higher Kohlberg's theory should study his ideas
stases of moral reasoning. The program carefully before using the materials in the
'therefore reflects the theories of both classroom. A bibliography for this purpose
Lawrence .Kohlberg and Sidney Simon. is included in the teacher's guide.
The five different photo cards are enti- There has been no systematic fieldtest-
tled "Who Are You?", "Who Would ing of the materials before or aftepublica-'
You Like to Be?", i'What Do You lion. User feedback has been solicited at
1
Value?", "You and Authority," and professional conferences, but no results
"You and Social Responsibility." Each are available. A favorable review in Media
card has pictures and activities on both & Methods (April 1975) stated that the
sides Photographs depict scenes ranging photographs stimulate student enthugiasm
front John and Jacquelyn Kennedy playing and discussion.
with Caroline to the burning bf South
Vietnamese Buddhists. The front side of
each card deals with affective behavior--
clarifying values, feelings, and attitudes.
Siudents examine powerful photographs
'that pOrtray values in conflict. Open- ended
questions for class discussion related to the
=, photos are provided. The reverse side of
each card deals with 'cognitive
behaviormoral reasoning. Most of the
activities on this, side involve moral di-
lemmas with no right or wrong solutions.
Students working individually or in small
groups are asked to make a decision and°
examine the reasoning behind their' deci-
sion.

46

r
 DESCRIPTIVE PRECONDITIONS\ SUBST4NTIVE g.

CHARACTERISTICS Amount of Reading CHARACTERISTICS

Grade Level ___ Much Values Education Approach
K-3 Moderate _ Inculcation
4-6 Very little _Lc Moral developmpnt
x 743
Teacher Training _ Analysis
x 9-10
21 11-12
_ Provided in materials
Suggested by developers _ Clarification
Action learning
Other-
Materials _Lc Not mentioned
_Lc Studbnt materials Other
.2_c Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Major focus
Much evideqce = M
_ Tests _ One of several,concerns
_ Other: _
Some evidence =
Racial or Ethnic _ A minor concern
Sexrole ProcesslContent Emphasis
1
Time Other 2L. Process of valuing
_ Curriculum (2 or more . _ Content of valuing
years) Objectives
- -Course (one year) RMATION
EsVALUATION ._,Stated specifically
_ Semester (half year) L. Slated generally
Minicourse (6-9 weeks) Provision for Student .
Evaluation Not stated
Units (1-3 weeks)
c Supplerndntary Instruments specified Studetit Activities
_ Other. 4-5 weelc course Procedures specified Used or stressed frequentty
Guidelines suggested =F
35.Nothing provided Used or stressed occasion-.
Medium Used Other: ally = 0
Materials Evaluation .2..0 Reading
Readings Writing
_ Worksheets Materials tested = T
Class discussion
_ Films Resultkavailible = A
F Small-group discussion
_,Filmstrips Fieldtested before publica-
r don.'
_ Games
Records or tapes Simulations
x Charts or posters Fieldtested after publication
Role playing
TraosOarencies
Other-
T User feedback solicited
A Other Critical ;ewes,. _ Action projects
_ Other
Not evaluated

ti

47 Student: Moral Development

59
 .0

c
Moral development:
teacher materials-

Getting It Together: Dilemmas for the Classroom 50

How to Assess the Moral Reasoning of Students '51
A Strategy for Teaching Social Reasoning 52
A Strategy for Teaching Values 53

,,

,..........

i
I ' .

V.

49 Teacher: Moral Development

. GO.
 Title: GETTING IT TOGETHER: DILEMMAS FOR THE CLASSROOM
Author: Beverly A. Mattox
Publisher: Pennant Educational Materials, 4680 Alvarado Canyon Rd., San Diego, CA
92120
Date: 1975
Grade Levels: 1-12
Materials and Cost: Teacher's guide ($3.95)

Getting It Together is designed. "to one which might be viewed as having a

provide the working-level educator with an faith orientation. According to the author,
understanding of what the Kohlberg ap- this stage describes a ntodification to a
proach Is and how to use it in the class- wider view -of life in whichthe,emphasis is
"rooni." The author intends this paperback on the cosmoKather than the individual.
to serve as a starting point for working Stage sever "entails unity. with an in-
with Kohlberg's moral development ap- dependent, reality beyond the self and a
proach to values education. In a brief in- resolution to the ultimate questions of life
troduction, Kohlberg's theory is outlined, and death." (This seventh stage seems
based on the following ideas: morality de- similar to the union approach to values
velops in stages; everyone passes through education discussed in Chapter VII of this
the same stages of moral .development; book.) Chapter 5 describes various teach-
moral reasoning is related to behavior; and ing 'techniques to develop moral aware-
discussion is needed for moral growth. ness: dilemma, fish-bowl discussion,
Brief descriptions of the orientation of simulation, and role play. The teacher's
each stage in the theory are listed for role and classroom climate are topics cov-
stages one through six, respectively: "a:- ered in Chapter 6. The seventh and eighth
void punishment," "self-benefit," "ac- chapters"present 45 classroom dilemmas
ceptance by others," "maintain the social classified as primary, elementary, or sec-
order;,' "contract fulfillment,' and "ethi- ondary level, and the ninth chapter pro-
cal principle." The author states that vides suggestions for students and teachers
moral education is relevant for today's interested in writing their own dilemmas.
students since it can help them "discover In Chapter 10, the author presents a brief
what is meaningful to them, how values comment on the future.
influence their actions, and the importance
of decision-making based upon careful
examination of issues." She feels that;
ideally, moral education will encourage
and equip individual students to function
at the level- of morality tb which each' has
grown.

introduction
The first three chapters provide a brief
to the Kohlberg approach, list
reasons for moral education, and discuss
thy opportunities' moral education affords
,educators. In the fourth chapter,
Kohlberg's stages of moral development
are explained, along with the four factors,
that influence decision making at each
stage. These factors Fe identified as the,
rules, pragmatic,' justice, and conscience
orientations. In addition, the author cites
Kohlberg's exploration of a seventh stage,

50
 '

Title: HOW TO ASSESS THE MORAL REASONING OF STUDEiTS

Authors: Nancy Porter mid Nancy Taylor
Publisher: Ontario Institute for Studies in Education, 252 Blom' St. West, Toronto 5,
Ontario, Canada
Date; 1972
Grade Levels: 4-12
'Materials and Cost: Teacher's guide ($1.95)

How to Assess the Moral Reasoning of persons at each of the six stages would
Students is a teacher's guide for determin- react to each story is also proirided in the
ing the stage of moral development of guide. In the story about mercy killing, for
students according to Kohlberg's theory. instance, one of the questions asked is,
As a result of work on moral development "Should the doctor do what a patient asks
at the Ontario Institute's Moral Education and give her the drug that will make her
Project, the authors felt a strong need to die? Why?" A Stage 1 response would be,
provide teachers with "a reliable method "No, her death might be blamed on him.
for measuring the degree of moral de- He could be charged with murder." This
velopment reached by their students." To demonstrates the Stage 1 tendency to rea-
meet this need, the authors modified son in terms of punishment and obedi-
Kohlberg's original research questionnaire ence. A Stage 4 response, on the other
and devised guidelines to use it. The au- hand, might be, "No, because even if he
thors believe that although the book would knew that the lady was suffering terribly I
be of greatest use in a course on moral don't think anyone should be given the
philosophy, it could also be incorporated right to take a human life." This reflects
into social studies, En lish, science, and the Stage 4 tendency to appeal to rules
health classes. relevant to the situation.
The introduction brtefly explains 4

, Kohlberg's six-stage ttleory of moral de-

4 velopment, drawing implications for edu-
cation. The next sectioh offers guidelines
for using moral dilemma stories that com-
pose the Kohlberg questionnaire and for
scoring student responses. Suggestions for
using the instrument with elementary and
secondary students are provided, in addi-
I tion to a numerical scoring system for
interpreting the responses. The final sec-
tion of the book contains five of
Kohlberg's original nine stories for which
the scoring system is most *highly de- c
veloped. The stories involve value con-
flicts such as stealing a' drug to save th4
life of a close relative, mercy killing, re-
porting an escaped convict who had re-
habilitated himself, giving up earned
-money,__and gaining money, under false
pretenses. _
After each story there are approximately
seven questions that students answer
through discussion or writing. Air explana-
tion with sample responses showing how

51 Teacher: Moral Development

62
Title: A STRATEGY FOR TEACHING SOCIAL REASONING
Developers(- Robert L. Selman, Diane F. Byrne, and Lawrence Kohlberg
Publisher: Gilidance Associates, 757 Third Ave., New York, NY 10017
Datez,:1974
Grade Levels.: 1-5
Materials and Cost: Audiovisual kit including teacher's guide, 2 filmstrips, and 1 record
or'cassette (with record-519.00, with cassette-521.50)

A Strategy for Teaching Social Reason- mutual (about ages ten to twelve). Accord-
ing is an inservice training unit that elabo- ing to the researchers, these perspective-
rates the basic theory upon which the cur- taking abilities affect a child's develop-
riculum series First Things. Social Rea- ment of social concepts. A child's move-
soning is based. .The series, composed of ment from one level to another is "thought
four sound-filmstrip units for elementary to occur through two basic mechanisms
students and one unit for teacher training,' conceptual conflict and exposure to re-
clearly reflects the moral development ap- asoning one level above the child's own
proach to values education and was de- level.' Such movement requires a long-
signed "to help children develop and use term process and it occurs only when chil-
their ability to reason about social inter- dren have a firm command of the level of
actions." (See Student Materials section reasoning.
of this chapter for analysis of these student Part 2 describes the teacher's role: "to
materials.) The filmstrips and teacher's arrange for conditions that encourage open
guide present background information in peer discussions, to keep the discussions
social development theory and de- going and keep them challenging, and to
velopmental psychology and advise encourage children to- take the point of
teachers about running effective classroom view of each character in the story."
discussion groups. Suggestions for implementing discussion
Part 1, "The Strategy," d6ls with the include modeling a discussion for the
theory behind the series and shows some class, breaking the class into small groups,
areas of behavior in the classroom that are balancing, sides, challenging ideas, and
affected by levels of social reasoning. It is keeping discussion relevant. Role playing
intended that, -with this knowledge, pri- is examined as a classroom technique and
mary teachers can learn to use the princi- teachers are encouraged to provide
ples of developmental psychology outlined follow-up activities.
in the teacher's guide "to encourage
pupils to think about others both in the
context of the filmstrip dilemmas and in
other areas of classroom life." For exam-
ple, in one section, entitled "Theoretical
Background," Selman and Byrne's re-
search in social developmentthe theoret-
ical underpinhing of the entire seriesis
discussed. Their research has focused on
perspective-taking abilitythe way chil-
dren reason about their social
experienceand has revealed four dif-
ferent levels that characterize' he different
types of perspectives children take:
egocentric (about ages four to six), in-
formational (about ages six to eight); self-
reflective, (about ages eight to .ten), and

,52
 Title: A STRATEGY FOR TEACHING VALUES
Author:. Thomas Lickonia; with consultants Lawrence Kohlberg and Robert Selman
Publisher: Guidance Associates, 757 Third Ave., New York, NY 10017
Date: 1972
Grade Levels: 1-5

Materials and Cost: Audiovisual kit including discussion guide, 3 filmstrips, and 2
records or1cassettes (with records $19.00, with cassettes $21.50.)

A Strategy for teaching Values is an reasoning and better resolution' of moral

inservice training unit with sound- problems."
filmstrips "demonstrating optimum appli- Part 2, "The Teacher's Role," shows
cation for . the First Things: Values how a teacher can apply the theory of
series," a program designed to help moral development to the classroom. In
elementary students more adequately de-. this filmstrip a teacher uses the first part of
velop their moral reasoning by discussing You Prqmised!, an activity from First
open-ended dilemnias. (See the Student Things: Values, 'to stimulate a moral dis-
Materials section of this chapter for the cussion with primary-grade students. The
analysis of these materials.) The three group discussions and the teacher's com-
parts of Strategy explain to teachers, coun- , ments are provided. Suggestions are listed
selors, administrators,. and parents the to help teachers facilitate small - group, dis-
moral development approach to values cussion. These include selecting discus-
education and show some practical ways, sion groups with care, focusing on rea-
to apply, it. sons, encouraging children who are un-
Part 1, "The Strategy," outlines some decided, teaching the' children to teach
of the problems of traditional values edti- themselves, keeping the arguments bal-
cation and presents, as one solution, anced, and modifying the dilemma. The
Kohlberg's theory. The essential findings information presented in Part 3, "A Class-
of Kohlberg's research argo presented as room Model," can tie used in the class-
follows: all children's moratreasoning de- room or in workshops to make clear the
velops through a series of six stages; these lOgistics of classroom discus'sion and de-
stages cannot be skipped; some children bate. It illustrates two methods for discuss-
go faster and farther through the stages; ing a moral dilemma small -group discus-
moral reasoning is. related to behavior; sion and debate. Additional questions,
moral growth may be viewed as the de- workshop suggestions, and filmstrip
velopment of a sense of fairness; dnd the" scripts are also included in the kit. .
movement from stage to stage is a long-
term process and is not automatic. Accord-.
ing to the -developers, "the process of
moral development can be. stimulated by
presenting childreff.with moral dilemmas"'
such as those provided in the series. These
dilemmas have no one correct solution;
rather they encourage children to seek
their own solutions. By thinking through
the dilemmas and being exposed to the
reasoning of others, the children's moral
development will be ,stimulated, Through
this process "children can be helped to
progress faster and farther through the
stages, helped toward more mature ragral

53 Teacher: Moral Development

64
 .analysis

Analysis is the approach to. values educa- and "guided not by the dictates of heart
tion advocated by most of today's leading and conscience, but by the rules and pro-
social science educators, including Hunt, cedures of logic" (Bond 1970, p. 81).
Metcalf, Oliver, Shaver, and Fraenkel. The human being, viewed from thi's
This chapter describes the rationale, pur- perspec&e, is a rational actor in the world
pose, teaching methods, and instructional who can attain the highest good by sub-
model of this approach. A sample learning ordinating feelings and passions to logic
activity, is provided to illustrate the use of and the scientific method, thereby resolv-
value analysis in the social studies class- ing value issues according to reason and
room. Seventeen sets of student materials science. The philosophical basis for the
and six teacher resources are analyzed. analysis approach, therefore, seems to be a
fusion of the rationalist and empiricist
views of human nature.t
Explanatiori of the Teaching Methods. The teaching
Approach methods, most frequently used ,in the
analysis approach to value ation are
individual and grOup stu y of social value
Rationale and Purpose. The purpose of problems and issues, library and field re-
the analysis approach is to help students search, and rational class discussions
use logical thinking' and scientific in-
vestigation procedures in dealing with
value issues. Like moral development, this The rationale for the analysis approgh to
values education relates directly to the ideas of
approach also emphasizes rationality. Stu- a group of philosophers, known as axiologists,
dents are urged to provide verifiable facts who engage in the objective study of ethics
about the goodness or Worth of and morality. These axiologists include Moore
(1929), Toulmin (1950), Lewis (1962), Blackham
phenomena. Valuing is the cognitive pro- (1968), and Scriven (1966). Other value
cess of determining and justifying those theorists who have postulated similar views of
facts. Unlike the moral development ap- valuing are R.B. Perry (1954), Pepper (1947,
1958), and Handy (1964 .
proach, value 'analysis ,concentrates tThis' concept of human nature is shared by
primarily on social value issues rather than several cognitively oriented psychotherapists.
on persbnal moral dilemmas. Thus, the Ellis' (1962) rational-emotive therapy stresses
process of valuing can and should be, that a person must merely restructure his or
her thinking in order to establish rational be-
according to proponents* of this approach, havior patterns. Kelly (1955) emphasizes the
conducted under the "total authority of need to test one's "personal constructs" (val-
facts and reason" (Scriven 1966, p. 232) ues) empirically and experimentally.

55
r,

65 4.
 (seminar and SocRitic style)techniques 2) Aisemble purported facts: Help stu-
common to social studies instruction. In- dents togather and organize facts rel-
tellectual operations frequently, used in eyant to making a value judgment by
value analysis include stating the issues, insuring that a) value assertions are not
questioning and subStantiating in the rel- mistakenly assembled as' part of the
- evance of statements, applying analogous body of relevant facts; b) a fairly wide
cases to qualify and refine value positions, range of facts relevant to judging the
pointing out logical and empirical in- value Abject in questiod.is assembled; .
consistencies in arguments, weighing and c) fact-gathering is carried out in
counterarguments, and seeking and testing such a way as not to overwhelm stu-
evidence (Newmann and Oliver 1970, pp. dents with the complexity of factual
293-96). material.
Many analytical instructional models for
teaching values in the social studies clap- 3) Assess the truth of purported facts:En-
room have been developed. These include courage students to assess the truth of
the "reflective value analysis" model of purported factual assertions by finding
Hunt and Metcalf (1968, p. 134), ,the supporting evidenge and 'by assessing
"Columbia Associates" model described the source of the purported fact. (Who
and applied .by Massialas and Cox (1966, said this is the case( Why should' we
p. 163), the "jurisprudential" model ad- believe what this person says?)
vocated and applied by Oliver and Shaver 4) Clarify the relevance of facts: Help
(1966, pp, 126-30), the "value inquiry" students to clarify the relevance of the
model outlined by Banks (1973, pp. 459- facts by encouraging them to insure
66), and the "identifying values" model that a) the facts are about the value
of Taba (Fraenkel 1973, p. 235). object in questidn; and b) the evaluator
Michaelis (1972) has identified a value (student) has criteria (bases) which give
analysis model that is a synthesis of the the facts a positive or negative valence
elements common to these valuing mod- (desirable or undesirable rating) from
els. Some of the models contain aspects the point of view of the valhe judgment
reflecting other approaches to values edu- being made.
cation. Banks' model attempts to in- 5) Arrive at a tentative value decision:
corporate some aspects of the clarification Encourage the student to decide or
model. All of these models, however, choose tentatively the answer to the
fundamentally embody the analysis ap- value question.
proach to values education, with its em-
phasis on log' thinking and scientific '6) Test the value principle &lied in the
inquiry. deeisiori: Help students to test the value "
Instructional Model. The model that principle implied in their decision for
most clearly reflects this approach is that acceptability in any of the following
described in the 41st Yearbook of the four ways. a) New cases test: Formu-
National' Council for 'the Social Studies late the value principle explicitly,
(Metcalf 1971, pp. 29-55). It is sum- imagine other situations in which it
marited below as one possible guide to would logically apply, and decide if
implenienting the, value analysis approach: one can accept its application in these
, situations. Subsumptio test: For-
1) Identify and clarify the value question: mulate the value principle explicitly
Call attention to the need to identify the and. assemble facts (evidence) that
question that is__giving rise to discus- __ show-that-the value prinei leis' a-case-
sion about a value issue. Clarify that of some more general val e principle
question by defining terms, by specify- that the evaluator accepts. c) Rolf ex-
ing the point of view from which the change, test: Imaginativel exchange
evaluation is to be made, and by rales with someone else aft acted by the
specifying the value objet to be application of the value p ciple and
. judged. consider whether he or s e, can still

56
.4 66
 accept the principle as it applies to him evidence card is thin used to help de-
or her in this role. d) Universal conse- termine the relevance of the facts.
quences test: Imagine what the conse- The simplest form of an evidence card
quences would be if everyone in simi- contains the student's value judgment, his
lar circumstances were to engage in the or her fact about the object being
action being evaluated and consider evaluated, and the criterion the student has
whether one can accept these conse- formulated to test the relevance of the fact.
quences. A simplt form of the evidence card is
presented in figure 1. The example in the
Illustrative Learning Activity. Pre- figure is_based on the dilemma discussed
sented here is an "evidence card" activity
above.
which is designed primarily to.aid in as- The next step is to add a column-at the
sessing the relevance of purported facts right side of the card to indicate the point
(Step 4 in the instructional analysis of view. In the example described above,
model). This illu§tration has been adapted
the moral point of view is the appropriate
from Metcalf (1971, pp. 50-54).*
one, as indicated in Figure 2.
Some students are trying to decide The next step is to place the specific
whether "Welfare is a good thing." The evidence or backing for the fact on the
teacher can help them literally to "sort back of the evidence card. There will often
out" the problem by using an evidence be evidence contrary to the fact, and this
card activity. To begin, the teacher asks can also be included. Figure 3 shows this
leading questions to help the students iden- step in the development. Note that the
tify and clarify the value question: Is it contrary statement brings up the question
morally wrong for' poor people to be sup- of what it means to "earn" money.
ported by public funds through welfare
programs ?.The value object is specified to -
be "welfare programs" and the point of 'From "Teb.ching Strategies for Value Analysis"
view is "moral" (as contrasted with by Jerrold R. Coombs and Milton Meux in the
aesthetic, economic, or political yiew- 41st Yearbook Va/ues Education: Rationale,
Strategies, and Procedures edited by Lawrence
points). The students then assemble and E. Metcalf, used by permission of the National
assess the truth of purported facts. An Council for the Social Studies.

Figure 1. Simple form of evidence card.

Value judgment: Relief is morally wrong.

Fact! Relief gives money' to people who

haven't earned it.

Criterion: Practices that give money to

people who haven't earned it are morally
wrong.

57 Analysis

#
67
 a

Figure 2. -Simple form of evidence card with point of view.

Point of View .
Value judgment: Relief is morally wrong. Moral

Fact: Relief gives money to people who

haven't earned it.
Moral
Criterion:, Practices that give money to
people who haven't earned it are morally
wrong.

Finally, the reasons for and against be- the.criterion--"Praetices that give money
lieving the criterion are placed on the back to people who have not woflertd for it are
of the evidence card, below the backing morally wrong." Thus, they would con-
and contrary evidence. ,samples of such clude that welfare programs are morally
reasons are given in Fi ure 4. These are; wrong.
of- course, only examples, and the reader The teacher next urges the students to
may supply his or her own reasons for this test the criteria for their judgments in any
case. of several ways. In order ice' apply the
Students are then encouraged to weigh "new cases test," for instance, the teacher
their eVidence and to make a tentative might say, "Some people :inherit large
value decision. Several students might, for amounts of money. They have not worked
example, decide that the evidence supports for it. Is it morally wrong for them to

Figure 3. Back of evidence card, with backing and

contrary evidence for fact.
Backing (Positive) Contrary (Negative)
People on relief in Detroit re- Some people on relief work hard
ceive S175 per month and have even though they don't have a
no jobs.. job.
People on relief in Chicago get
$200 a month and do 'not have
jobs.

X58

68
 Figuie 4. Back of evidence card, with backing and contrary evidence
for the facts and reasonstor and against the criterion..

Backing.(Positive) Contrary (Negative)

People on 'relief in Detroit re- Some people on relief work hard
, ceive $175 a month and have no even though they do not have
jobs. jobs.
People on relief n Chicago get
$200 a month and do not have
jobs. I

-
, Reasons for believing I Reasons far not believing
criterion sriterion
Such practices lower a person's. I It can't- be 'morally wrong to
dignity and self-esteem. raiseseople's standaids of living
Such practices keep a person when they are victims of a sys,
from, trying to improve himself
or herself.
l tem over which they have no
control. "

accept thq money?" This should simulate grams from Schloat and pathescope, and a
the students to re-evaluate and refine their photography series developed byScholas-
criteria and/or judgments. . tic Magazine.IFinally, a; paperback, The
Materials and Programs. Because the Moral Imperative (Alfred Publishing), has
analysis approach to values education is been analyzed because of its concrete and
the one most widely advOcated by social, systematic development of principles for
,science educators, it is the approach most making rational value judgments,
'frequently embodied hi the curriculum The tea,che resources analyzed in this
materials of the anew social studies." The section include Values and Youth (Barr
student materials analyzed in .thii chapter 1970, an anthology of ,,readings which
include major textbook programs, such as reflects primarily the analysis approach;
The Tabg Program, in Social Science Introduction to Value inquiry (Nelson
(Addison -Wesley) and The Social Sci-. 1974), the teacifei and student process
ences: Concepts and Valises (Harcourt), guide for the American /aloes Series/
and unit booklet series such as Values and (Hayden), and a, self - instructional program
`Decisions (Xerox) and Opposing ,View- _that focuses on clarifying value statements
points (Greenhaven Press). Other re- in an analytical way (Miller' and Vinocur
sources, dfveloped by national .prOjects, 1972). The National Council for the Social-.
.
inclhde The of Public Issues Pro- Studies (NCSS) 41st' Yearbpok, Values
gram (Houghton Mifflin), Social Science Education (Metcalf 1971), is also in-
Laboratory Units (nA), and People' cluded, as is Rational -Value Decisions and
ChoicesiDe,cisions (Random House). Value Conflict Resolution (Evans_et al.
,There-are several supplementary kits such 1974), a teacher's handbook for the value
as the sound-slide programs from the analysis ,model originally explicated n the
Center. for the .Humanities, filmstrip pro- NCSS Yearbook. ".

59 -Analysis
 analysis:
student materials

American Values Series: Challenges and Choices 62

Analysis of Public Issues Program ,,:64 .

I Am the Major 66
Tmaies of Man I & II 68
Law and Justice for Intermediate Grades:
Making Value Decisions 70 nn

Law and Order: Values in Crisis 72

,Moral Dilemmas'of American Presidents: The
Agony of Decision 74
The Moral Iinperative 76

. Opposing Viewpoints Series 78

The Origins of American Values: The Puritan Ethic to-

the Jesus Freaks; and Human Values in an Age of Technology 80
People/Choices/Decisions
'Public IssUes Series 84
Social Science Laboratory Units 86
The Social Sciences: Concepts and Values 88
4The Taba Program in Social Science 90
-.lot. --...,
Teaching Moral Values Through Behavior Modification:
' Intermediatelevel 92
The Values and Decisions Series 94

ti

Student Analysis
Curriculum: AMERICAN VALUES SERIES: CHALLENGES AND CHOICES
Titles: The Rights of Women; The Environment: A Human Crisis; Dissent and Protest;
War and War Prevention, City Life, Urban Growth; Values and Society; Introddction to
Value Inquiry: A Student Process Book
Editor: Jack L. Nelson .

Publisher: Hayden Book'Company, Inc., 50 Essex St.,,Rochelle par NJJ 662

Pate: 1974 -75
Grade Levels: 9-12
Materials and Cost: The Rights of Women, City Life, War and War Prevention, Dissent
and Protests, The Environment, and Values and Society ($2.36 each); Urban Growth
($2.60); Introduction to Value Inquiry (teacher resource, $1.56)
The American Values Series: Chal- and War Prevention. City Life discUsses
lenges 'andf'Choices consists of seven the quality of the city dwellers' lives as
books,, each dealing with a contemporary they strive to sustain themselves and try to
American problem. It,is the authors' hope improve their sittration, while Urban
that, by raising,--controversial issues and Growth examines how cities start, expand,
providing a strikture of inquiry, students and are governed and zonid and offers
will develop a questioning attitude toward projections for alternative futures.
social issues and make.detisions based on Values and Society, the final book in tl$
facts, value analysis, and, projected conse- series, focuses on the production of dif-
quences. All books in the series follow a ferent values by different cultures. In this
similar format. Case studies draw attention book students become acquainted with
a.problem and reveal many of its com- value sources and wayi in which values
plexities and conflicts. Data banks (short are perpetuated. Various cultures such as
readings, tables, graphs) provide factual the lk of Uganda and the Swiss are com-
material for use in arriving at a decision. pared with America. Activities include
DiVergent viewpoints show the multipli- preparing a questionnaire based on the
city of values and possibilities. affecting values expressed in the Bill of Rights,
the issues. Futuristic scenarios enable stu- using the questiomsfre to survey other
dentsito view the future impact of present students and community members, and
decisions. Suggestions for student in- comparing responses; observing tevision
volvement in the community are also pro- programs and commercials and noting the
vided in each book. values portrayed; and identifying major
The Rights of Women discusses women social institutions of the community (fam-
from a historical perspective, their status ily, school, Jeligious organizations) and
in -contemporary society, and the conse- conducting interviews with representatives
quences of changes proposed by different of these institutions.
groupi. The Environment. A Human Crisis in addition to the student materials, the
looks at how planet earth takes care of series contain a Student Process Book (see
itself and the problems people cause. It the Teacher Materials section of this chap-
also looks at the environmental options' ter for an analysis of this resource), which
available' and possible, future effects. Dis- can be used as a teacher's guide as well as
sent and Protest concentrates on anti-war a medium of transition into the individual
protests, civil disobedience, and the ques- unit books.
tions of justification and consequences of The series was fieldtested before publi-
such behavior. The sociological, cation but the results are not available.
economic, historical, and psychological Although user feedbick has been obtained
aspects of war and the international from personal.interviews, no data is aVail-
agencies that have tried to control and able.
eliminate warfare are examined in War

62

71
 DESCRIPTIVE ,` PRECONDITIONS 'SUBSTANTIVE
CHARACTERISTICS Amount of Reciting CHARACTERISTICS
Grade Level Much Values Education Approach
___ K-3 Moderate Inculcation
4-6 Very little ar 1 Moral development
7-8 Teacher-Training Lc Analysis
x, 9-10 Clarification
Provided in materials'
_Z.. 1142 Action learning
_Suggested by developers f
Materials _2_c Noj..mentioned Other :'
Student materiali- Other:
,x Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit .
Much evidence = M _Lc Major focus
Tests One of several concerns
Some evidenCe = S
Other: -A minor concern
Racial or Ethnic
Sexrolp Process/Content Emphasis
Time Other: Process of valuing
___ Curriculum (2 or more Content'of valuing
years) EVALUATION Objectives
.2_.( Course (one year)
Semester (half year)
INFORMATION Stated specifically
Minicourse (6-9 weeks) Provision for Student Stated geherally
a. Units (1-3 weeks)(each title) Evaluation ...Lc Not stated
Supplementary Instruments specified Studeift Activities
Other- Procedures specified Uped or stressed frequently
Guidelines suggested =F
_Lc Nothing provided Used or .stressed occasion-
.0
Medium Used _ Other: ally = 0 . '
Materials Evaluation oF e i fis
x Readings
Worksheets Matedils tested = T Writing
Films Results available= A F Class discussion
Filmstrips Fieldtested before publica- Small-group discUssion
tion Games
Records or tapes
Charts or posters Fieiotested after publication, Simulations
Transparencies T User feedbaCk solicited d Role-playing
_S._ Action projects
Other Other:
Other:
Nbt evaluated

'

63 Student: Analysis

72
. Title: ANALYSIS OF PUBLIC ISSUES PROGRAM
Deielopers: JameS'. P. Shaver and A. Guy "Atkins
Publisher: Houghton Mifflin Company, 1 Beacon St.,33ohon, MA 01107
Date:, 1973
Giadeievels: 9-12
Materials and Cost: Student text. ($4.80); teacher's guide ($8.97), audiovisual kit
($64.50); duplicating masters ($27.00); problem booklets ($1.65 each),
-

'The Analysis of Public Issuel Program ,versus human dignity and equality, 'and
consists primarily of a student' ext of read- friendship and respect fa life versus
ings and.a series of problem -booklets de- mercy killing.
signed to teach secondary students how to The accompanying problem booklets
analyze controversial issues critically and cohtain articles that discuss topics such as
rationally. Since the authors believe "that the environment, women's rights, stu-
public issues are basicall' ethical is"sues dents' rights, the riots of the sixties, the
that is, that they involve questions about relationship between police and Blacks,
right or proper aims and actions," the and the, Indian in American history and
materials focus heavily on values educa- contemporary society. The teacher facili-
tion. Specific objectives reflecting the tates class discwion on these topics using
analysis approach are prrAided for each three teaching modes, recitation, .socratic,
"bundle" or series of lessons. One of the and seminar. Students are frequently re-
objectives for "BundleahNineteen," for quired to infer the values underlying a
example, is "when askeYt take a stand given dilemina, to determine the type of
on a political-ethical dispute, the student value conflict involved, and to resolve that
will state his (or her) position as being conflict by investigating factual claim's,
contingent on relevant. factual informa- clarifying any language problems, appeal-
tion." ing to a higher third value, or analyzing
The content of the ,program is based on analogous cases.
concepts related to 'making ethical de- Tests are provided in the problem book-
cisions about public issues. These con- lets and in a packet of duplicating masters.
cepts, outlined extensively in the teacher's The tests consist primarily of objective
guide, emphasize the role of language** items measuring students' learning of the,
facts, and values in making a decision major value poncepts. No evaluative data
about a particular issue. The value con- concerning. the effectiveness of the pub-
ceptsare based on three premises. that lished program with high,school students
"political-ethical decisions are usually,jus- is available. The final report on the project
tified in terms of the values. they 'will (Shari and Larkins 1969) that developed
support"; that value conflicts take place the materials, however, can be obtained
"not only between individuals, but within from ERIC (ED 037 475)."
the frames. of reference of individuals";
and that "when 'faced with 'a political-
ethical decision, there are rational ways of
-choosing the value or values to be sup-
ported.'' Included in the student .text are
phort case studies and value dilemma
episodes on a variety of social and per-
sonal issues. These deal with such con-
flicts as the right to representation versus
respect for authority, unreasonable laws
versus respect 'for' the law, law and order

64.
v
73
4.

r_
DESCRIPTIVE . ti PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level x Much Values Education Approach
_ Inculcation
.

K-i Moderate
_ 4=6 _ Very little Moral development
7-8 Teacher Trrutt- ing Analysis
x 9-10 Clarification
Provided in materials,
x 11-12 Action learning_
Suggested by developers
Materials Not mentioned Other;''
x Student materials Other:
x Value0urtionEmphasis
r'
x
Teacher guide

Tests
kit
Prejudice /Stereotyping
Much evidence = M Major focus,
One of several concerns
Some evidence = S
Other: _ A minor concern
Racial or Ethnic
Sexrole ProcesslContent Emphasis
Time Other' _Lc Process of valuing
_ Curriculum (2- or more Content of valuing
years) EVALUATION Objectives:
x Course One year)
INFORMATION _Lc Stated specifically
___x Semester. (half year)
Provision far Student Stated generally
Minicourse (6-9 weeks)
Evaluation Not stated
Units (1-3 weeks)
Supplementary x 1nstruments.specified Student Activities
Other: x Procedures specified Used or stressed frequently
- Guidelines suggested =F ,

,Medium Usgd
Nothing provided
__'Other:
,
Used" or stressed occasion-
ally =," 0
Materials Evaluatidn Readin g.
L Readings
Materials tested '= T Writing
J...cWorksheets
Results available = A Class discussion
Films .

Filmstrips Fieldtested before publica- Small-group discussion

tion Games
Records or_tapes
Fieldtested after publication Simulations
Charts or postig °
0 Role playing
Transparencies User feedback solicited
Other Action projects
Other
Other
Not evaluated

65 Student: Analysis

74 .
 Title: I'AM THE MAYOR
Atfthers: Donna S. Allender and Jerome S7 Allender
Publisher: Temple University, Center for the Study of Federalism, Philadelphia,
PA 19122
.00

Date: 1971
Grade Levels: 4-7 I

Matirials and C ost: 36 folders including student and teacher materials ($35.00). (Accord-
ing to the author., the materials will soon be available from a commercial publisher at a
lower price. For further information, contact the Center for the Study of Federalism at
Temple University.) -
7

I Am the Mayor is an individualized an issue and it is suggested that teachers

activity that focuses on city government. .give full consideration to each child's
Designed to involve intermediate students choice. However, the teacher should en-
in the process of inquiry, the major objec- courage each mayor to. defend his or her
tive is for students to analyze problems decision and the rationale behind it.
and make a decision based pn rational The materials were fieldtested in class-
examination of a situation.'Tbis process room and learning center environments
includes sensing the prbblems, formulating over a period of three years. The results
questions, searching for information, and are available in a U.S. Office of Education
finally, making a decision. Each child is report entitled The Teaching of Inquiry
given the- opportunity to act as an in- Skills to Elementary School Children. This
dividual and to work at his or her own 177-page. report is available through the
pace. - ERIC system (ED 020 805). One finding
Each student who participates in the of that study.was that students' inquiry
activity plays the role of the mayor. The activity increased comparably in' both
student materials are divided into four teacher-directed and student-directed set-
parTg7the Mayor's Work" consists of tin s. The researchers concluded, there-
letters, phone calls, and reports, each of fore, "that the teacher was unnecessary
which call for decision making in relation [when using I Am the Mayor] except to
to an issue such as planting trees, a safety organize the environment and lead dis-
pr?gram, building a factory, or repairing cussions when asked."
city streets. "The Mayor's Questions"
and "The Mayor's Files" help the student
focus oar an and find information
relevant "to it. There are six to ten sets of
questions for each issue. Each question
leads to a specific file or to a particular
piece of information within the files. The
files also include city maps, plans, laws,
Y..._ and history, as well as calendars, general
information, records and reports of city
departments, and financial and budgeting
information. An index is provided to help
students use this data bank. Finally, in
"The Mayor's Decision," there are
suggestions for making different types of
decisionsdoing nothing, getting more in-
formation, or taking immediate action
and suggested alternatives for the decision
chosen. There are no correct solutions for
1

66
75
 1

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE'.

CHARACTERISTICS' Amount of Reading . CHARACTERISTICS
_x Much
Grade Level Values Education Approach
_ K -3. Moderate _ Inculcation
x 4.6 Veiylittle _ Moral devel2yMent
x 7.8 x Analysis
Teacher Training
9-1C
_ Provided in materials Clarification
_ Suggested by developers Action learning
Materials Nat mentioned
Other.
x Student materials Other
Teacher guide PrejudicelStereotyping Values Education Emphasis
A-.V kit
Much evidence = M _Major focus
_ Tests Some evidence = S
One of several concerns
Other Racial or Ethnic
A minor concern
Sexrble ProcesslContent Emphasis
Time Other: x Prpcess of valuing
Curriculum (2 or. more Content of valuing
years) EVALUATION Objectives
_ Course (one year) INFORMATION_ _ Stated specifically
_ Semester (half year)
Provision for Student Lc Stated generally
Minicourse (6-9 weeks)
Evaluation Not stated
Units (1-3 weeks)
Supplementary Instruments specified Student Activities
_ Other: .,....--Procedures specified Used or stressed frequently
Guidelines suggested =F
_Lc Nothing provided Used or stressed occasion:
Medium Used _ Other. ally = 0
Materials Evagation Reading
Readings
Writing
x Worksheets Materials tested = T
15 Class discussion
Films Results available = A .
A Small-group dikussion
_ Filmstrips Fieldtested before publica-
tion _2. Games
_ Records or tapes
Simulations
_ Charts or posters Fieldtested after publication
Role playing
Transparencies _ User feedback solicited
Attion projects
_ Other: Other
Other
Not evaluated

67 Student: Analysis
76
 Title: IMAGES OF MAN I.& II
Editor: Sheila Turner
Series Coordinator: Cornell Capa
Publisher: Scholastic Magazines, Inc., School Division; 904 Sylvan Ave., Englewood
Cliffs, NJ 07632
Dates: 1972, 1973
Grade Levels: 7-12
Materials and Cost: For each program. audiovisual kit including 4 sound-filmstrips,
teacher's guide, and packet of 11" x 14" photo reproductions (with records$75.00;
with cassettes $83.00). Also available as slide/cassette units ($175.00 for all 4 or
$50.00 each)
--` 7 -
Images of Man is a ConCerned photog- The results have not yet been collated. A
.v/ raphy Program for secondary students.
Based on the works and personal narration
preliminary examination of this feedback
indicates that the program is being used
of eight well-known photojournalists, the largely in English and social' studies
program e.xplores universal themes and- courses in grades 10-12. In addition, un-
underlying values of the human experi- solicited letters from students and teachers
ence. The materials atieinpt to show things have been favorable. Imdges of Man re-
that the photographers feel should be ap- ceived a "Maxi" award from the readers
.pfeciated, as well as things that should be of Media & Methods .magazine. This
corrected. Using the photographs to arouse award is -given each year to producers of
social consciente, students, will learn to outstanding instructional materials. The
analyze social issues and' to deal with program' has also been analyzed and
questions of valpes. 0 -evaluated by M. Frances Klein and Louise
Ite detailed teacher's guide offers L. Tyler for the Curriculum Inquiry Center
suggestions for using the materials in Eng- al UCLA. These two educators state that
lish, social studies, art, and communica- the content 'is potentially powerful but that
tions'classes. The actual content focuses the materials lack specification of objec-
on social issues, social, values, and the tives and evaluation procedures. They
human experience. War, death, poverty, conclude, therefore, that Images of Man
racial conflict, population, technology, "has the potential of being a significant
loneliness, and what it means to. be learning program for students, but . . .
civilized are some of the subjects of the that further development of it is needed,"
first program. The second program deals
with everyday life in Americathe pres-
ervation of the natural, environment, life-
styles and values of a vane of traditional
cultures, and human emoti ns. Suggested
activities include discus ions, written
essays, individual or group photo essays,
role playing, and a variety of other pro-
jects. Through discuision and activities
suggested in the teacher's uide, students
analyze thoughts, feelings, and values of
the photographers and their subjects.
No formal fieldtesting of the, programs
has been done. However, user feedback is
being formally solicited through a ques-,
tionnaire ivcluded in Images of Man 11.

68
 DESCRIPTIVE PRECONDITIONS ,SUBSTANTIVE
CHARACTERISTICS "'- Amount of Reading CHARACTERISTICS
Grade Level _ Much V alues Education Approach
K-3 _ Moderate Inculcation
4-6 Very little _ Attarlayls.idsevelopment
x
Teacher Training
x 9-10 Cl4fication
Provided in materials
x 11-12
Suggested by developers , _ Action learning
Materials x Not mentioned Other
Student materials Other
jc Teacher guide Prejudice /Stereotyping Values Education Emphasis
F AN kit Much evidence = M _ Major focus
Tests
Some evidence = S x One of several concerns
Other: A minor concern
Racial or Ethnic
Sexrole Process/Content Emphals\
Time __.- 'Othe x Process of valuing
_ Curriculum (2 or I mare x Content of valuing
years) EVALUATION Objectives
____ Course (one year
INFORMATION Stated specifically
Semester (tell year)
Minicourse (6-9 weeks), Provision for.- Student _ Stated generally
Evaluation x Not stated
Units (1-3 weeks)
_1. Supplementary _ Instruments specified Student Activities
Othe _ Procedures specified
_ Guidelines suggested
Used or stressed frequently
=F
x Nothing provided Used or stressed occasion-
Other: ally = 0
Medium Used
Materials Evaluation Reading
_ Readings
Materials tested = T F Writing
Worksheets
Results available = A
F Class discussion.
Films
Fieldtested before publica- Small-grotT discussion
filmstrips
x tion ;Games
Records or tapes
Fieldtested after publication Simulations
x Charts or posters
User feedback solicited 9_ Role playing
_ Transparencies T
A Other Critical review 1_ Action projects
x Other Photographs
Other-
_ Not evaluated

69 Student: Analysis
7 .

1
 Title: LAW AND JUSTICE FOR INTERMEDIATE ES: MAKING VALUE DE-
CISIONS
Publisher: Patheicope EducatiOnal Films, Inc., 71 Weyman Ave., New Rochelle,
NY 10802
Date: 1973
Grade Levels: 4-8
Maierials and Cost: Audiovisual kit including 3 filmstrips and teacher'. guide (with
records-444.00; with cassettes-450.00)

The filmstrips in Law, and Justice for heed to look at situations objectively be-
Intermediate Grades were designed to.in- fore making decisions.
volve students in problems basic to law Suggested projects involve debating an
and justice at a level appropriate to their issue or writing about a' personal experi-
understanding and range of experience. ence related to the dilemma presented in
The analysis approach to values education ,the filmstrip. The major folow-up activity,
is emphasized. The materials_ ntroduce so- however, is discuision. Questions that
ciaLissues that hare important in the area of focus directly on the issue at hand are
law btjt require personal decisions based suggested in the teacher's guide. This
on facts and values. The p s guide also includes objectives, a summary
to develop student inqu and decision- of the content, and the narration of each
making skills and to giv students practice filmstrip. The program is intended for use
, in looking for evidence. Specific objec- in a social studies class or in a guidance
tives are given for each of the filmstrips. prograin.
These include "to understand what is The materials have not been evaluated
rheant by -the presumption of ,Inhocence or fieldtested.
' and the importance of. this presumption,"
"to achieve a better understanding of the
possible conflict between personal loyal-
ties and the law," and "to achieve a better
understanding of the factordsothat enter into
'baking an objective decision."
The three fildistrips deal with legal
'problems and personal decisions. They are
open ended and encourage inquiry; pre-
senting provocative questions at various
points during the filmstrip when dilemmetP.
or value issues arise. The first story is..
about a young boy who is wrongly ac-
cused of stealing. Questions' focus on
whether he should have , been presumed
innocent until proven 'guilty, what kind of
proof was needed to clear him, how the
students would'have felt if they had been
the ones who mistakenly accused him, and
how the boy would have felt. The
point,is blade tkat things are not always as
they' seem toibe at first glance and that it is
important to get all the facts. The second
'.story degls with conflicting loyaltie and
tifekthiridy with the concepts or bids and
4eqUal opportunity. All three emphasize the

70.
 DESCRIPTIVE PRECONDITIONS SUB&TANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much -Values Education Approach
K-3 _ Moderate _ Inculcation
x 4.6 Very,, little Moral development :1
x 7.8 X Analysis
Teacher Training
_ 9-10 Clarification
Provided in materials
11-12
Materials 4?
.5$

_ Not mentioned
Suggested bV.developers
Action learning
Othir"
,

_.Stude4materials Other:
Teacher guide Values Edikeation Emphasis
Prejudice /Stereotyping
A-V,kit :,) J.J. Map'''. focus
Much evidence = M
_ Tests _ One of several concerns
_ Other Some evidence = S
Racial or Ethnic -1-- A minor concern
Sexrole Process/Content Emphasis
. Time Other 1;Process of valuing
Curriculum (2 or more Content of valuing
years) EVALUATION ObActives
Course (one year) INFORMATION
_ Sembster (half year)
Minicourse (6-9 weeks) Provisign for Student
Stated specifically
_ Stated generally'
Valuation Not'stated

..2L
Units (1-3 weeks)
Supplementar_ . _ Instruments specified
Procedures specified ,
Student Activities
Used or stressed fervently
Other
_ Guidelines suggested
Nothing provided
=F
Used or stressed occasion-
Medium Used
Other. ally =0
X _ Reading
Readings
Materials Evaluation
Writing
yVorksheets Materials tested = T
Class discussion
Films Results available = A
'
__-Small -group discussion
2_ Filmstrips' Fieldtested before publica-
_ Games
Record§br tapes
Chaits of posters
tion
'Fieldte4ted after publication
_ Simulations

_ Transparencies
_ Other:
_ User feedback solicited
,Other:
_ Role playing
_ Action projects
Other
x Not evaluated
4

71,n Student: Analysis

80
'Title: LAW AND ORDER: VALUES IN CRISIS
Author: Linda Tooni
Publisher: Warren Schloat Productions, Inc., 150 White Plains Rd., Tarrytown,
NY 10591',
Date: 1971
Grade Levels: 9-12
Materials and Cost: Audiovisual kit including 6 sound-filnistrips and teacher's guide
(with records--$120,,with cassettes$138), I

Law and Order: Values n Crisis is a are the subject of the next filmstrip. The
multimedia program dealin: with the na- question of whether violence is a basic
ture of law, values, justic order, and human drive is examined and opposing
dissent in America. In the 'onale the theories are presented. Concluding the
author notes the divisive forces due series is "Peoples Park: A Case Study in
the existing laws of our society. The pro- Value Conflict," depicting the 1969 Berke-
gram encourages students to analyze ob- ley campus confrontation. Each filmstrip
jectively the conflicting values behin is summarized and the narrative is in-
these fohes. According to the author, stu- cluded in the teachers guide, along with
dentS also need to examine the values questions for review and discussion.
upon which our legal system is Cased and Follow-up activities including ~skits, de-
to relate these to contemp9rary conflicts: bates, visual presentations, research proj-
The content focuses on how social val- ects, essays, further reading, and commu-
ues are deflected in the laws a culture nity action projects are suggested.
creates and how society is affected if those Acco ing to the publisher, the material
values change. There are six filmstrips in was in rurally tested prior to publication.
the series. The first, dealing with the fun- Iq additi n, a small sample of user feed-
damental 'functions of law, points out how back was gathered. The results, however,
different a arise from different values, are not available..
using sever ai primitive societies as exam-
ples. kdenicinstrates how the, laws of a
society ',Uphold the principles of behavior
most iiiiioitaAt to that society. Next, the
series 199ks (at the sources of the values
upon which our legal system is based,'
particularly 'Ole belief in human rights and
the value of Alissent. These are traced to
their earliest/ origins through' the Greeks,
the Roinans:`, the English, and the He-
brews. The third filmstrip focuses on the
present and' examines current value con-
flicts regarding equal sights, personal
,property, social welfare, patriotism, and
wartime atrocities. Part Four, "Strategies
for Value Change: Nonviolent Dissent,"
cOnsiders the philosophies of John 'Quincy
Adams, Thomas Jefferson, Henry David
Thoreau, Mahatma Ghandi, and Martin
Luther King. Value conflicts that produce
violent .responses, such as the rioting in
ghettos and on campuses in recent years,

72

81
DESCRIPTIVE . PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
_ K-3 X Moderate _ Inculcation
_ 4-6 Very little _ Moral development
7-8 Teacher Training :.2L Analysis
X 9-10 Clarification 3
Proyided in materials
x 11-12. Suggested.by deyelopers
___ Action learning-
Materials .2S_ Not mentioned
_ Other
Student materials Other. _

IL Teacher guide Values Education 'Emphasis

Prejudice /Stereotyping
X A-V kit x Major focus
Much evidence = M
_ Tests _ One of several concerns
Some evidence = S
Other: ___ A minor concern
Racial or Ethnic'
Sexrole Process/Content Emphasis
Time _ Other: ___ Process of valuing
Curriculum (2 or more x Content of valuing
years) EVALUATION Objectives
Course (one year) INFORMATION Stated specifically
gmester (half year) Stated generally
Minicourse (6-9 weeks) Provision for Student
Evaluation , _Lc Not stated
Units (1-3 weeks)
( Supplementary ljnstruments specified Student
_ Other Procedures specified Used tressed frequently
Guidelines suggested =F
_2_( Nothing provided Used or stressed occasion=
Medium Used
___ Other: ally = 0
Materials Evaluirtion O Reading
_ Readings O Writing
_ Worksheets Materials tested = T
Class discussion
Films Results available = A
mall-group discussion
x Filmstrips Fieldtested before publica-
tion
_ Games
Records or tapes Simulations
_ Charts or posters Fieldtested after publication
O Role playing
_ Transparencies User feedback solicited
O Action projects
___ Other: Other: Other:. Research
Not evaluated

414

Student: Analysis
73
82
 Title: MORAL DILEMMAS OF AMERICAN PRESIDENTS. THE AGONY OF DECI-
SION .
...-
Publi Sher: Pathescope Educational Films, Inc., 71 Weyman Ave.,' New Rochelle,
I4Y 10802
Date: 1974
Grade Leve 10-12

Materials and Cost: Audiovisual kit containing 5 sound-filmstrips and teacher's guide
(with records$75.00; with cassettes-485.00)

Moral Dilemma of American Pres-, Confederacy' av'e been morally

idnts: The Agony of Decision is a pro- acceptable to yo 9° "Is a decision
gram intended to place secondary students that avoids bloods ed alwaysa good deci-
in a position to understand the "awesome sion?" and "Would you have gone to war
responsibility" a president faces when to preserve the Union If you were Pre-
making crucial decisions affecting the - sident Lincoln?" Among the generaliza-
lives of people in the nation and the world. tions to be tested id this case are: "Ab-
These materials,' reflecting the analysis raham Lincoln was indifferent to the con-
approach to values education, attempt to tinued existence of slavery. ,His main con-
develop inquiry skills and to give students cern' was the preservation of the Union"
practice in making decisions by consider- and "Abraham Lincoln hated slavery and
ing 'facts,_ alternatives, possible conse: he felt that the Civil War was .the only
quences, and.yalne positions. means by which 'the Union could be
The program may be used to accompany scourged of that evil institution." The nar-
courses in United States history, political ration and additional information on eacfi
science, international studies, or decision issue are provided for the teacher.
making. Each of the five' filmstrips pre- 'The materials have not. been ealuated
sents a critical social or political issue. or fieldtested.
Included are the following: (1) Abraharn
.Lincoln's position on slavery and the issue__ 41 -
Of the,Civil War; (2) William H. McKin- ,a
ley and the issue of imperialism, versus
democratic principles in di; case -pf- the
annexation of the Philippines;. (3) Wood-
row Wilson and the League of Nations on
the issue of compromise versus sticking to
one's principles; (4) Harry S. T.rumaKand
the issues of COmmunism and war in'
Korea; and (5) John F. Kennedy and the
Cuban missile crisis. The issues and
" alternatives are presented, in the 'filmstn`PsZ
as well as ,the actual decision !bade. Stu-
. dents_miiP ecide which course of action
they V-.7 a4e chosen in Jhe same situa-
tion. estions, generaftzationg, and con-
ceptS% or dficussion are suggEsted along
with writteevork. .
- For example, in the case of Lincoln,
students must answer the following ques-
tions: t'Would 'a "do-nOthirig policy
have been morally acceptable to you?
Why ?'' "Wthild :giVing-in-to-the- 4.

.74
8,3
10 4
DESCRIPTIVE 'PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level _ Much Values Education Approach
_ K-3 _ Moderate _ Inculcation
4-6 Very little _ ,Moral.development
7-8 Teacher Training Analysis
-x 940 x Clarification
_ Provided in materials
x -1142 _ Suggested by developers fitction learning
Materials-- x Not mentioned _ Other:
_ Student -materials _ Other..
3_ Teacher guide Prejudice /Stereotyping Values Education Emphasis
x '0/ kit Much evidence = M Major focus
_ ;rests. Some evidence = S
....x One of several concerns
Other- A minor concern
, _ Racial or Ethnic
Sexrole ProcesslContent Emphasis
Time Other: x Process of valuing
Curriculum (2 or more Content of ,valuing
years) EVALUNIWIN Objectives
Come lone yeat-) INFORMATION _ Stated specifically Not
_ Semester (half year)
Provision for Student _ Stated -generally
-Minicoinse (6-9 weeks)
Evaluation No4t stated
- x Units (1-3-weeks)
_IL Supplementary _ Instrument§ specified Student Activities ,

_ Other: _ Procedures specified Used or- stressed` frequently

_ Nothing provided
Guidelines suggested =F
Used or stressed oc casion-
Medium Used 4 _ Other ally = 0
Reading
7
Readings Materials Evaluition
o Writing
Worksheets Materials tested = T
Class discussion
_ Films Results available = A
Small-group discus ion
Filmstrips Fieldtested before- publica-
flaw!'
_ Games
Records or tapes_
_ Simulations
Charts or posters
Transparencies _ Fieldtested after publication
User feedback solicited
_ Role playing
_ Action projects
Other: _ Other _ Other
x Not evaluated ,

0.

4 ti ,

5 Student: Analysis

84:
Q Title: THE MORAL IMPERATIVE
Author: Vincent Ryan Ruggiero
Publisher: Alfred Publishing Company, 74 Channel Dr., Port Washington, NY 11050
. ,
Date: 1973
Grade Level: I L.
Materials and:Cost: Studenr text ($4.951

Concrete probleip faced by . students- controversies in education, the arts and

and other people with whom they can sciences, media and government, sex,
relate is a major concern of The Moral law, andJ,var.
Imperative.' The author states that the By discussing these and other questions,,
moral imperative ofsoartime is "to break using concrete conflict situations, the au-
the bonds of indecision, move beyond fad thor develops the following moral princi-
and foolishness, and address the dilemmas ples, which he believes should -be used to
of modern living, sensitively and sensibly, make .value judgments. "(l) Obligations
with regard for their complexity." The should be followed. When two or more
text emphasizes principles rather than de- obligations are in conflict, we should
tails and has a two-fold purpose: making choose the more important one. (2) Ideals
ethical issues interesting to read about and should be served. When they conflict
discuss and encouraging students to par -, among themselves or with obligations, we
ticipate In moral inquiry. The bog is should chOose the 'action which does the
appropriate with a variety of 'subject areas, greater good. (3), Harmful actions should
such as speech courses, interdisciplinary be avoided and beneficial ones achieved.
,studies,, or any course aiming at helping However, harm nly be tolerated if it is
students develop sound moral judgment. unavoidable; that is, if it is inseparable
The, book is designed for first-year college from good. Where the effects are Mixed
studentibut could be used with advanced we should choose the action that achieves
senior high school students.. the greater good or the lesser harm. (4)
The Moral Imperative addresses itself to The person and his action are separate.
many of the moral - questions students have Our judgments of them should. also be
raised or soon will raise. It ,contains 12 . .separate." Inquiries at, the end of each
chapters, each exploring avenues by wheal. chapter and at the end of the book encom-
ethical and moral' issues can be analyzed. pass an even wider range of moral con-
Students are encouraged to realize that cerns and provide contexts within which to
behavior that is acceptable and condoned apply these principles.
in one culture might be intolerable and The MOral Imperative was usetl by the
. rejected in another. Questions regarding authdr in his classroom before publication..
majority action versus one's . conscience No systematic fielltesfing, however, has
lead students to a deeper level of thought been done.,
k.
while considering ethical conduct. "How
V
do we reconcile conflicting obligations?"
"How do we handle cases in which the
effects are not neatly separable into good
and bad?" "How do we determine if
people are responsible for their immoral
,ctions?" ,"Are there degrees of re-
Sponsibility?P "How can the moral qual-
. ity of an action be determined?" These
major questions students,areasked t
sider as.they look at ckompoira

it)
7

89
 .

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

Amount.of Reading CHARACTERISTICS
Grade Lev x Much' Values Education Approach
K-3 _ Moderate Inculctian
_ 4-6 _ Very little -- 'M'oral development
7-8 Teacher Training An'alyssis
9-10.
_ Provided in materials _ Clarification
x 11-12 _ Action learning
Suggested by developers
Materials _L Not mentioned _ Other
F Student materials Other:
_ Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Maiorfbcus
Much evidence = M
_ Tests , Sornievidence = S
_ One of several concerns
_ Other ,

Racial or Ethnic
_ A minor concern
Sexrole ProcesslContent Emphasis ,
Tim? ^ ,Other: x Process of valuing
,Curriculum. (2 or more Content of valuing

_ years)
'Course (one year)
Semester (half year)
EVALUATION
INFORMATION
Objectives
2L Slated specifically
_x Stated generally
x Minicourse(6-9peeks)
Units (1-3 weeks)
Provision for Student
Evaluation _ Not stated
Supplementary Instruments specified Student Activities
_ Other: Procedures specified Used or stressed frequently
guidelines suggested =F
x Nothing provided Used or stressed occasion.
Medium Used Other ally = 0
Materials Evaluation -F Reading
_x Readings
Writing
_ Worksheets Materials tested =. T
Class discussion
_ Films Results available = A
Small-group discussion
_ Filmstrips Fieldtested before publica-
_ Games
_ Records or tapes tion
Simblations
_ Charts or posters Fieldtested after publication
Role playing .
_ Transparencies _ User feedback solicited
_ Other: Other.:
_ Action projects
Other:
_ Not evaluated

ti

77' Student .Analysis

6
 4
Curriculum: OPPOSING VIEWPOINTS SERIES
Titles: VoluMe IThe Radical Left and the Far' Right, Volume II--Liberls and Conser.
vatives; Volume III The EcolOgy Controversy,.. Volume IVConstructing a Life
Philosophy; Volume VAmirica'S PraonS, Volume VIAmerican Foreign Policy;
Volume VIIThe Sexual Revolution, Volume VIII --- Problems of Death. Future Plan-
Gamesfor Volumes I-VII.
Editors: David L.. Bender and Gary E. McCuen
Publisher: Greenhlwen Press, Box 831, Anoka; MN 55303_
Dates: 1971-1974 J
Grade Levels: 8-12
Materials and Cost: 8 student texts ($1.95 each), 7 'future planning games ($0.95 each)

The Opposing Viewpoints Series con- on the problem of race. This issue is
sists of eight student texts and accompany- approached from a political perspective
ing ,simulation-gaming activities which through individual case studies. View-
focus on. current £sues. The program is points represented range from those of the
designed to develop critical thinking and Black Panther Party to those of the Imper-
discuision skills. By using the analysis ial Wizard of the Ku Klux Klan. Liberals
approach it is hoped that students will and Conservatives involves the debate
learn to distinguish fact from opinion, to, over the welfare questions. It 'presents arti-
determine cause and effect relationships, , cles representing conflicting ideas on the
to evaluate sources of information, and to. subject, such as "The Danger of Welfare"
empathize, with others. Throughout the and "Is Welfare a Basic Human, Right?"
series, a primary goal is to increase stu- The Sexual Revolution explores traditional
dents' understanding of the issues and to mores versus new value positions. In-
encourage them to form their oven opin- cluded are arguments supporting and con-
ions based on the information they gather. testing such issues as family obsolescence,
The materials are intended for high women's liberation, premarital relations,
school students but could be used success- homosexuality, and sex education in the
fully in some junior,high classes. Readings public schools. Issues in, American
are short and to the point, and they contain Foreigp Policy include self-interest versus
visuals such as pictures, cartoons, and idealism, goals of United States foreign
graphs. Each book deals with a different policy, and Communism. America's Pris
area of controversy mid, with its accom- ons deals, with conditions, inside conec
panying simulation-gaming sheet, could tional institutions, rehabilitation, and th
form the basis of a three- to four-week concept of punishment. Environmental is-
minicourse. If all'of the booklets are used, sues such as technology, population
the course 'ivould require at least a full growth, pollution, and the energy Crisis
semester. The Future Planning Games, are examined in The Ecology Crisis. -Val-
which accompany seven of the student ues seem to be at issue, along with the
texts, suggest three to five small-group question of whether the crisis is real or
activities involving students in conflict imagined. Constructs a.Life Philosophy
situations that call for value analysis. They ,examines a myriad emotive life
focus on planning for the future and on philosophies or value systems from "The
considering changes in institutions. These Christian's CoMmandments- and `=The
'activities may be used to supplement the Hindu View of Life" to "Thg New Moral-
texts or they may be used, independently:_ laynd "inTAdvi ficerobfrleomm.s AofnnoeLaathncesrs"
The issues on which the program fo- such
cuses are varied. The Radical Left and the controversial issues as abortion,
kar Right explores fringe-group opinions euthanasia, capital punishment, suicide,

.
78
4
8Pi
 and American, funetal practices are dis- that reinforce the development of critical
cussed. thinking skills. According to the Rib-
Student activities are dispersed through', lishers; the materials have been
out the books. These include suggestions fieldtested. The evaluative data, however,
.for discussion as well as written exercises is not available.

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
' Grade Level x Much . Values Education Approach
K-3 _ Moderate Inculcation
_ 4-6 Very little Moral development
x 7-8 _Lc Analysis
Teacher Training
x 9-10
_ Provided in materials _ Clarification
X 11-12
LL_ Suggested by developers,
_Action learning
Materials Not mentioned Other
2_.( Student materials Other:
_ Teacher guide Prejudice /Stereotyping
Values Education Emphasis
A-V"kit
Much evidence 75 M
_ Major focus
_ Tests Some evidence = S
x One of several concerns
Other: A minor concern
_ Racial or Ethnic
Sexrole Process/Content Emphasis
Time
or more
_ X -Process of valuing
Curriculurii (2 x Content of valuing
years) EVALUATION Objecth;es
_ Course (one year) INFORMATION
: Semester (half year)
_ Stated specifica lly .
x
Provision for Student _ Stated generally
Minicourse (6-9 weeks) x Not stated
x. Units (1-3 weeks)(each title) . Evaluation
Supplementary _ Instruments specified Student Activities
Other: _ Procedures specified . Used or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed occasion
=Medium-Used Other ally = 0
F
Materials Evaluation Reading
,, _lc_ Readings F
Writing
_ Worksheets Materials tested = T F
Class discussion
_ Films Results available = A F Small-group discussion
Filmstrips Fieldtested before publica- 0 Games
_ Records or tapes tion 0 Simulations
Charts or posters Fieldtested after publication
Usef feedback solitited ,
_ Role playing
TrartsKencies ,-.9.-. Action projects
X Other. Activity sheets Other
_ Other
Not evaluated,

cv

Student: Analysis
Titles: THE ORIGINS OF AMERICAN VALUES: THE PURITAN ETHIC TO THE
JESUS FREAKS.ind HUMAN VALUES IN, AN AGE OF TECANOLOGY
Pubjisher: The Center for Humanities, Inc., Two Holland Ave., White Plains, NY 10603
Dates: 1972-73
Grade Levels: 9-12
7
Materials and Cost: For each title. audiovisual kit containing 160 slides in 2 carousel
'cartridges, 2 tape cassettes or 2 records, and teacher's guide ($104.50)

Yuman Values in-an Age of Technology sal values are revealed through the writ-
and The Origins of American Values are of John Adams and Thomas Jeffer-
two sound slide programs containing color son., Nineteenth-century transcendentalism
reproductions of art masterpieces and his- and the thoughts of Ralph Waldo Emerson
torical and contemporary photography. and Henry David Thoreau are also de-
They are designed to help secondary stu- scribed. In Part Two, students see how
dents understand, respectively, the impact values and value judgments changed dur-
of technological progress on human values ing the last half of the 19th century from
and the origins and nature of the Arnerican the materialism of Russell Conwell to the
value system. The rationale underlying humanitarianism of Andrew ,Carnegie.
these two programs emphasizes that the Tracing American value changes through
tremendous advances of the machine age the 1920s and 1930s up to contemporary
and the recent revolution in American val- times, this part, concludes by describing
ues necessitate a systematic examination how many young Americans are seeking
of past and present, values. new life styles including new forms of
Human Values ih an Age .of Technology fundament-Mist religion.
outlines humanity's evolution from the age The teacher's guides for each program
of crude tools to the highly sophisticated contain classrootn procedures and discus-
machinery of today. Presented in two sion questions to help students analyze the
parts, this series traces technological ad- values studied. The materials were
vances from prehist9ric times through the fieldtested_beforepublication_but_the.re,__ ,
Roman era, 'Middle Ages, and 'Re- sults are not available. According to the
naissance, up to the Industrial Revolution publisher,ffnformal feedback from local
and modern society. The relationship be- teachers has been favorable.
tween the positive and negative im-
plications of technology are demonstrated.
For example, the materials Ilescribe 'ad*
vances ih 'medicine that haveprolonged
life but have alsocontributed to the prob-
lemof overpopulation. Alvin Toffler's
idea of "future shock"the premature
arrival of the futureis also examined.
The Origins program deals with the
evolution, of American values from more
than 300 years ago id the present, aow
values have changed in our brief history
can be discerned thIvugh various writings,
philosophies, and works of art. In the first
part of the program, Puritan ideology is
presented through the works of Jonathan
Edwards arid Cotton Mather. Practical
values and the work ethic are considered
in the works of Benjamin Franklin. Politi-

1
80

a
 DESCRIPTIVE PRECONDTTIONS SUBSTANTIVE
.
CHARACTERISTICS Amount .of Reading = CHARACTERISTICS
Grade Level Much Values.Education Appgiach
_ K-3 _ Moderate - Inculcation
___ 4-6 x Very little ..._ Moral development
_ 7-8 Teacher Training Analysis
x 9-10
_ Provided in materials _ Clarification
x 11-12
_ Suggested by developers _ Action learning
Materials Not mentioned Other
Student' materials _ Other
1J_. Teacher guide Prejudice /Stereotyping Values Education Emphasis
x A-V kit .t Much' evidence = M _ Major focus
_ Tests Some evidence = S .2( One of several concerns
..._ (-Ahern _ A minor concern
_ Racial or Ethnic
Sexrole Process/Content Emphasis
Time Other .11°--" _ Process of valuing
Curriculum (2 or more Content of valuing
' years) EVALUATION Objectives
_ Course (one year) INFORMATION _ Stated specifically
A._ Semester (half year)
Provision for Student Stated generally
Minicourse (6-9 weeks)
_ Units (1-3 weeks) Evaluation _ Not stated
_L. Supplementary _ Instruments specified Student Activities
_ Other: Procedures specified Used or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed occasion-
Medium Used _ Other: ally =0
\--Materials Evaluation Reading
_ Readings
Writing
_ Worksheets , Materials tested = T
'Results ava$11tle-= A
F Smallizoup discussion
Class discussion
o

_ 'Filmstrips
X- Records or tapes.-
T FieldtesteOefore publica-
tion _ Games
-
Simulations
_ Charts or poste. 6Fieldtested-after publication
Transparencies T User feedback solicited _ Role playing
Other: _ Action projects
x Other: Slides
_ Other:
_ Not evaluated

-;.' or

c-

, t

81 Student: Analysis

50
 Curriculum: PEOPLE/CHOICES/DECISIONS
Titles: A Village Family; One. City Neighborhood
Developers: Harold Berlak and Timothy R. Tomlinson
Publisher: Random House, Inc., 201 East 50th St., New York, NY 10022
Date: 1973
Grade Levels: 4-6
Materkils and Cost: For each title: student text ($2.73); audiovisual_ kit including 1
teacher's edition, 1 activity book, 4 filmstrips, and cassettes or records (with
cassettes$62.61, with' records$57.45). Each component may be purchased in-
dividually (price information is available from the publisher).

In PepplelChoicesIDecisions, upper students participateNin an extensive role-

elementary students become actively in- playing activity in order to identify more
volved in examining social and ethical closely with family members. This is fol-
issues faced by changing societies. At lowed by a search for specific evidence
present, two units are available; One City supporting both positions. Students defend
Neighborhood and A' Village Family; a their own points of view in a class discus-
number of other units are under develop- sion. ,
' ment, The program focuses on humanistic The.program provides no formal evalua-
case studies that acquaint students with a , don exercises. Rather, teachers are en-
small group of people who are deeply couraged to evaluate continually and keep
affected by change. Readings, discussions, anecdotal records of the students' progress
and role play are used extensively to de- through general observation, feedback
velop an increasing awareness of change from written work, class discussion, and
and an understanding of the tensions and role play. It is suggested that this evalua-
conflicts that result from change. The au- tion be consistent with the specific lesson
thors also feel it is important for students goals.
to become self-reliant in their thinking In the developmental stages, the mate-
-abilities 'and decision-making, skills. rials were tested in classes by project di-
Specific objectives relatinglo this goal are rectdrs, by project teachers, and by volun-
stated for each legson, For example, chil- teer teachers. Students showed positive
dren 'are encouraged to take a position on gains in their knowledge of ethnic groups.
legal and moral dilemmas, to defend their Through role play,- students were able to
positions, and to explain themtzons for identify with various characters and life
their decisions. styles. It was alsgo foundrthat student inter-
One 'City Nfighborhood is'a case study action was increased when using these
of urban fenewal. Conflict arises over a materials. 'Evaluative data is available
city's decision to uproot residents of a through the ERIC system in a iepoi, by the
r neighborhood proposed for demolition. authors entitled The Development of a
Students meet members of a family af- Model for the Metropolitan. St. Louis, So-
fected by the decision and the city`coun- cial Studies Center. Final Report Project
cilmen, and they examine the issue from No. Z -004 (ED 012 390). --
both points-of view. Change versus stabil-
ity is also the issue in A Village Family, in tO
, which a Mexican family moves from a
*arral village to Mexico City. Values
analysis skills are stressed in- ..each. of the
units. For example, in A Village Family, 1

when a decision must be made to remain

in the village or to move to the, city,
. .

'82
91
.
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Gradi Level, x Much Values Education Approach
K-3 _ Moderate Inculcation
x 4-6 _ Very little _ Moral development
_ 7-8 -* Ter:did-Trail:71:g ,J_Lc Analysis
_ 9-10 Provided in materials Clarification
_ 11-12 _ Action learning
_ Suggested by developers
Materials Not mentioned _ Other:
x Student materials _ Other.
_Lc Teache,r guide Prejudice IStereotyping Values Education Emphasis
x A-V kit _ Major focus
Much evidence = M
_ Tests Some evidence = S x One of several concerns
_ Other: Racial or Ethnic _ A minor concern
Sexrole ProcesslContent Emphasis
Time Other x ProCess of valuing
_ Curriculum (2 or more _ Content of'valuing(
years), EVALUATION Objectives
_ Course (one year) INFORMATION
4
(half year) 2..." Stated specifically
Minicourse (6-9 weeks)(each Provision for Student _ Stated generally,
Units (1 weeks) title) Evaluation _ Not stated
_ Supplementary _,Instruments specified Student Aqivities
Other: Procedures specified Uscl or stressed frequeotly
x Guidelines suggested =F
_ Nothing provided Used or stressed oCcasinn-
Medium Used _ Other: aliy= 0
F Reading
Readings4 Materials Evaluation
0 Writing
x Worksheets Materials tested = T F Class discussion
_ Films Results available = A
1_ Filmstrips
Records or tapes
7 Fieldtested before puttlica-'
tion
0
F Small-group discussion
Games
Fieldtested after publication Simulations
Charts or posters
_ Other:
Transparencies _ User feedback solicited
Other:
F Role playing
Action projects
. Other
_ Not evaluated

a.

or

ao

83 -.Studait: Analy§is
A
92
 -
O

3 I,

Curiieu lum: PUBLIC ISSUES SERIES (Harvard Soci4 SAidies Project) .

Titles: Sciince and Public Policy, Colonial Kenya, TheAmerican Reyolutioti, The Rail-
road Era; Taking a Stand; Religious Freedoni;_The Rise of Organized Labor; The
Immigrant's Experience, Negro Views of America, Municipal Politics, The New Deal,
Rights of the Accused; The Lawsuit; Community Change; Communist China; Nazi
Germany; 20th Century Russia, The Civil War, Race and F,dtteati6n, Statws*.Zevolution
and World Polities, The limits of War, Organizations Among Nations, Diplomacy and
International Law; Privacy; The Progressive Era, Population Control, Jacksonian
Democracy; Moral Reasoning; Social Action ,

Developers:. Donald Oliver and Fred Newmann

Publisher: Xerox Education Publications, Education Center, Columbus, OH 43216
Dates: 1967-74
Grade Leveli: 9-12
Materials and Cost: 30 student texts ($0.50 each); teacher's guides (free with purchase of
10 oreore student books of the same title)
The Phblic Issues Series consists of 30 Various teaching strategies are recom-
separate unit books focusing on controver- mended for successful implementation( of
sial public issues. A range of social sci- the program. These include traditional lec-
ence disciplines, theories, and a concepts ture, Socratic dialogue, reading cases
are employed bin analyzing the issues. The aloud in cla'ss, writing analogous 'cases,
developers (the Harvard Social Studies and writing proposition papers. Discussion
Project) emphasize that public issues are questions often stress_ analyzing the value
"problems or value dilemmas persisting issues underlying a specific event or di-
throughout history and across cultures." lemma. In Communist China, for exam-
They believe that most important public , ple, students are-asked, "Was it right for
issues in Arrte,rica today can be clarified by the peasants to seize the landlords' prop-
reference to public issues in other places erty? Why or why not?" They are urged tp
and other times. A special unit book called consider whether the landlords were guilty
Taking a Stand. A Guide to Clear Discus- of illegal or immoral actions and whether
sion of Public Issues has been designed to the violence of the peasants was justified.
help students improve their discussion In Taking a Stand, students determine the
skills. type of value conflict involved in various
Since a majority of policy issues, can be policy questions, such as"Should federal
interpreted and analyzed with reference to aid be given to parochial schools?" They
social science concepts and theories, the also examine the types of strategies used
developers make an qyert attempt to in- to support particular value principles. A
clude many of these in the units. For teacher's guide accompanies each unit, as
example-, The Railroad Era deals with the well as the entire series. These guides.,
economic concepts of competition, profit, pravide suggestions forbatitternative pro-
price determination, and market. The cedures, supplementary activities, teaching
American Revolution treats the political aids, and tests to measure concept attain-
science concepts Oft, legitimate authority, ment and application.
power, and sovereignty,. NegroViews of The Hervard Social Studies Project, has
America focuses on psychological theories conducted two major types of evaluation.
of racial difference and self-concept. The inforrf al, clinical,evaluation of the ongo-
material has a heavy orientation toward ing teaching and systematic evaluation of
historical, topics, sucfi as the growth Of the program at its termination. The results
bushiess and industry, the rise or;41-- of the first are reflected In the revised
ganized labor, Christianity, Puritanism,' teaching and testing materials in the series.
and immigration. Results of the second are in the final
0.4
84
93
 0

project report (Newmann and Oliver students to carry on intelligent discussions

1969). The summary of results is rather about social issues remains essentially an
inconclusive. The degree to which these open one, subject to further examination
materials can teach average high school and testing.

-DESCRIPTIVE PRECONDITIONS ^ SUBSTANTIVE .

CHARACTERISTICS, Andrunt of Reading CHARACTERISTICS

to Values Education Approach
Grade Level IL Much
K-3 Moderate Inculcation
4-6 Very little Miral development
7-8 Teacher Training rfalysis
x 9-10 Clarification
____ Provided in materials
x Action lejrning
____ Suggested by developers
Materials Other.
._(. Not mentioned
21 Student materials Other.
._21_ Teacher guide Values Education Emphasis
Prejudice /Stereotyping
A-V kit Major focu-r
Much evidence = M
x Tests x One of several concerns'
Some evidence = S
Other- A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis
Time Other: x Process of valuing
Curriculum (3 or more Content of valuing
years) EVALUATION Objectives
Course (one year) INFORMATION x Stated specifically
Semester (half year)
Provision for Student Stated generally
.Mini*ourse (6-9 weeks) Not stated
Units- (1-3 weeks) (each title) Evaluation,
Supplementary Initruments specified Student Activities
Other. Procedures specified Used or stressed frequently
____ Guidelines suggested =F
Nothing provided Used or stressed occasion-
Medium -Used Other. ally =0
F Reading
_Lc Readings Materials Evaluation
0 Writing
Worksheets Materials tested = T F Class discussion
Films Results available = A 0 Sm4I-group discussion
Filmstrips Fieldtested before publica- 0 Games
Records or tapes tion
Simulations
Charts or posters Fieldtested after publication 0 Role playing
Transparencies User feedback solicited
Action projects
Other: Other.
Other.
2_ Not evaluated

85 Student: Analysis

94
 4a

Curriculum: SOCIAL SCIENC E LABORATORY UNITS

Authors: Ronald Lippitt, Robert Fox, and Lucille Schaible
Publisher: Science,'Research Associates, 259 East Erie St., Chicago, IL 60611
.
Date: 1969
Grade Levels: 4-6
Materials and Cost: Student text ($3.88);snident project booklets ($0.63, each), set of 5
records ($25.05); teacher's guide ($4.59); teacher's training manual ($3.39)
. r
The seven units in social Science cicild growth and development and the
Laboratory Units, a program ,.for ways social scientists measure such
intermediate-grade students, use the class- growth. In the fifth unit, students analyze
room as a laboratory for guided student conflicts between the desires of humans to
inquiries into the causes and effects of be alone ancrto be in groups, group roles
human behavior. Believing that social and status, group leadership, and group
studies often 'deals too much with the pressures on deviates. Unit 6 explores de-
memorization of facts and too little with cision making and the influence of dif-
the social realities students encounter ferent group members and leaders, while
daily, the authOrs designed this-project to Unit 7 provides studies which show,mis-
allow students to confront social realities conceptions about group norms, different
in the classroom. Students are taught to kinds of influences on- individual and
use social science methodology and social group relationships, and the influence of
science concepts to study human behavior. children and adults on each other. When
Each lesson includes a statement of working with theie units, students
specific objectives, such as "to motivate examine hypothetical eases of social inter-
students to explore friendliness with objec- action presented as readings, recordings,,
tivity," "to demonstrate that friendliness role-playing episodes, or descriptions and
is not always appropriate," "and to iden- pictures in the project booklets. Using
tify the three parts of the behavior these booklets, students make. value
feelings, intentions, and actions." analyses of the cases presented and learn
Unit 1, Learning to Use-Social Science, Ito apply social science concepts during
intltduces students to the work Of social class discussion.
scieniistithe methodology and the con - Orientation and training for teaching the
tent of their diwiplines. Students learn program are 'provided in the teacher's
about techniques of data collection (ob- manual, The Teacher's Role in Social Sci-
,7 ....serving, interviewing, and using question- ence Investigation, and ,a companion rec-
ires); distinguishing' among. observa- ord. These resources provide guidance in
tions, inferences, and value judgments; conducting value inquiry, producing
identifying cause-effect relationships; and hypothetical cases for.study, and organiz-
analyzing multiple and cyclical causation. ing groups for laboratory learning. In addi
The remaining six units deal with specific Lion, one chapter identifies various in-
behavioral situations and are entitled Dis- struments and outlines methods for student
cbvering Differences, Friendly and Un- evaluation. The materials were fieldtested
friendly Behavior, Being and Becoming, before' publication but results are not
and Groups, Deciding and available.
Doing, and Influencing Each Other. The
second unit deals with hereditary apd en-
vironmental differences, origins of per-
sonal preferences, and stereotypes. In the
third, students examine the causes of
friendly and unfriendly behavior in in-
dividuals and groups. Unit 4 focuses on

86
95
 I
/5
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade ,Level 21_ Much Values Education Approach.
_ K-3 , Moderate
_ Very little
_ Inculcation
x 4.6 , _ Moral development
_ 7-8 Teacher Training , Analysis
9-10 x Provided in materials
_ Clarification
_ 11-12 Action learning
*Bested by developers
Materials Not mentioned Other
2( Student materials Other
2c Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Mukh evidence = M _ Major focus
____ Tests Some evidence = S.
X One of several concerns-
x Other: Audio component A minor concern
____ Racial or Ethnic
Sexrole Process IC ontentEmphasis
Time ' _ Other. X Process of valuing
Ctirricttlum (2 or more _ Content of valuing
years) EVALUATION Objectivei
x Course (one year) INFORMATION Stated specifically
_ Semester (half year) _ Stated generally
Minicourse (6-9 weeks) Provision for Student
Evaluation - _ Not stated
'Units (1-3 weeks)
____ Supplementary x Instrunients specified Student Activities
Other Procedures specified Used or stressed frequently
Guidelines suggested =F
Nothing provided, Used or stressed occasion.
Other: ally = 0.
Medium Used
Materials Ev uation .1.E_ [leading,
Readings"
_a_ Writing
2L Worksheets Materia tested = T
Class discussion
_ Films Resul available = A
_ Small-group discussion
.4/ Filmstrips Fieldt sted before publica-
Games <,
tion
2._c Records or tapes
Charts or posters _
_
Fiel tested after publication
User feedback solicited
.Simulations
Role playing
Transparencies _ Action projects,
Other Other
.L Other: listening
Not evaluated

ir
87' Suclent: Analysis

4."
 Currictdum: THE SOCIAL SCIENCES: CONCEPTS AND VALUES
Developers: Paul F. Brandwein and The Center for the Study of Instruction'
Publisher: Harcourt Brace Jovanovich, Inc., 757 Third Ave., New York, NY 10017
Dates: 1970-75
Grade Le've1s: K-8
41aterials and Cost: Student text for each grade level, 1-6 ($4.20-$7.95); teacher's
edition for each level, 1-6 ($5.19-$6.15); teacher's guide, levels 7-8 ($1.75 each);
beginning-level posters with teacher's edition (to be announced), activity book, levels
3-6 ($2.94 each); tests, levels 3-6 ($0.60-$0.75 each set); answer key to tests ($0.30
each), audiovisual kit, levels 1-6 with cassettes--$75.00 each, with records $69.00
,. each); teacher's "Handbook of Audio-Visual Aids" ($2.10)

A K-8 curriculum, The Social Sciences. for continuous evaluation at each grade
Concepts and Values is designed "to level are included in the teacher's guide.
facilitate each child's progress by high- The kindergarten through sixth-grade
lighting the recurring patterns of human materials were fieldtested in classroom
behavior in physical and cultural environ- situations both before and after publication
ments." The materials emphasize inquiry of the first edition. Problem areas were
and analysis and encourage actual student discovered through these tests and, accord-
participation in the learning process. Three ing to the publisher, have been corrected
kinds of objectives, all intended to en- in the revised editions. The.revisions in-
, hance self-concept and self-esteem, are cluded reducing the reading level, match-
identified. seeking concepts that help stu- "ing evaluation with objectives, and adding
dents understand issues and dilemmas, they more action activities. The seventh: and
may face, identifying values that Ode eighth-grade materials have been
decisions and are thus reflected in actions, fieldtested as part of the Diablo Valley
and learning rational thinking skills. Edu ation Project. An evaluation by six
The conceptually structured content fo- teac ers who taught selected units to their
cuses on five of the social science dis- junior high school classes determined that
ciplines at every grade level. anthropol- the reading level of the materials was ap-
ogy, sociology, geography, econo ics, propriate for that age group. The teachers
and history/political science. Each co cept also indicated that Jive out of the seven or
is dealt with at an increasingly sop isti- eight units used "held student interest"
cated level as the students advance from and "developed concepts clearly." The
one grade to the next. Students " ther evaluation of- these materials is continu-
evidence, classify it, label it, comp and ous, with additional data constantly being.
contrast it, form hypotheses, test em, sought. Results of all tests as well as the
form theories [and] test them." They look results of user feedback, observation, and
at a variety of environments and cul res, research 6e available from The Center foy___
exploring their own values and tho e of the Study of Instruction, Harcourt Bra6e
others. They discover that actions r flect Jovanovich Building, Polk and Geary, San
the concerns and values of pe ple. Ftaripisc4, CA 94109. .
Lessons usually include readings and class
discussions in addition to a variety if ac-
tion activities such as role play and roup
work. Activity books for grades three
through six containadditional actiViti s for
individuals or the entire class. Unit tests
for grades three through six evaluat- how
well each child understands the signi 'cant
concepts of the unit. Suggested guid lines

88
97
 DESCRIPTIVE PRECONDITIONS SUBSWANTIVE
\--CHARACTERISTICS. Amount of Reading CHARACTERISTICS
Grizzle Level x Much Values Education Approach
x ___`Moderate InculcatiOn
x 4.8 _ Very little ___ Moral dev'elopment
x 7.8 Teacker Training x Analysis
_ 9-10
_ 11-12
_ Provided in materials
. Clarification
Action learning
Materials
_ Suggested by developers
Not mentioned
_
-
Other
_L. Student materials _ Other
Teacher guide Values Education Emphasis
Prejudice /Stereotyping
x A-V kit Much evidence =s,M
Major focus
x Tests x One of several concerns
Some evidence = S
1" Other _ Racial or Ethnic
A minor concern
' Sexrole Process/Content Emphasis
Time _ Other: PrOc,ess of valuing
Curriculum (2 or more Conrent of valuing
years) EVALUATION Objective's
Course (one year)(each title) INFORMATION IL. Stated specifically
_ Semester (half year) _ Stated generally
Minicourse (6-9 weeks) Provision for Student
Evaluation ___ Not stated
Units (153 weeks)
_ Supplementary x Instruments specified Student Activities
_ Other: Procedures specified Used or stressed frequently
GuidelineS suggested =F
x Nothing provided Used or stressed occasion-
Medium Used
Other: ally =i0
Materials ENluation _E_ Reading
2L. Readings
_L. Worksheets Materials tested = T 4_ Miting
.r7 Class discussion
_ Films Results available =A
Small-group ,discussion
Filmstrips Fieldtestec\ before publica-
tion
_ Games
'max Records or tapes Simulations
IL Charts or posters A Fieldtested after publication
Role playing
Transparerfcies A User feedback solicited o projects
_ Other Other
_ Other
Not evaluated

89 Student: Analysis
 Curriculum: THE TA 6; PROGRAM IN SOCIAL SCIENCE'
TWO: Anuk' s Family of Bali (grades K-1); People in Families (grade 1), People, In
Neighborhoods (2); People in Communities-(S), People in States (4), People in America
(5); People in Change (6 and;7).
Developers: Mary C. quricin and Anthony H. McNaughton
Publisher: Add4tn-Wesley Publishing Company, 2725 Sand Hill Rd., Menlo Park,
CA 494025. -
Dates: 1972-74
Griiie Levels: K-7
Materials and Cost: Study/Activity posters, 18" x 24", with teacher's guide ($39.60),
student text for each grade level ($2.31-$6.45), teacher's edition for each grade level
($4.90 -$5 70); audio components, levels 1-6 ($38.46 each)evel), student activity books,
levels 3-5 ($1.74 each level); student Rerfqrmance exercises:. levels 3-6 (S5.94 -S6.93
each level)
r The Taba Program in Soda. 1 Science is, level -is divided into units, with each unit
an elementary progiam designed to enable centering on one or more generalizations,
'sin-dents tt,),. acquire knowledge, academic such as "families differ in life 4tyle and
and social skills, and selected,' attitudes. norms," "the way people choose to live
:According to the developers, necessity and the knowledge they have influencethe
demands that schools teach "durable use they make of their environment," and
knowledge," such as powerful generalize- `tinstitutions support the life style of a
tions, significant ideas, and concepts, people." Furthermore, each unit also pre-
rather\than the transmittal and recall of sents information that can be abstracted
factual information, which today "is too into key concepts. In total, 11 concepts are
vast, quickly becomes obsolete, and tends developed: causality, conflict, coopera-
to burden the memory without training the tion, cultural change, differences, inter-
mind." Therefore, the Taba Program pro- dependence, modification, power, society
vides student materials that contain a col- control, tradition, and values. The Taba
lection of data to be used as the basis for Program also stresses axe development of
learning activities in which students 'draw map skills on the grounds that i'skill in
conclusions. In addition, the curriculum map use is essential to the process of data
helps students examine their own values collection and interpretation."
and understand and respect the values of Grade One, People in Families, is a
others, with the ultimate goal Of expanding study of four American families and four
"the student's capacity for citizenship in a families in other cultures. Learning ac-
participatory democracy." The general in- tivities encourage students to understand
structional goals of the program are stated the differences and similarities among
in specific behavioral objectives which these families. Grade Two, People in -,
"provide the criteria for Continued student Neighborhoods, studies three contrasting
evaluation." For example, students com- urban neighborhoods. Grade Three,
pleting the Grade Five program are ex- People in Communities, investigates four
pected to demonstrate 20 skills, including communities in other parts of the world
developing concepts (listing, grouping, and Grade 4, People in States, ,looks at
and labeling), identifying and comparing four foreign. states (Mysore, India; Osaka.
values, indicating relationships, develop- Prefecture in Japan; Serbia, Yugoslavia;
ing generalizations, and accepting the and Nova Scotia, Canada) Grade 5,
merits of different ways of living and dif- People in America, includes information
ferent points of view. on the life styles of six modem American
The materials focus on what the de- families and a study of societies in conflict
velopers define as concepts, main ideas, through the American and Mexican Rev-
and facts. The program for each grade dlutions. Grades Six and Seven, People in

90
99
 /f
Change, is a series focusing on Central evluation, and student performance exer-
Eurasia, Latin America, and the Far East. cises for Grades Three lo Six.
Analysis is the dominant approach to The Taba Program is an outgrowth 'of 4'
values education reflected in the materials. the Taba,Curricultnn Guides. These guides
While encouraging students to understand Were fieldtested' as well as evaluated
their own.yalues, the Taba Program also through interviews with users. Results of
provides activities for students to infer and the fieldtesting are available from two
compare the values of others from their sources. Addison-Wesley (Tabu Final Re-
reasons and behavior in spedific situations. port. order code #7424).and the Ainericart
Teacher's guides have been compiled for Institutes for Research, -P.O. 'Box 1113, ', ir
each grade level in the program. They Palo Alto, CA 94302 (Project Deverop,
present. step-by-step lesson plans for se- ment Report No. 19). In addition, two of
quential learning activities. In addition, the Taba Program student activity books
Addison-Wesley has published a were fieldtested and improved on the bass
supplementary guide entitled A Teacher's of the findings (Getting Together with'
Handboolc to Elementary Social Studies. People in Communities and Getting To-
An Inductive Approach (2d. ed.), which is gether with People iniStates). The Taba
preparatory reading for teachers intending Program has also been evaluated by vari-
to use the program. The handbook.costs ous school districts throughout the United
$5.75 and contains a model for social States. The names of those which have. .
studies curriculum reform, suggestions for evaluated the materials are available from
inductive teaching, questions for student the publisher.
-

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE *-

CHARACTERISTICS Amount of Reading CHARACTERISTICS,' ,
Grade Level x Much Values Education Apptoach
x K -3 ___ Moderate Inculcation
x 4.8 Moral developmerit
Teacher Training
x 7.8 L- c Analysis
Provided in materials
___ 9-10 Clarification ,
Suggested by developers
11-12 ,
Action learning'
Not mentioned
Materials L. Available elsewhere Values Education Emphasis
_Lc. Student materials Major locus',
Prejudice /Stereotyping
Teacher guide _x One of several Concerns
Much evidence = M A minor concern
Lc A-V kit
Some evidence = S
_Lc Tests Process/Content Emphasis
___ Racial. or Ethnic .
Sexrole Process of valuing
Time
x
Content of valuing
(2 or more EVALUATION
:Objectives
years) INFORMATION
Course (one year) _x Stated specifically
Provision for Studint
Semester (half year) '4 :-- Stated generally
Evaluation
Minicourse (6-9 weeks) 4, -Student Activities
Units (1-3 weeks) Lc.Instruments specified Used or stressed frequently = F
___ Supplementary Procedures specified
Used or stressed occasion-
Guidelines suggested
___ Nothing provided
ally =0
Medium Used _L Reading
_2S_ Readings Materials Evaluation Writing
Mr Worksheets Materials tested = T _L Class discussion
11, Films Results available = A ___ Small-group discussion
Films-trips A Fieldtested before: publica- Games
)L Records or tapes tion Simulations
Charts -or posters Fieldtested after publication Role playing
Transparencies T User feedback solicited Action projects
x Other.A/Activity books A Other See above o Other Reading maps

91 Student: Analysis
 Title: TEACHING MORAL VALUES THROUGH BEHAVIOR MODIFICATION:
INTERMEDIATE LEVEL -

Author: Joan M. Sayre

Publisher: The Interstate Printers & Publishers, Inc., Jackson at Van Buren Danville,
.IL 61832
Date:. 1972
Grade Le : 3-5
Materials and : Teacher's guide and 84 poster cards, 8" x 10" ($6.95

Teaching Moral Values Through Be- would do in that situation. At the end of
havior Moderation. Intermediate Level each unit teachers are encouraged to en-
consists of a teacher's -guide that presents gage students in activities that require
21 value-orientea problem situations with them to define the value, discuss different
accompanying picture posters. The re- types of the particular value, retell the
source, is designed, to help students in stories placing the 'picture cards in se-
grades three through five "understand the quence, and create and role play similar
meaning of moral values." Discussion ac- stories. Most of the activities emphasize
tivities, an important part of the program, the analysis approach to values education
are intended to further the development of (for example, define prejudice,. list dif-
logical thinking skills, The materials may ferent types of prejudice) with a few con-
be used in any intermediate classroom, as taining clarification questions (for exam-
well as with exceptional children such as ple, "Would you like to be Brad or
slow , learners, the culturally dis- Richard? Why? Why not?").
advantaged, or children with impaired The materials have not been systemati-
hearing. A primary-level kit is also avail- cally evaluated.
able but is not analyzed in this book
(Sayre and Mack .1973)/-
The program tconsists of units focusing
on four general value, topics: prejudice
(race, religion, economic, handicap", and
intelligence), personal ethics (honesty,
sportsmanship, and retaliation), re-
sponsibility (individual and group), and
respect for authority (civil, parental,
school, and property). These units contain
from three to seven problem stories which
the teacher reads to the students. The
stories deal with realistic problems that
often confront children. For instance, in
one story a young troy, and his friend are
playing catch in the house.on a rainy day,
/ although the boy's mother had asked that
he not play ball in the house:Accidentally
a favorite vase is broken. The boys have to
decide what to do. ;knottier, situation in-
volves a group of children whispering.and
laughing about another group of children's
customs and beliefs:
Questions are prOVided after each story
in order to stimulate students to offer pos-
sible solutions and to discuss what they

92
101
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
x _ Moderate x Inculcation
x _x Very little Moral development
_ 7-8 Teacher Training X Analysis
9-10 _ Provided in materials Clarification
_ 11-12 _ Suggested by developers Action learning
Materials _x Not mentioned Other-
_ Student materials _ Other:
_x Teacher guide Prejudice/Stereotyping
Values Education Elnphasis
A-V kit Much evidence = _x Major focus
_ Tests Some evidence = S _ One of several co'icerns
x Other: Poster cards _ A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis
Time _ Other: Process of valuing
Curriculum (2 or more x Content ofyaluing
, years) EVALUATION Objectives
_ Course (one year) INFORMATION _ Stated specifically r
Semester (half year)
Provision for Student _ Stated generally
X Minicourse (6-9 weeks)

r
Evaluation x Not stated
Units (1-3 weeks}
_x Supplementary Instruments specified Student Activities
_ Other: Procedures specified Used or stressed frequently
_ Guidelines suggested =F
_x Nothing provided Used or stressed occasion-
Medium Used _ Other: : illy = 0*
Materials Evaluation Reading
Readings
O Writing
Worksheets Materials tested = T
F Class discussion
_ films Results available =
o Small-group discussion
_ Filmstrips Fieldtested before publica-
tion
_ Games
Records or tapes
Fieldtested after publication
_ Simulations
Charts or posters-
o Role playing
_ Transparencies User feedback solicited
Action projects
Other- Other Other, Listening to stories
x x
Not evaluated

93 Student: Analysis

10
 N-0
4'

c-
Curriculum: THE VALUES AND DECISIONS SERIES
Titles: Union or Secession. The Compromise of 1850, Political Justice. The Haymarket
Three, Colonial Defiance. The Boston Tea Party:, Impeachment. The Sesidency on
trial. Confrontation. The Cuban Missile Crisis, Constitution. One Nation or Thirteen;
Neutral Rights. Impressment and the Chesapeake Outrage, Conquest. Manifest Destiny
and Melican Land; Isolation: The U.S. and the League of Nations, Intervention. The
Vietnam B idup
Developer: Vi ent R. Rogers
Publisher: Xerox Education Publications, Education Center, Columbus, OH 43216
Dates 1972-74
GradelLevels: 7-12
Materials and Cost: Student texts (S.50 each, $4.50 set of 10), teacher guides (free with
purchase of 10 or more student books of same title)

The ten booklets composing The Values cutting down. its financial contributions in
and Decisions series focus on crucial de- retaliation? Why or why not?"
cisions in America's history and the per= Throughout the series, students are ex-
sonalihes involved in making them. The posed to a wide range of values concepts.
seventh- through twelfth-grade students In Confrontation: The Cuban Missile
tisi% the materials "examine the human Crisis, for instance, they deal with power
and political values that motivated each and decisions, nationalism versus inter-
decisibn-maker, the values held by the nationalism, truth versus-deception, and
nation as a whole, and the historic focus national security versus nuclear war. Other
pushing events to a crisis." Students-are pamphlets have students analyze value
exposed to the "personal turmoiLof people concepts such as freedom and democracy,
facing up 10 the poliay decisions" and are national honor and pride, humanitarian
' encouraged to explore what tliey might, values, natural rights, mercantilism, pri-
have done given the facts and the contexts vate property, international justice, separa-
of the times. They are asked to consider if tion of powers, fair trial, and personal
the decisions were 'inevitable and also to Welfare versus public good. These issues
consider if similar crises and decisions are analyzed through classroom discus-
have occurred at other times in America's sion, games, and rank ordering of personal
history. responses supplied for various hypothetical
Each book contains 48 pages providing situations.
students with informiation'and pictures re- A one-page, teacher's guide accom-
lated to a particular theme. A section enti- panies each unit. It briefly outlines the
tled "Questions and Values" concludes value. concepts treated in the student mate-
each pamphlet and presents questions for rials and provides ten multiple-choice
class discussion on the values underlying questions teachers can reproduce for class-
the issues developed. In Intervention: the room review or student evaluation.
Vietnam Buildup, for example, ,students, In general, the materials reflect ethnic
deal with questions such as, "Why do you and sex-role
, stereotyping since the ten
think that the overwhelming majority of crucial issues, taken from America's past
Americans supported President JohnsoWs focus almost entirely on white male per-
decision to bomb North Vietnam?" In sonalities, One pamphlet, however, Politi-
Isolation: The U.S. and the League of cal Justice: Th; Haymarket Three, pre-
Nations, students are asked, "If the Unit- sents a brief account of the Black Panthers
ed Nations votes decisions directly con- and the trial of Panther leaders Bobby
trary to the declared interests of the United Seale and Erika _Huggins.
States, would this country' be justified in

94

103
DESCRIPTIVE PRFONDTI'IONS SUBSTANTIVE
CHARACTERISTICS AmouR'of Reading CHARACTERISTICS
Grade Level 7c Much Values Education Approach
___ K-3 _ Moderate _ Inculcation
4-6 Very little Moradevelopment
x 7.8
Teacher Training Analysis
x 9-10 Clarification
x
_ Provided in materials
11-12 Action I9arning
,Suggested by developers
Materials _Lc Not mentioned Other
Lc Student materials Other
Lc Teacher guide Prejudice 'Stereotyping Values Education Emphaiis.
A-V kit _Lc Major focus
2L Tests Much,evidence = M
Some evidence = S _ One of several concerns
_ Other: _ A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis
Time Other .2_c Process of valuing
__ Curriculum (2 or more _ Content of valuing
years)
EVALUATION Objectives
_ Course (one year)
Semester (half year)
INFORMATION _ Stated specifically
Minicourse (6-9 weeks), Provision for Student _ Stated generally
x Units (1-3 weeks)(each title) Evaluation x Not stated
Supplementary x Instruments specified Student Activities
Other Procedures specified Used or stressed frequently
_ Guidelines suggested =F
Nothing provided. Used or stressed occasion
Medium Used Other ally = 0
Lc. Readings Materials Evaluation Reading
_ Worksheets Materials tested = T Writing
Films Results available = A _L Class discussion
_ Filmstrips Fieldtested before publica- Small-group discussion
_ Records or tapes tion ° GameS
_ Charts or posters Fieldtested after publication _ Simulations
Transparencies _ User feedback solicited _ Role playing
Other Action, projects
Other
Other
_Lc. Not evaluated

95 Student: Analysis

104
 analysis:
teacher materials'
a

/ Introduction to Eastern Philosophy, Social Studies 98

Introduction to Value Inquiry: A Student Process Book 99
A Method for Clarifying Value Statements in the Social
Studies Classroom: A Self-Instructional Program 100
Rational Value Decisions and Value Conflict Resolution:
A Handbook for Teachers 101
Values and Youth 102
Values Education: Rationale, Strategies a' nd Procedures 103

97 Teacher: Analysis

105
Title: INTRODUCTION TO EASTERN PHILOSOPHY, SOCIAL STUDIES: 6416.23
Author: Judy Reeder Payne
Publisher: Division of Instruction, Dade County Public Schools, Miami, FL (available
only through ERICsee Materials and Cost below)
Date: 1971
Grade Levels: 10-12
Materials and Cost: Curriculum guide -dralfable only from ERIC Document Reproduction
Service, Box 190, Arlington, Virginia 22210 (order ED 071 937: microfiche$.76,
xerography$1.95 plus postage)

Introduction to Eastern Philosophy, a dents orally recall the similarities and dif-
course of study developed to fit into the ferences between the two terms and having
quinmester administrative organization of students identify the square miles con-
Dade County Public Schools ,(Miami, tained in each major country in order to
Florida), provides a framework for sys- grasp the vast expanse of Asia.
tematically introducing secondary students The course outline is composed of seven
to five major philosophies/religions of the major sections. The first, background of
Eastern WorldHinduism, Buddhism, the five major Eastern philosophies, is
Confucianism, Taoism, and Shintoism. As subdivided into definitions of philosophy
stated in the rationale, the influences of and religion, Asian geographical data,
Eastern philosophical ideas is beingfelt by Asian population statistics, and population
American youth as a result of modern data on Eastern religions. Hinduism, the
transportation and communication and the topic of the second section, lists six items
impact of the Vietnam War. Since the for student investigation. Hinduism as the
author feels that "young people are historical base of all Easteru thought, its
searching for a philosophy to guide their beliefs, its vocabulary, its sacred books,
lives," she developed this course "to help Mahatma Ghandi, and the relevance of
guide students in the universal search for Hinduism today. The third section deals
values and beliefs about the meaning of with Buddhism and focuses on Buddha's
life." life, .Buddhist vocabulary, Buddhist be-
The course offers opportunities for stu- liefs, and the current relevance of Bud-
dents to investigate Confucianism, infer its dhism. Confucianism is. the topic Of the
influence upon China, and discover that fourth section and is examined through
some of/the ideas of today's youthlove, sacred writings, Confucius' life, compari-
peace, non-competitiveness, anti- son of Confucianism and Buddhism, and
materialism, end civil disobediencecan Confucianism's relevance today. The fifth
be traced to Eastern philosophies. Seven section looks at Taoismits mystery, the
course goals are listed and each is dis- "chain-argument," the life of Lao-Tse,
cussed in terms of focus, objective, and Taoist beliefs, sacred Taoist writings, the
learning activities. For example, the first current relevance of Taoism, and the
goal is for students to examine and gather theory and practice of yoga. In the sixth
background data on the five major Eastern section, Shintoism is studied in relation to
philosophies. The focus is on philosophy Japanese culture. Shintoism's traditions
and religion as Terms. Four specific objec- and beliefs, ceremonies, festivals, shrines,
tives are stated: students will defini the temples, and Gods are examined. The
two terms, classify them, gather geo- final section focuses on various sources
graphical data about the East, and collect fostering the growth of Eastern
population statistics concerning the major philosophical beliefs in this, country
countries in the East. A variety of learning transportation, communication, the Viet-
activities are suggested for accomplishing nam War, and drug use.
each objective. These include having stu- The objectives and learning activities

98
10G
focus on student factual learning and War for the spread,of Eastern philosophy,
analysis of values, ideas, and practices of comparing today's use of drugs with the
Eastern philosophic/religious traditions. Eastern ideal of peace, and discovering
For example, activities suggested in the and writing_about some of today's ideas
seventh section include predicting the that may be traced to Eastern philosophical
growth of Eastern philosophy, critically thought.
discussing the implications of the Vietnam

Title: INTRODUCTION TO VALUE INQUIRY: A STUDENT PROCESS B K

, (American Values Series)
Author: Jack L. Nelson
Publisher: Hayden Book Company, Inc., 50 Essex St., Rochelle Park, NJ 07662
Date: 1974
Grade Level's: 9-12
Materials and Cost: Teacher's guide ($1.56)

Introduction to Value Inquiry was de- The interrelationship bet4keen facts and
signed as an intrpductory student unit for values is described and illustuted_ in the
the American Values Series (see Student second chapter. The author stresse tht
Materials section of this chapter for the "need to examine social issues in tent
analysis of the series). It can also serve, available facts, sources of evidence, qual-
"however, as a teacher's guide to the series. ity of verification, and value positions."
Stressing the protess of examining and He also maintains that, just as some facts
questioning value issues, rather than pro- are unquestionable (such as the earth bging
viding solutions, the book offers teachers a planet in the solar system), some Alaiues
4,
and students intellectual tools for analy (such as human dignity), because they
mg "social challenges and choices." " so domi ant, are also virtually unquestio
is intended to make the reader more sensi able. T chapter concludes with two,.
Live to inquiry thinking. and value analysis lengthy c se studies (iise of mercury *I
in the consideration of issues." violent 'me), complete with facts and
The first chapter focuses on decision figures to which readers are to apply the,
making and the process of value inquiry. inquiry process discussed in Chapter 1.
The author explains and illustrates through Thg final chapter attempts to define key
examples and case studies three types of terms related to value inquiry. Examples
decision (deliberate, thoughtful choice, and case studies are again used to amplify
unconscious, unthoughtful choice, and no the author's points. The terms h attempts
choice) and how values are involved in to clarify include values, valuing, ethics,
these decisions. Emphasizing the need for value_ hierarchy, value conflict, and con-
rational decision making, the author then flict resolution. Types of values, such as
outlines a process for value inquiry com- personal and social, terminal and in-
posed of five stepsissue identification strumental, are also distinguished. A list
and definition, hypothesis development, of further readings on values in science
evidence gathering and evaluation, and social studies is provided at the end of
hypothesis testing, and drawing tentative the book.
conclusions.

99 Teacher: Analysis
10
 Title: A METHOD FOR CLARIFYING VALUE STATEMENTS IN THE SOCIAL
STUDIES CLASSROOM: A SELF-INSTRUCTIONAL PROGRAM
Authors: Harry G. Miller and Samuel M. Vinocur
Date: 1972
Grade Levels: 9-12
Materials and Cost: Teacher's guide available or4y from ERIC Document Reproduction
Service, Box 190, Arlington, Virginia 22210 (order ED 070 687. microfiche-40.76,
xerography-41.58 plus postage) ' .

4
"A Method for Clarifying ,Value tate-
ments in the Social Studies Classroo . A
(
tunity to role play their reactions to several
student vtilue statements in each of the
Self-Instructional Program" is intended to three wayg'.
be used in a teacher workshop or small- Section III suggests and explains four
0" group situation designed to teach tl\e ways to get students involved. using quota-
analysis approach to values education. The ons, cartoons, situations, and simula-
authors hope that this prOgram will enable tions. Teachers are asked to suggest four
teacherl to identify value statements, loam additional techniques. Finally, participants
ways to respond in order to clarify student are asked to list at least three value-lade
vaTiie statements, and become aware of a issues that could be explored by the stu-
variety of strategies that will stimulate stu- dents in their own courses. Teachers
dents to express their values. It is the evaluate their own responses by comparing
intention of the authors that these methods and discussing them with those of the
be worked into whatever course content is other teachers in their group.
taught by the users. The materials teach a A pilot test of this self-instructional_
process that teachers could 6se when deal- program was conducted in Illinois. The
ing with any social issue in the classroom. names and schools of the participants are
The document is divided into three given in the document.
parts, corresponding to the objectives, Ac-
tivities in each apart are to be completed
individually by each teacher and then,
compared and discussed in a small group.
In Section I participants distinguish the
differences between fact and value state-
ments, as well as between different kinds
of value statements. Criteria are given for
determining in which category a statement
falls. In the second section teachers learn
three kinds of responses that help to clarify
student value statements. The first re-
sponse involves asking students to explain,
restate, or give examples illustrating their
statements. Another teacher response is to
ask for evidence or proofHow do you
know? Getting students to empathize, to
suggest alternatives and to consider social
consequences is the third method
suggested. The document includes sample
dialogues between teachers and students
for each ofj\hese three types of-responses.
Participating teachers are given the oppor-

100
108
 war

. .
Title: RATIONAL VALUE DECISIONS AND VALUE CONFLICT RESOLUTION: A
.
HANDBOOK FOR TEACHERS
Developers: W. Keith. Evans, Terry P. Applegate, G. Gary Casper, and Robert W. Tuck r
Distributor: Kenneth Lindsay, Coordinator of ESEA Title III, 1400 University Cl 4b
Building, 136 East South Temple St., gait Lake City, UT 84111
. ,
:
Mitielials and Cost: Teacher's guide (apProximately $5.00)

4
Rational Value Decisions and Value interrelating the units and chapters of Sec-
Conflict Resolution vitas developed by the tion I with the content of a particular
Value Analysis Capability Development course such as American history or sociol-
Programs of the University of Utah with ogy. Illustrations of each procedure, based
the cooperation of Granite-School District on actual classroom experimentation, are
in Salt Lake City. It is an extensive hand- also provided, along with suggestions for
book designed to lielp teachers implement the most effective way to apply pro-
the value analysis model explicated in the cedures. A simulation game, "Muck in
41st Yearbook of the National Council for the Mock,' is also included to dem-
the Social Studies (Metcalf 1971, see the onstrate how value analysis skills and con-.
last entry of this, section for an analysis of cepts can be applied to that type of activ-
this workl. The handbook is currently ity.
available through the ESEA Title III office The final section consists of a lesson
for Utah, but a commercially published plan organized into an algorithm (flow
edition is expected to be available within a chart) which takes students step-by-step
year. through several procedures designed to re-
Thjs handbook seeks to assist teachers solve specific value conflicts. Through use
and students in developing analytical value of several worksheets, two students with
skills and Making itational value choices. It conflicting positions attempt to agree on
is divided- into three sections. The first, the same set of facts, the truth of 'those.
and largest, consists of lessons designed to facts, the valenccs'associated with those
develop in teachers and students the skills facts (whether they are positive or nega-.
for making sound, rational value judg- tive), and, finally, the rank order of.the
ments. Readers learn and apply key con- facts.
cepts used in the Metcalf value analysis The lessons embodied in this handbook
program. Some of these concepts are sim- were fieldtested with four classes receiving
ple and comparative value judgments, instruction in value analysis (experimental
value terms, value objects, prescriptive group) and four classes that had no values
statements, value criterion and principle, ..analysis treatment (control group): The re-
and actual and evaluative claims. Section sults indicated a significant difference in
1 is subdivided into six chapters, which favor of the experimental students in terms
generally follow the six basic tasks in- of their learning of and predisposition to
cluded in the value analysis model in the apply various value analysis skills. No
41st Yearbook. Each of the lessons, in this difference' existed on measures of se)f-
section is presented in two alternative concept or ego-strength.' The expeyiraental
ways: the "Program-Student Opiion" students, however, did show a ,signifi!
prngrammed instructional units for in- cantly less positive attitude toward value
dividualized use:and the "Discussion- analysis than the students who di of
Handout Option"handout sheets for receive the special instruction., ,ltpaA_
leading class discussion. Criterion tests for. hypothesized that the, repetitive nature W.
each unit are included for both options. the programmed lessons was probably re-
Section II, "Strategies and Pro- sponsible. This led the developers to
zedures," presents three procedures for create the "Discussion-Handout Option.;'

Teacher: Analysis
 ,
F.or *information on the Value Analysis search, 308 W. Milton Bennion Hall,
Capability Development Programs, write, University of Utah, Salt Lake City,
W. Keith Evani and: Terry P. Applegate, UT 84112. -
co-directors,
r ,
Bureau of Educational' Re- -
,

Title: VALUES AND YOUTH (Teaching Social Studies in an Age of CrisisNo. 2)

Editor: Robert D. Barr
Publisher: National Council for the Stgial Studies, 1201 Sixteenth St., N.W.,
Washington, D.C. 20036
Date: 1971
t
Grade Level: 7-12 ,

Materials and Cost: Teacher's guide ($2.75)

Values and 'Youth, a book of teacher; contains articles written by youth from a
readings and resources, was compiled with wide variety of backgrounds. By reading
the hope that teachers will give serious these, teachers may gain insight into val-
consideration to the ,dilemmas of youth ues held by young people. Issues pre-
and 'the urgent social issues of oar time in sented in this section could also result in
an effort to make social studies education some interesting class discussions. Topics
relevant. Barr believes that youth today discussed range from race relations and
are different because "the powerful pres- poverty, to youth culture, and the genera-
sures of the contemporary age surround tion gap. The second major section dis-
them With a constantly increasing' range cusses the importance of the teacher's role
and variety of cultural alternatives and in valuing activities and provides in-
value, choices." Options 'often conflict structional guidelines, teaching models,
With the traditional values of society. unit plans, and a number of activities for
Many students are struggling with these secondary students that stress the analysis
choices out really knowing what to approach to values, education. Articles
consider or ow ego about deciding. The emphasizing 'this approach are written by
editor bell ves that, in social, studies edu- such authors as Newmann, Oliver, and
cation, students should learn to _analyze Shaver. Values clarification is also dis-
alternatives, clarify their own values, and cussed and one article by Simon suggests
make decisions. The book confronts the several activities using this approach. Fi-
problem of how value conflicts can be nally, helpful instructional aids, such as
dealt with in the social studies classroom. music and films, are recommended. A
"Voice of Youth: Sources for selected bibliography of related materials
Teachers," one major section of the nook, is also included.

102
 Title: VALUES EDUCATION: RATIONALE, STRATEGIES, AND PROCEDURES
Editor: ,Lawrence E. Metcalf
Publisher: National Council for the Social Studies, 1201 Sixteenth St., N.W.,
Washington, D.C. 20036
Date: 1971
Grade Levels: K-12
Materials and Cost: Teacher's guide (paperbound$5.00, hardbound$6.50)

Values Education: Rationale, pgited s, clarifying re vance of those

Strategies, and Proc the 41st fac :, arriving at a tentati value deci-
Yeatbook of the N onal Counci r the
fil sion, and testing the value principle im-
Social Studi s, ex lains the central o plied in the decision. The last section of
tives, techni s, and procedures of a the chapter- discusses how some of the
value analysis, program developed largely implications of ego development theory
by Jerrold R. Coombs and Milton Meux apply to the attempt to develop value
(Meux` 1974). Recent work in expanding analysis capabilities in students.
and refining that program has been at' In the third chapter two specific step-
complished by the Value Analysis Capa- by-step procedures for applying the pro-
bility Development Programs in Salt Lake gram are explained and illustrated. One is
City, Utah, and is reflected in the project's the "Rudimentary Procedure," consisting
final report (Meux 1974) and teacher's of eight steps designed to provide the
handbook (Evans et al. 1974). (See the teacher with a flexible structure for help-A.
analysis of Rational Value Decisions . . . ing students through the six value analysis
earlier in this section.) tasks. The other is the "Extended Pro-
The first chapter defines value judg- cedure," consisting of 14 steps that in-
ments ("those judgments which rate things clude the use of personal interviews, evi-
with respect to their worth"), dis- dence cards, and group discussions.
tinguishes the term from factual judgments The final chapter presents specific
and attitudes, outlines the conditions methods for resolving value conflicts re-
needed for a rational value judgment, and lated to each of the six tasks of value
specifies several key objectives of value analysis. The primary strategy is to
analysis. Three of these major objectives minimize the differences in how the six
are "(1) helping students make the most tasks are applied. For example, the teacher
rational value judgment they can about the would minimize the differences in how
value issue under consideration, (2) help- students would interpret the value question
ing students develop the capabilities and, or assemble purported facts. Also provided
dispositions required for making rational are an illustration of how these methods
value decisions, and (3) teaching students can be applied to an issue, such as guaran-
how to resolve value conflict between teed annual income, and an enumeration
themselves and other members of a of key logical, procedural, and psycholo-
group." gical principles involved in conflict.
Chapter 2, "Teaching Strategies for An appendix contains a procedure for
Value Analysis," explicates six basic conducting objective personal interviews
. "tasks involved in a rational and evaluative and a programmed text for learning the
decision-making process and discusses terms and ideas related to this value
techniques that teachers can use to help analysis model.
students with these tasks. The six pro-
cesses or tasks are identifying and clarify-
ing the value question.' assembling pur-
ported facts, assessing the truth of pur-

103 Teacher: Analysis

111
 clarification
4

The clarification approach to values uing, according to proponents of this.ap-

education has emanated primarily from the proach, is a process of self actualization
humanistic education movement and has involving the subprocesses of choosing
been popularized through the workshop freely from among alten4ves, reflecting
efforts of Sidney Simon and his associates. carefully on the conseq*ces of those
The first section of this chapter explains alternatives, and prizing, affirming, and
clarification in terms. of its rationale, pur- acting upon one's chokes. Values are
poses, teaching methods' , and instructional considered the results of these sub-
model. An illustrative learning activity processes. This specific value conception
characteristic of this apprqach is then pro- was developed by Raths et al. (1966),
vided, followed by a disdussion of many although various "humanistic psy-
of the curriculum materials that use clarifi chologists" have also propounded similar
cation methodology. The chapter con- ideas about the nature of values and valu-
cludes with the presentation of analytical ing.* Whereas the inculcation approach
summaries of 26 student materials and 13 relies generally on outside influences and
teacher resources that-reflect the clarifica the analysis approach relies on logical and
tion approach to values education. empirical processes, the clarification ap-
proach relies on the wisdom of the whole
human organism to decide which values
Explanation of the are positive and which are negative. Mous-
Approach takas (1966, p. 11) has described the pro-
cess of value development from a clarifica-
tion perspective:
Rationale and Purpose. The central
focus of clarification is helping students The individual, being free to be, makes
use both rational thinking and emotional choices and decisions affected by Willing,
feeling, thinking, and intending. Through
awareness to examine personal behavior self-awareness, the person enters situa.
patterns and to clarify and actualize their
values. Students are encouraged to identify ,

and become aware of their own values and

the interrelationship among values, to un- The other major clarification theorists are Mas-
cover and resolve personal value conflicts, low (1970), Rogers (1969), and Moustakas (1966).
Allport (1955), G. Murphy (1958), and Asch (1952)
to share their values with others, and to act have also expressed views closply related to this
according to their own value choices. Val- conception of valuing.

105,

112
 dons already pointed or set in certain di- tion approach; however, is the self-
rections. Later the experience of the in -analysis reaction worksheet. This usually
dividual in making choices is often based consists of short- readings, questions,
on conscious, self-determined thought and drawings, or activities designed to stimu-
feeling. The making of choices, as a free late students to 'reflect on their own
being, which can be confirmed or denied
in experience, is a preliminary step in the thoughts, feelings, actions, and values.
creation of values. Choices which confirm Instructional Model. The instructional
being and lead to enriching and expanding model for clarification is based on the
self-awareness, choices which deepen ex- sevenfold process of valuing formulated
perience and lead to new experience,-
choices which challenge uniqueness and by Raths et al. (1966). This model, unlike
talent and lead to actualizations, enable the models of other approaches, is not a
the person to establish further his own rigid step-by-step set of procedures; rather,
identity. Ultimately those choices which it is a flexible set of guidelines for, teachers
confirm life and enable the individual to
become what he can be are chosen as to use with students. The following pro-
values. M long as the flow of real life is cedures are adapted from Raths et al.
affii-med, then further life is facilitated. (1966, pp. n-39): .
Increasingly, through a process which in-
cludes freedom, will, intention, desire, 1) Choosing from alternatives: Help stu-
choice, confirmation and responsibility, dents to discover, examinefarKI choose
the individual is growing and expanding in from'among available altepatives.
authentic ways; the individual is creating
new awarenesses and values, the in- 2) Choosing thoughtfully: Helitistudents to
dividual is coming to be what he can be in weigh alternatives thoughtfully by re-
the light of opportunities and resources flecting on the consequences of each
outside and potentialities and challenges
inside. alternative.
3) Choosing freely: Encourage students to
Thus, within the clarification frame- make choices freely and to determine
work, a person is an initiator of interaction how past choices were made.
with society and the environment. Internal (

rather than external factors are seen as the ' 4) Prizing one's choice: Encourage stu-
prime 'determinants of human behavior. dents to consider what it is they prize
The individual is free to change the envi- and cherish.
ronment to meet his or her needs. In order 5) Affirming one's choice. Provide stu-
to achieve this, however, a person must dents opportunities to make public af-
use all of his or her resourcesincluding firmations of their choices.
rational and emotional processes, con- 6) Acting upon one's choice: Encourage
scious and unconscious feelings, and mind students to act, behave, and live4.in
and body functions.* accordance with their choices.
' Teaching Methods. Clarification, -more
7) Acting repeatedly, over time: Help stu-
than any other values education approach,
dents to examine and to establish re-
utilizes g wide range of methods and tech-
peated behaviors or patterns of actions
niques. This has occured largely because
based on their choices.
Simon, the leading advocate of clarificd-
tion, and his associates have concentrated All of the techniques or strategies de-
their efforts on developing and using new signed to clarify ,values embody one or
valuing strategies. These methods include 0- more aspects of this model. The activity
large- and small-group discussion; in- described below is an example of a self-
dividual and group work; hypothetical, analysis worksheet that operationalizes
contrived, and real dilemmas, rank orders several procedures outlined in the model.
and forced choices; sensitivity and listen-
ing techniques; songs and artwork; games
and simulations; and personal journals and *The other major clarification theorists are Mas-
interviews. low (1970), Rogers (1969), and Moustakas (1966).
The technique that best exemplifies and Allport (1955), G. Murphy (1958), and Asch (1952)
have also expressed views closely related to this
is the most characteristic of the clarifica- conception of valuing.

106
3
 tit
Illustrative Learning Activity. This ac- and Teaching (Raths et al. 1966), is
tivity is an adaptation of the "Twenty analyzed in this chapter, as well as many
Things You Like To Do" strategy devised of the student and teacher resources that
by Simon et al.. (1972, pp. 30-34.) It is have developed directly or indirectly from
strongly recommended that the reader ac- the work of Simon, Harmin, and others.
tually engage in the activity to gain a The teacher materials directly reflecting
clearer understanding of the clarification Simon's work include Values Clarification
approach. (Simon et al. 1972), Clarifying Values
First, down the center of the page, the Through Subject Matter (Harmin et al.
student lists 20, things he or she "loves to 1973), Composition for Personal Growth
do." Thep, to the left of each item, the (Hawley 1973), and Value Explorcition
student gives the following information. 1) Through Role Playing (Hawley 1975).
the date when you last did that activity,2) Student materials that have been de-
"A" if you prefer tp. do it alone, "P" if' veloped by various authors who have had
you prefer it with people; 3) "S" if it some associations with Simon's work in-
costs more than $3 each time it's done; 4) clude Search for Values and Search for
"N5" if it would not have been on your Meaning, two components of Pflaufils
list 5 years ago; 5) "M" or "F" if it Dimensions of Personality program; De-
would have been on the list of your Another ciding For Myself (Winston Press), People
or father; 6) "s" for your five most im- Projects (Addison-Wesley); Decisions and
portant activities; and; 7) "1-5" to rank Outcomes and Deciding (College Entrance
order those top five. Examination Board); and Making Sense of
After this, the student answers the fol- Our Lives (Argus).
lowing three questions about the list as a Many materials, however, have been de-
whole: 1) How recently have you done veloped independently of this group of
your top five? 2) Which of your 20 do you educators and also embody a clarification
wish you would do more often? How approach to values education. Among those
could you begin to do so? 3) Would you analyzed in this chapter are Values in Action
share your top five with the class? (Winston Press), Focus on. Self-
Next, the student chooses one of his oi> Development (Science Research As-
her top 'five preferences and lists five r- sociates), Developing Understanding of Self
efits received from doing it. Fi y, the and Others-DUSO (American Guidance
student writes five statements completing Service), and Toward Affective
the stem, "I learned thati . . ." Development-TAD (American Guidance
Characteristk _of the clarification ap- Service). Textbook series are also analyzed
proach is tt,- thoughtful examination of such as the Valu'es Education Series
one's personal life which this activity em- (McDougal, Littell) and Contact (Scholastic
phasizes. Students begin by recalling the Magazines). One multimedia prOgram,
actions they most enjoy (Steps 4 and 7 of Self-Expression and Conduct (Harcourt
the model). The coding phase of the activ- Brace Jovanovich) has a humanities focus,
ityalso involves these steps. The rank, while another, The Valuing Approach to
order emphasizes choosing thoughtfully Career Education (Educational Achieve-
from alternatives (Steps 1 and 2). Affirm- ment Corporation), integrates values educa-
ing one's choices (Step .51) occurs when tion with career education. In addition to
students are asked to share their top five these resources, many others are.analyzed in
actions. this chapter, including supplementary
Materials and Programs. Clarification filmstrips from Argus Communications and
is one of the most widespread and con- several sound-slide programs from the
troversial approaches to values education. Center for Humanities.
There are nearly as many, student and Although all the materials analyzed in
teacher materials Using the clarification this chapter reflect the clarification ap-
approach as there are materials embodying proach to values education, some in-
all of the other approaches. The original corporate aspects of other approaches as
teacher text in values clarification, Values well. DUSO, for exathple, while using an

107 Clarification

114
open-ended approach to questioning in ever, attempt-to help students clarify their
order to clarify students' personal feelings own concepts of these values and to make
and values, also attempts to inculcate cer- decisions Accordingly. Throughout all
tain valtr6, such as independence, .emo- these materials there is an implicit or
tion. Self Expression and Conduct focuses eOlicit effort to help students value their
on five basic valuestruth, beauty, jus- own individuality, the feelings of others,
tice, love, and faith. The activities, how- and purposeful action.
ifr

(.,

t
.
108

..1,.15
 1

clarification:
student materials
Argus Filmstrips 110
Contact 112
Deciding and Decisions and Outcomes 114
Deciding for Myself: A Values-Clarification Series 116
Decision-Making: Dealing with Crises and Deciding Right
from Wrong: The Dilemma of Morality Today 118
Developing Understanding of Self and Others (DUSO), D-1, D-2 120
Dimensions of Personality 122

Dimensions of Personality: Search for Meaning 124

Dimensions of Personality: Search for Values 126
Dynamic Consumer Decision Making 128
Environmental Values Action Cards 130
Exploring Moral Value& 132
Focus on Self Development 134
Hard Choices: Strategies for Decision-Making and Clarifying
Your Values:Guidelines for Living 136
Lifeline 138 .

Making Sense of Our Lives 140

Making Value Judgments: Decisions for Today 142
Meeting yourself Halfway: 31 Value Clarification Strategies
for D ily Living 144
People Projects 146
A Probe into Values 148
Searching for Values: A Film Anthology 150
Self-Expression and Conduct: The Humanities 152
t
Toward Affective Development (TAD) 154
Values Education Series 150
Values in Action 158
The Valuing Approach to Career Education 160

109 Student: Clarification

116
 Curriculum: ARGUS FILMSTRIPS
Titles: Lets's Get Organized!; Strike It Rick'', Feelings and Thoughts, The IALAC Story;
Truth and Consequences, Fuzzies, Friendly .and Hpstile, You Have to Want -Something,
Consumerland. How High the Mountain?, Techno4gy.. Master or Slave ?, The Wonder of It
All, Fdces of Man, Roles & Goals, Man the Man,lterception, and Why Am I Afraid to Tell
You Who I Am?
Publisher: Argus Communications, 7440 Natchez, Niles, IL 60648
Date: 1974
Giade Levels, 7 -12
Materialt and Cost: 16 Audiovisual kits, each containing filmstrip with record or cassette
and teacher's guide ($2Q.00 each title except last), Why Am I Afraid to Tell You Who I Am
($40.00) .

This series contains 16 sound-filmstrips students are asked to make a list of times
intended for juni6r and senior high students. they found it necessary to change their
A few of the filmstrips could also be used goals. They are then asked, "Why did you
with intermediate-grade students. The change them? Did your values change at the
rationale underlying the materials 'can be same time? When you change your goals
summed up in the motto, "Preparing youth must you alsq change your values? Why or
to build a better world." The primary focus why not?" These filmstrips may be used in
of the material is on values clarification and ,general social studies or English classes, as
skill development. Objectives for values well as in such classes as sociology,
clarification include building a positive psychology, social issues, human relations,
sMf-concept; understanding the feelings and creative writing, communications, and art.
emotions of self and others; discovering
- goals; becoming aware and sensitive to self,
others, and surroundings; and discovering
full human potential. In the area of skill
development, it is hoped that students will
learn to make decisions based on their val-
ues and on a consideration of alternatives
and consequences; to organize and plan for
the achievement of their goals; to em-
pathize; and to improve their communica-
tion skills.
Each filmstrip is made up of either color
photographs or cartoons. The content varies
from a personal focus, such as "I Am Love-
able and Capable" IIALAC), to a social
focus, such as eploring technology and the
relationship of people to machines. The stu-
dents examine their values and, ask them-
selves, What's important to me? They take a
look at feelings and thoughts, moods and
emotions, human likenesses and differ-
ences, and differences in perception. Dis-
cussion questions and activities for each
filmstrip are also included. The activities
involve creative writing, games, role play,
and other decision-making and 'clarification
; exercises. For example, in Strike It Rich!

110

1.1.7
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
K-3 Moderate Inculcation
4-6 Very little Moral development ;
x 7.8 Analysis
Teacher Training
9-10
Provided in materials X Clarification
x 11-12 Action learning
Suggested by developers
Materials F Not mentioned ____ Other.
____Student materials Other.
x Teacher guide
Prejudice /Stereotyping Values Education Emphasis
x_ A-V kit Major focus
Much evidence = M
____ Tests
Some evidence = S One of several concerns
Other: A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis,
Time Other Process of.valuing
,
Curriculum (2 or more years), Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year)
Minicourse (6-9 weeks)
INFORMATION Stated specifically
Units (1-3 weeks) Provision for Student _x Stated generally
Evaluation Not stated
x Supplementary
Other. Instruments specified' Student Activities
Procedures specified Used or stressed frequently
Guidelines suggested =F
Medium Used Nothing provided Used or stressed occasion-
Other: ally = 0
Readings
Materials Evaluation Reading
_____ Worksheets
Films Materials tested = T ° Writing
x Filmstrips Results available = A F Class discussion
x Records or tapes Fieldtested beforg publica- ___F__ Small-group discussion
-0 Gimes
Charts or posters tion
Transparencies Fieldtested after publication 0 Simulations
User feedback solicited Role playing
Other:
Other: Action projects
Other.
Not evaluated

111 Student: Clarification

118
Curriculum: CONTACT
Titles: Movies. The Magic of Film, TV. Behind the Tube, Communication. Person to Person,
This Land Is Our Land. The American Dream, The Future. Can We Shape It', Imagination.
The World of Inner Space, Environment. Earth in Crises, P . The Invisible Wall,
Drugs. Insights and Illusions, Getting Together. Problems ou Face, Law. You, the Police,
and Justice; Loyalties. Whose Side Are You On?, and aturity: Growing Up Strong
Editor: William F. Goodykoontz
Publisher: Scholastic Book Services, 904 Sylvan ve., Englewood, Cliffs, NJ 07632
Dates: 1968-74
Grade Levels: 7-12
Materials and Cost: Each title, ukluding the following components. 36 reading anthologies,
36 student logbooks, eight 22" x 32" posters, teacher's guide, and I record ($79.50)..
(Communication, This Land Is Our Land, Movies, and TV packages include I sound-
filmstrip each, which replaces the record. Total package for titles with sound-filmstrips,
$89.50.)
The 13 units in the Contact program were book that accompanies each unit ask stu-
designed to,involve students who have read- dents to analyze statements, express their
ing difficulties in an informative and per- feelings about the characters in a story, and
sonal reading experience. The program's react to the people or action in an iIrti-Sra-
goals are "to help students to read, think, tion. The units also include records that are
speak, and write better and .to help them intended to encourage students to express
learn more About a subject of importance to their thoughts and feelings.
themselves and to society." The an- In addition to learning objectives, the
thologies provide opportunities for students teacher's guide outlines the readings and
to express and clarify their thoughts and contains lesson plans, suggestions for
feelings. In the teacher's guide that accom- motivating student interest in the anthology,
panies each unit, specific lesson objectives and a variety of follow-through activities
are stated. For example, in the unit dealing such as debates, TV-style interviews, story
with loyalties, one objective is "to stimulate telling, drawing, and library research.
students to think about the importanceand The anthologies were evaluated and re-
some of the Rroblemsof loyalty among vised before publication. User feedback was
friends; . . . to give . . . examples of con- solicited through classroom visits, work-
flicts of loyalties among friends, and to tell shops, informal interviews, and question-
how they would refolve each conflictand naires requesting specific reactions and gen-
why." eral recommendations for improvement. In
The anthology of readings, which is the addition, Loyalties, Law, Environment, and
major component of each unit, contains Future were extensively tested by the Di-
short stories, plays, letters, poetry, and ablo Valley EducattEin Project, Orinda,
questions that' focus on topics reflecting in- California. Law. You, the Police and Jus-
dividual interestspersonal loyalty, mat- tice, for example, was evaluated by eight
uration, imaginationas well as social teachers in grades seven through ten. A
issuesprejudice, environment, the law. summary of their individual reports indi-
For example, the unit that deals with matu- cates that the text "developed the concepts
rity encourages students to look at the topics clearly," "held very high student interest,"
of self-knowledge, family behavior, re- and was useful in individualized and group
sponsibility, and individual behavior. Law settings.
explores the legal rights and responsibilities
of citizens, the relationships between police
and citizens, and the values underlying our
legal system. Exercises in the Student Log-
.:

. 112
 DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much glues Education Approach
K-3 ___ Moderate _____ Inculcation
4-6 Vera/ little Moral development
7-8 Teacher Training, Analysis
9-10 __X_ Clarification
Provided in materials
.2(._ 11-12
Suggested by developers Action learning
Materials ____ Other.
Not mentioned
_X_ Student materials Other:
Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit ____ Major focus
Much evidence = M
_ Tests _x. One of several concerns
Some evidence = S
Other: A minor concern
Racial or Ethnic
Sexrold Process/Content Emphasis
Time Other: Process of valuing
Curriculum (2 or more years) Content of valuing
Course (one year) EVALUATION Objectives
___ Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student, Stated generally
_X2'Units (1-3 weeks)
Evaluation Not stated
Supplementary
Other: _____ Instruments specified Student Activities
____ Procedures specified Used or stressed frequently
__X_ Guidelines suggested =F
Nothing provided Used or stressed occasion-
Medium Used
____ Other. ally =0
Readings
Materials Evaluation Reading
°' ____ Worksheets
Writing
films Material tested = T
Class discussion
_2C'Filmstrips Results available = A
___. Small-group discussion
_X_ Records or tapes A Fieldtested before publica-
Games
_X_ Charts or posters tion
o Simulations
Transparencies Fieldtested,after publication
Role playing
Other. Logbooks A User feedback solicited
A Other: 4 Inns tested elsewhere Action projects
o Other: "mud' surveys
Not evaluated

113 Student: Clarification

1.2,0 \
 Titles: DECIDING and DECISIONS AND OUTCOMES
Authors: H. B. Gelati, Barbara Varenhorst, Richard Carey, and Gordon P. Miller
Publisher': College Entrance Examination Board, 888 Seventh Ave., Ngw York, NY
10019
Dates: 1972, 1973
Grade Levels: 7-9, 10-12
Materials and Cost: For each title. student text ($2.50); teacher's guide (for Deciding
S2.00; for Decisions and Outcomts$3.00), teacher's guides free with set of 20 or more
student books

Deciding, a junior high school program, Board conducts training sessions for
and Decisions and'Outcomes, a program teachers and leaders who are using these
for senior high school students, both focus materials. They also provide a training
on developing students' decision-making film, which is available on a free loan
skills, especially in regard to educational basis. Student feedback forms are pro-
and career opportunities. Objectives in- vided with the materials and it is suggested
clude the examination and clarification ,of that teachers continuously be aware of in-
personal values and goals, the ability to form student input during the lessons.
identify and create new alternatives, and The programs have been fieldtested.
the ability to make decisions based on the Severa extensive questionnaires were de-
consideration of alternatives and values. velo and used for this purpose. One
According to the authors, the overall goal study used Deciding with 200 students in
of the program is for students to be able to grades seven, eight, and ten for 12 to 15
apply the decision-making skills acquired class sessions. Although no significant be-
in the course to their own lives. havioral changes were reported in the ex-
There are six interrelated content areas perimental students, "there was some in-
covered in each course. "identifying criti- dication that students who had Deciding
cal decision points; recognizing and were more inclined to think about making
clarifying personal values; identifying decisions" and "felt surer about the things
alternatives and creating new ones; seek- that interested them most" than those in
ing, evaluating, and utilizing information; the control group.
risk-taking; and developing strategies for
decision making." Self-discovery and
awareness of personal values are em-
phasized continuously. One lesson, for
example, asks students to list their three
most important values and a recent action,
in which they demonstrated each value. A
variety of activities, including simulations,
role play, written exercises, and discus-
sion, are employed, to give- the students
practice in making decisions. These ac-
tivities are usually part of a worksheet that
includes drawings and charts. The mate-
rials can be used as the basis of a
minicourse in decision making, as
supplementary materials for a year-long
course in social studies, English, or
health, or as the basis for a guidance
program.
The College Entrance Examination

114

121
 tt

DESCRIPTIVE PRECOND IONS SUBSTANTIVE

CHARACTERISTICS Amount of Re ng CHARACTERISTICS
Grade Level _ Much Values Education Approach
_ K-3 1_ Moderate Inculcation
_ 4-6 _ Very little 'Moral development
x 7.8 Analysis
Teacher Traini
9-10
Provided in materials Clarification
x 11-12 _ Action learning
Materials
_ Suggested y developers
__ Not mentio ed
_ Other: -

x Student materials x Arai able PM publisher

'x Teacher guide Prejudice /Stereotyping Values Education Emphasis .

A-V kit Much evidence = M Major focus .

Tests
Some eviderice = S _ One of several concerns
Other: Racial or Ethhic A minor concern
_ Sexrole Process/Content Emphasis
Time Othei- piocess of valuing
Curriculum (2 or more years) _ Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year)
INFORMATION Stated specifically
x Minicourse (6-9 weeks)
Provision for Student State enerally
Units (1.3 weeks) ,
Evaluation ____ Not sta d
x Supplementary
Other: Instruments specified Student Activities
Procedures specified Used Or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed occasion-
Medium Used
_ Other: ally = 0
Readings
Materials Evaluation Reading
.2_( Worksheets
Materials tested = T _c! Writing
Films
Results available = A _L Class discussion
Filmstrips
A Fieldtested before publica- Small-group discussion
Records or tapes
tion _ Games
Charts or posters
A Fieldtested after publication .2 Simulations
Transparencies
A User feedback solicited _IL Role playing
Other'
Other: Action projects
Other
Not evaluateif

115 Student: Clarification

122
 Curriculum: DECIDING FOR-MYSELF: LUES-CLARIFICATION SERIES
Titles: Set A: Clarifying My :slues; Set B: My Everyday Choices; Set C: Where 'Do I
Stand?,
Developer: Wayne Paulson
n131)shei: Winston Press,'Inc., 25 Groveland Terrace, Minneapolis ,'MN 55403
Date: 1974
Grade Levels: 6-12
Materials and Cost: Student materials ($2 :40 'each set of 10 eight-page units; 3
sets$7.20); teacher's guide ($3.96)
Deciding for Myself.A Values Clarifica- focusing on one student at a time or hav-
tion Series Is intended for students in ing individual participants briefly share
grddes six through 12, as well as for their responses with one other. This model
adults. According to the author, the pur- can be applied to each lesson in the mate-
pose of values clarification, and the goal rials and may be used to extend the course
of the series, is to estate an environment after the three sets of materiels have been
in which students learn the processes of covered.
values development.' The valuing process The , . can be used as the basis
involves certain basic elements with which for a weekend
eekend seminar; as a minicourse; in
students become familiar while using these a guidance program; or over a period .of
materials. These include exploring the one to three years supplementing courses
meaning ,of personal freedom, considering such as social studies, Career education,
alternatives and consequerites, learning to home economics, environmental educa-
'prioritize, learning communication skills, tion, and religion. The effectiveness of the
and, finally, being ate to integrate be- course relies on a classroom climate in
havior with thoughts and feelings. Objec- which participants feet free to express their
tives involving the student's thougitts, ideas and share their feelings. Therefore, the
feelings, and actions are stated at the be- author urges that students must not be forced
ginning of edch unit and lesson. In one to participate, must have the right to pass on
lesson,, enthled "Roles -(What Are We 'a response if they so desire, and must have
Doing Hem?)," students examine their all responses Accepted as right answers. No N.?
current roles in life, what it is about. these positive or negative evaluations should be
roles that they like 95 do not like, and how made either by the leader or by other partici
they would,like their roles to change in the pants. Further, the leader must also be a
future. participant. The leader's guide provides de-
r--
The topics covered in these materials tailed suggestions for conducting the course
include clarifying personal Values, making and creating an open atmosphere. The au-
everyday choices, and expressing feelings thor recommends that any teacher using the
about important social issues. The leader's materials first become familiar with the
guide presents a model for providing valu- guide.
riM
ing experiences. The model includes a Many of the activities in this series were
values issue, a basic strategy, a working flelatesied by the author ip classrooms and
structure, and a sharing structure. For workshops, but no formal results or data
example, if students are thinking pout the were gathered. User feedback indicates
issue of roles, the basic strategy might be that these materials are well organized and
a'simulation or an activity in which stu- that the leader's guide,"offers the kind of
dents express their feelings through di- , instructions any, teacher can use." The
alogue, drawing, or writing. The working materials were alsO favOrably reviewed in,
structure could involve just the individual, two religious educational journals ,SCAN
a small group, or the total' group, The and Pro/9e, The October 1974 issue Of
sharing structure might involve the group's Probe "states that it is an "excellent

116

123 ,
IaYT

stimulus for rethinking values ..1* SCAN teacher's guide "summarizes well the
(vol. 3, no. 5, 1974) states that the basics of values clarification."

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
_ K-3 Moderate Inculcation
x 4.6, _ Very little _ Moral development
x 7.8 _ Analysis
Teacher Training
x 9-10 " x Clarification
Provided in materials
x 11-12
_ Suggested by developers _ Action learning
Materials _Lc Not mentioned _ Other:
Lc Student materials _ Other
_Lc Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Much evidence = M X Major focus
_ Tests Some evidence = S One of several concerns
Other: Racial or Ethnic A minor concern
.
Sexrole Process/Content Emphasis.
Time ", Other _ Process of valuing
_ Curriculum (2 or more years)v . Content of valuing
Course (one year) EVALUATION Objectives
.1 Semester (half year)
INFORMATION Stated specifically
Minicourse (6.9 weeks)
Provision for Student Statdd generally
Units (1-3 weeks)
Evaluation _ Not stated
x Supplementary
Other: lbstrumerits specified Student Activities
_ Procedures specified . Used or stressed frequently
Guidelines suggested. =F
_2L Nothing provided Used or stressed,occasion-
Medium Used
___ Other ally = 0
Readings .
Materials Evaluation .2_ Wading
X Worksheets
7- Films ,,. Materials tested = I . _F__ Writing
Class discussion
Results available = A
_F

Filmstrips
Small-group discussion
Records,,)orlapes __T_ Fjeldtested before pubhca-
tion
_ Games
Charts o posters
Simulations
_ Transparencies __ 'Fieldtested after publication
Role playing
_ Other: __ User feedback solicited
_SL'Action projects
__^._ Other
_° Other:
_ Not evaluated

117 Student: Clarification

124
Titles: DECISION-MAKING: DEALING WITH CRISES and DECIDING RIGHT
FROM WRONG: THE DILEMMA OF MORALITY TODAY
Publisher: The Center for Humanities, Inc., Two Holland Ave., White Plains, NY 10603
Date: 1974
Grade Levels: 9-12
. .
Materials and Cost: For each title. audiovisual kit containing 160 slides in 2 carousel
cartridges, 2 tape cassettes or 2 records, and teacher's guide (Decision-Making$99.85,
Deciding Right from Wrong$104.50)
.
DeciSion-Making and Deciding Right Genovese, who was murdered in New
from Wrong are two sound/slide programs Yolk City. No one came to her aid even
that present various value crises and moral though inore than 30 people heard her
dilenuhas in order to teach students certain screams for help.
decision-making and judgment-forming The teacher's guide contains warm-up
skills. Decision-Making is intended to activities, discussion questions, and re-
"help students learn four skills of crisis- search activities for additioi?atinquiry and
management:' recognizing that the crisis discussion.
exists, becoming aware of emotional re- The materials were fieldtested before
actions to the crisis, moving beyond emo- publication but the results are not avail-
tional reactions to a rational consideration. able. According to the publisher, informal
of the crisis, and analyzing the alternative feedback from local teachers was favora-
methods of dealing wit the crisis." The ble.
purpose Of Deciding R ght from Wrong is
to'encourage students t examine the ori-
gins of their own and society's moral stan-
dards. These *sound slides can be used in a
variety of 'curriculum areas such as En-
glish, social studies, humanities, guid-
ance, and art.
Decision-Making deals with some of the
personal problems young people encounter
while growing updrinking, pregnancy,
school, and problems at home. An exam-
ple is that of 17-year-old Jennifer Denton,
who is pregnant. She seeks her sister's
advice about what to do. After discussing
and analyzing every alternative, she must
make the final decision. Deciding Right
from Wrong examines the circumstances
under which some crucial historical and
literary decisions have been made and the
personal and social consequences that fol-
lowed. For . instance, one personality
treated in the slides is 'Senator Edmund
Ross of Kansas, who cast the deciding
vote against convicting Piesident' Andrew
Johnson. As a result, his political career
abruptly cameto an end. The program also
points out that the concept of right and
wrong varies according to time, place, and
culture. An example is the case of Kitty
I

118

125
 DitCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level _ Much Values Education Approach
_ K-3 _ Moderate Inculcation
_ 4-6 Very little _ Moral development
7-8 Teacher Training _ Analysis

x
x' 9-10
11-12
_
_
Provided in materials
Suggested by developers
x Clarification
ActiOn learning
Materials ( _x Not mentioned Other:
_ Student materials _.0ther
K Teacher guide Values Education Emphasis
PrejudicelStereotyping
x A-V kit R focus
Much evidence = M
_ Tests Some evidence = S
_ One of several concerns
_ Other: Racial or Ethnic
_ A minor concern
Sexrole Process/Content Emphasis
Time Other. Lc_ Process of valuing
_ Curriculum (2 or more years) Content of valuing
_ Course (one year) 'EVALUATION Objectives
Semester (half year)
INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student _ Stated generally
Units.41-3weeks)
X' Supplementary Evaluation _ Not stated
_ Other: _ Instruments specified Student Activities
Procedures specified Used orstressed frequently
Guidelines suggested =F
Medium Used _x (Aping provided Used or stressed occasion-
OTher: ally = 0
Readings
Materials Evaluation Readiri
Worksheets o Writing
Films Materials tested = T
- Class discussion
Filmstrips Results available = A
Small-group discussion
x Records or tapes Fieldtested before publica-
Games .
Charts or poster tion
Simulations
Transparencies Fieldtested after publication
'
Role playing'
x Other: Slides User feedback solicited
Action projects
Other
Other
Not evaluated

E.

Student: Clarification
 Curriculum: DEVELOPING UNDERSTANDING OE SELF AND OTHERS (DUSO),
D-1, D-2
Authoi: Don Dinkmeyer
Publisher: American Guidance Service, Publisher's Bldg., Circle fines, MN 55014
bates: 1970, 1973
Grade Levels: K-1, 2:4
Materials and Cost: 2 multimedia kits, each eluding records or cassettes, discussion
cards, posters with display easel,'hand puppets, activity cards, story books or records,
discussion pictures, and teacher's guide. DUSO D-1 (total package-- $95.00), DUSO
D-2 (total package$98.00).
An experiential learning package, De- portant developmental task for the child.
veloping Understanding of Self and Others Among the themes examined are aware-
(DUSO) is designed to help students in ness of feelings, understanding of values,
the primary grades better understand their personal abilities, and emotional maturity.
own thoughts, feelings,. and actions, as The two materials packages may each be
well as those of others. The author be _ used on a daily basis for an entire school
lieves it is necessary to satisfy a child's year, Or a teacher or guidance counselor,
emotional and social needs before cogni- may choose only certain parts of the pro-
tive learning can take place. Concerned gram to meet the particular needs and
with personalizing and humanizing educa- interests of students,'"
tion, he feels it is imperative for learning For the materials to be used success-
experiences to strengthen a child's self- fully, the learning climate is most im-
esteem, rather than diminish it, as is often portant. The guide suggests that it is cru-
the case. DUSO therefore primarily fo- cial For children to.feel free to express and
cuses on affective and social development. act 'out their ideas and feelings. To
Objectives include understanding and ac- establish such an open, trusting atmos-
cepting oneself ,as a unique and worthy phere, the teacher and other students must
human being;. understanding, respecting, accept all responses from each child with-
and empathizing with others; and.becom- out positive or negative evaluation.
ing aware of one's own feelings and val- Some evidence of sex-role sterotyping
ues. For each activity' a more specific does exist in these materials. One ten-
objective is given, such as "to see how dency is to reinforce the image of the
positive and negative criticism can in- helpless girl assisted by the strong boy.
fluence a person's involvernent" or "to Duso the Dolphin (a male), for instance,
develop in children an appreciation of in- helps Flopsy Flounder (a female) become
dividual differences and to help them less floundering and more decisive. In
understand that individuality enables each another story Duso and Lefty (an octopus)
person to Make a unique contribution to save the life of Clarissa Clam.
the total effort." . lassroom fieldtests of these materials
Students begin all lessons by listening to were conducted over a period of three
a story. The stories depict real life situa- years with students from a wide variety of
tions such as losing a bike, learning how backgrounds. A list of the participating
to swim, and competing for the first drink schools and coordinators is included in
at the water fountain. The theme and ob- each of the leader's manuals. In addition,
i
jectives in the story are then stressed in the all of the fieldtest results, as well as forms
accompanying activities. These include used to gather user feedback results, are
'discussion of problem situations, role available. A list of research studies, arti-
plays, puppet activities, and career aware- cles, and reviews about DUSO may also
ness exercises. Each of the lessOn themes be obtained from the publisher. One study
represents what the author feels is an im- used a "randomized post-test only'; de-
.

120

127
sign to determine hov, effective DUSO the experimental classroom means on
was in achieving goals such as helping these dimensions were slightly higher than
students' to understand feelings, others, those of the control Classrooms, these dif-
self, choices, and consequences. Although ferences were not statistically significant.

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Eaucation Approach
x K-3 Moderate Inculcation
X. 4-6 _2(_ Very little ___ Moral development
7-8 . Teacher Training Analysis
9-10 x Clarification
___ Provided in materials
11-12 ___ Action learning
Suggested by developers
Materials _X_ Not mentioned
Other
L Student materials Other:
x. Teacher guide Values Education Emphasis
Prejudice /Stereotyping
x A -V kit )(_ Major focus
Much evidence = M
Tests One of several concerns
Some evidence = S
Other: A minor contern
Racial or Ethnic
Sexrole Process/Content Emphasis
Time Other: Process of valuing
x Curriculum (2 or more years) x Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year) INFORMATION _L_ Stated specifically
Minicourse (6-9 weeks) Stated generally
Units (1-3 weeks) Provision for Student
Evaluation Not stated
_X Supplementary
Other: ___ Instruments specified Student Activities
Procedures specified Used or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed occasion-
Medium Used
____ Other ally =0
Readings Reading
Worksheets
Materials Evaluation
:Materials tested = T
__ Writing
Films Class discussion
____ Filmstrips Results available = A
Small-group disCussion
Records or tapes A_ Fieldtested before publica-
Games
_X_ Charts or posters tion
Simulations
Transparencies A_ Fieldtested after pliblication
F Role playing
x . Other: Puppets Activity Cards A_ User feedback solicited
A Other: Research studies
__ Action projects
Other: LAstenint. Puppets Swine
Not evaluated
A

. 121 Student: Clarification

1 2:8
' Curriculum: DIMENSIONS OF PERSONALITY
Titles: Let's Begin (grade K); Now I'm Ready (1); I Can Do It (2); What About Me (3);
Here I Am (4); I'm Not Alone (5); Becoming Myself (6)
Authors: Carl Fischer and Walter Limbacher
Publisher: Pflaum Publishing, 2285 Arbor Blvd., Dayton, OH 45439
Dates: 1969-70, 1972
Grade Levels: K-6
Materials and Cost: Kindergarten picture cards or filmstrips and teacher's guide ($39.95),
student text, grades 1-3 ($1.75 each grade), group activity sheets ($3.75 each set for 4
students); student text, grades 4-6 ($2.25-$125 paperbound, $3.75-$4.75 hardbound each
grade); spirit masters ($2.0043.10 each set); teacher's editions ($4.45-$5.75 each)

.
The authors of Dimensions of Personal- but the dram will be strengthened if
ity believe that* too often schools tend to taught over an entire school year. This
educate only students' intellect, ignoring longer time offers additional opportunity for
their 'affective development. These mate- reinforcing the concepts presented in the
rials are based on the belief that a child's lessons. Though some students may find the
feelings and emotions affect all other as- reading too difficult, this problem can be
pects of learning. It is the intent of this solved easily ,by having a student or the
program to provide structured learning ex- teacher read aloud. In the kindergarten pro-
periences for fostering affective develop- gram there is no reading for the students,
ment in elementary children, The overall rather there are picture stories for which
objective for the primary materials is to students supply their own dialogue.
make possible a smooth social and emo- The lessons in the program tend to be
tional adjustment to school. Realizing that experience oriented. Teacher's editions
upper elementary students are going through suggest a variety °fin% olvement activities to
important social and emotional changes in accompany the levons. In the third-grade
their lives, the authors intend the inter- material, for exadple, there is a lesson on
mediate materials to help students under- fear in which the class is divided into
stand and accept these changes. Objectives "clubs" of four members each. Each group
of the curriculum include increasing self- proceeds to'color its clubhouse poster. Soon
awareness, understanding feelings and emo the rules are changed and clubs are limited to
tions, clarifying values, developing a posi- three members. The child from each group
_ five self-concept, becoming aware of human who happens to choose the red crayon twice
likenesses and differences, learning how to is left out and ignored. This is immediately
get along with others, learning to em- followed by a class discussion of the fear of
pathize, understanding reasons for human being left oul,.the feelings of those who had
behavior, and learning how to make satisfy- to leave their clubs, and the feelings of the
ing decisions: remaining members who had to turn out a
Tlic curriculum program at each level fo- friend. Subsequent activities deal with other
cuses on five area of development related to kinds of fears in order to give students a
the affective domain: self-image develop- realistic View of this emotion.
ment, emotional development, intellectual The program encburages parental in-
development, physical development, and volvement and support by suggesting that
social development. Competencies and rela- parents be given the opportunity to read the
tionships related to these areas are stressed. book and asked to increase communications
Each course can be completed in a semester, with their child.

122

129
 Evaluation of students by both teachers and workshops with users have also been
and parents is encouraged through observa- carried out, and the California State
tion and discussion, in and out of the class- Textbook Adoption Committee conducted a
room. Questionnaires are sent to all who use readability analysis of the materials. The
this program in their classes in order to ob- evaluation results, however, are not avail-
tain feedback. Interviews, observations, able to the public.

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
4 eGrade Level x Much Values Education Approach
X K -3 Mdderate Inculcation
X 4-6 Ve(y little Moral development
7-8 Teacher Training Analysis
_____ 9-10
Provided in materials
X Clarification
11-12 Action learning
___ Suggested by developers
Materials Not mentioned
Other
X Student materials Other.
x Teacher guide PrejudiCelStereotyping
Values Education Emphasis
A-V kit Mu,ch evidence = M,
X Major focus
Tests One of several concerns
Some evidence = S
_____ Other: ___ A minor concern
Racial or Ethnic
Segrole ProcesslContent Emphasis
Time Other , X Process of valuing
X Curriculum (2 or more years) x Content of valuing
Course (one year) eachtide EVAITATION Objectives
Semester (half year) INFORMATION x Stated specifically
Minicourse (6-9 weeks)
Provision for Student Stated generally
Units (1-3 weeks) Not stated
s

..2L Supplementary Evaluation

Other. ___ Inst( uments specified Student A.ctivities
Pro edures specified Used or stressed frequently
x Guidelines suggested =F
____ Nothing provided Used or stressed occasion-
Medium Used
Other: ly= 0
X Readings
x Worksheets Mates
riaLt Evaluation F
O
Reading
Writing
Films
X Filmstrips
Materials tested = T
I
Re ults available = A
F Class discussion
F Small-group discussion
Records or tapes Fiel tested before publica-
O Games
Charts of posters tio
Fiel tested after publication
_ Simulations
Transparencies T
Role playing
x Other: ftrure "Ids T Uset feedback solicited F
Action projects
Other
____ Other
Not e0aluated

123 Student: Clarification

130
 Currkuium: DIMENSIONS OF PERSONALITY; SEARCH FOR MEANING
Authors: Ronald Klein, Rose Marie Kramer, Romaine Owens, Mar) Jane Simmons, and
Karen Walsch
Publisher: Pflaum Publishing, 2285 Arbor Blvd., Dayton, OH 45439
Dater 1974
Grade Levels: 7-8
Materials and Cost: Teacher's multimedia kit containing teacher's guide, book of 71
spirit masters, and 12 posters, 17" x 11" ($44.95)

Search for Meaning is the junior high family?" and "Which person in the family
school component of the Dimensions of would you most like to be?" The exercise
Personality curriculum. Considering this concludes with a small-group or class de-
period of adolescence as "the time of briefing session, after which students are
deepest probing," the developers have encouraged to file their worksheets as a
provided experiences designed to help stu- personal record of their value choices.
dents examine their lives and clarify their Fragmentary responses to a question-
personal values in regard to certain exter- naire administered to users of this program
nal and internal forces and to their re- have been mixed and inconclusive. Eleven
lationships with family and peers. Specific of 12 respondents indicated that the lessons
objectives are provided for each of the 36 were relevant for their students. Generally
lessons in the program. The objective of the teachers reported that students were in-
Lesson 2 of the unit on organizations, for terested and enjoyed the discussions. Be-
example, is "to provide an experience cause of the predominance of dittoed hand-
through which the student is able to con- outs, teachers did state that "sometimes
sider and evaluate the effectiveness of or- students groaned, 'Not another work-
ganizations in achieving desirable goals." sheet'." The results of this survey may be
Search for Meaning focuses on the per- obtained from the publisher.
sonal values and behaviors of students in
three areas: external forces, internal
forces, and relationships with others. Each
of these areas contains from nine to 15
lessons printed on spirit masters and or-
ganized into, units. "Internal Drives," for
example, contains units on capability,
flexibility, growth, and responsibility.
"Encounter" deals with family, friends,
and boy-girl relationships. The typical
lesson as detailed in the teacher's guide
begins with a brief warm-up discussion,
followed by a self-analysis worksheet that
usually involves some writing in which
students critically examine an aspect of
their lives related to the topic under con-
sideration. Sometimes this activity in-
volves the use of role play or simulation,
as in the exercise in which students as-
sume the roles of members. of a family
who are meeting to discuss cOncems such
as vacation plans or smoking regulations.
In this lesson students react to questions
such- as, "Would you like to live in this
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level _ Much
Js_ Moderate
Values Education Approach
_ K-3 _ Inculcation
_ 4-6 Very little Moral development
x 7-8 Teacher Training _ Clarification
Analysis
_ 9-10 _ Provided in materials
_ 11-12 Suggested by developers
_ Action learning
Materials _2L_ Not mentioned. Other
J( Student materials Other
x Teacher guide PrejudicelStereotyping Values Education Emphasis
A-V kit Major focus
Much evidence = M
_ Tests Some evidence = S
One of several concerns
x Other: IP" M35". Pc'sters A minor concern
_ Racial or Ethnic
Sexrole Process/Content Emphasis
Time _ Other: x Process of valuing
x Curriculum (2 or more years) x Content of valuing
x Course (one year) EVALUATION Objectives
Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student _ Stated generally
Units (1-3 weeks)
Evaluation _ Not stated
J.( . Supplementary
Other: Instruments specified Student 4ctivities
Procedures specified Used or stressed frequently
_ Guidelines suggested =F
Nothing provided Used or stressed occasion-
'Medium Used
Other: =0
Readings
Materials Evaluation o Reading.
x Worksheets
Materials tested = T
F Writing
Films
_ Class discussion
_ Filmstrips Results available = A
Fieldtested before publica- _IL Small-group .discussion
Records or tapes'
x tion
_ Games
Charts or posters o Simulations
Transparencies Fieldtested after publication
-AL Role playing
Other: A User feedback solicited
Other:
_ Action projects
_ Other
Not evaluated

student: Clarification
re

Curriculum: DIMENSIONS OF PERSONALITY: SEARCH FeOR -VALUES

Developers:. Gerri Curwin, ,Rick Curwin, Rose Marie Kramer, Mary Jane Simmons,, and
Karen Walseh
Publishei: Pflaum Publishing, 2285 Arbor Blvd., Dayton, OH 45439
Date: 1972
GradeLevels: 9-12
Material and- riiist` Teacher's guide and 77 spirit masters ($44.95)

Searcit for Values is part of the Di- Some evaluative data has been gathered
mensions of Personality curriculum. The from a questionnaire sent by, the publisher
program contains 44 lessons designed to to users of the program. Thq fragmentary
help second students clarify their per- results of this poll were mixed but gener-
sonal values,- seven topics ally favorable. Fifteen of 17 respondents
time, com t ion, litthority, personal indictated that "the lessons were relevant"
space, commitment, relationships, and im- to their students. However, some lessons
ages. Search for Values is "a tool kit of were rated by some teachers as too difficult
strategies and techniques which, if taken and others too juvenile for their high school
seriously, can help [persons] see more students. All respondents agreed that the
clearly the directions [their] day-to-day life instructions in the teacher's guide were
choices are takirig:" The developers feel "adequate" or "more than sufficient." Re-
that teenagers can e helped "to sort out sults of this survey may be obtained from the
their actions and4 klings-about the world- publisher.
in 'them" and thereby be
more lb to.co with value conflicts as
adults. Spec`l objectives are given for
each lesson. For example, lessons in the unit
on competition focus on the following stu-
dent objectives: to consider the cost of win-
ning,g to explore whether competition is an
infierent condition of life, and to weigh the
degree of one's commitment to leaning.
Each unit treats one of the seven topics
identified above. Witifin each there are from
five to seven lessons that confront students
. with important value questions. In the unit
dealing with relationships, for instance, stu-
dents seek personal answers to the following
questions: "How do I relate, what do I re-
late, and with whom?" "How important is
the process' of sharing, and is the process
more than the sum of its parts?" "What are
my expectations jegarding relationships?
Are they real, or ideal?" By answering such
questions and completing various reaction
worksheets for each of the' topics, students
discuss and examine their peisonal value
commitments and the strength of such
'commitments, The teaching procedures are
specifically Outlined in the teacher's guide
and clearly reflect the values clarification e
aPpro .4
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level , Much Values Education Approach
____ K-3 x Moderate Inculcation
___ ___ Very little Moral development
_ 7-8 Teacher Training ____ Analysis
x 9-10 x Clarification
_ Provided in materials
x 11-12
Suggested by developers
_ Action learning
Materials Not mentioned
_ Other
x Student materials Other
Teacher guide Prejudice /Stereotyping
Values Education Emphasis
A-V kit Major focus
Much evidence = M
_ Tests Some evidence = S
One of several concerns
x Other Spin"ustus
_ Racial or Ethnic
A minor concern
Sexrole Process/Content Emphasis
Time _ Other: x Process of valuing
x Curriculum (2 or more years) x Content of valuing
x Course (one year) EVALUATION Objectives
Semester (half year)
Minicourse (6.9 weeks)
INFORMATION Sfated specifically
Provision for Student Stated generally
Units (1.3 weeks)
Evaluation Not stated
Supplementary
Other Instruments specified Student Activities
___ Procedures/specified Used or stressed frequently
Guidelinesisuggested =F
Medium Used I Nothing provided
Other
Used or stressed occasion-
ally = 0
Readings
Materials Evaluation Reading
x Worksheets
1_ Writing
Films Materials tested = T
!:)._ Class discussion
___ Filmstrips Results available = A
Small-group discussion
Records or tapes Fieldtested before publica-
Games
Charts'or posters tion
Simulations
_ Transparencies Fieldtested after publication
A a. Role playing
Other: User feedback solicited
_ Other _ Action projects
Other
Not evaluated

127 Student: Clarification

 Title: DYNAMIC CONSUMER DECISION MAKING
Publisher: Educational and Consumer Relations Department, J. C. Penney Company,
Inc.,. 1301 Avenue of the Americas, New York, NY 10019
Date: 1972
Grade Levels: 9-12
\
Materials and Cost: Multimedia kit containing teacher's guide, slides, cassettes, over-
head transparencies, worksheets, and 81/2" x 11" flip chart ($11.50). Note: There was
only one printing of this program. When the current supply is depleted, there is no plan
to publish more copies.
This unit provides activities that focus evaluate, and decide from among over
on consumer decision making. According 6,000 food items in a typical supermar-
to the rationale, the activities are to help ket!" The developers feel that consumer
consumers see the importance of obtain- behavior has also changed in the following
ing information before making decisions; ways: (1) More education has produced
make decisions that are more consistent more knowledgeable consumers who now
with what is important to them; better demand product performance and will
understand their own decisions; recognize likely voice dissent if their expectations
that there is a reward or payoff for making are not met. (2) Consumers have more
conscious, deliberate, informed decisions; discretionary income and are buying more
and know that the quality of life and the products than ever before. (3) The number
- environment is affected by consumer de- and sophistication of products have contri-
cisions. Three general types of decision- buted to expanding consumer conscious-
making activities are presented. probing, ness. (4) Media has made consumers more
processing information, and clarifying aware of many new services and prbducts.
values. Probing or questioning activities (5) Consumers have more time away from
are provided so that students can de- work and often have the resources to be-
terminephat information they need to sort come involved in improving the quality of
out, use, and evaluate. Processing ac- their lives.
tivities focus on the way people collect, The multimedia unit is divided into four
sort, select, organize, stole, and use in- sections: "Educator's Core," "Exten-
formation. Activities in clarifying values sion," "Secondary School," and "Lim-
are provided to "determine what is im- ited Resources." The core provides
portant to a person." Objectives are educators with introductory information
specified for each lesson. For example, the about the consumer in today's society mg).
first activity presented in each of the three states reasons for being concerned with
sections is intended to accomplish the fol.; consumer decisions. In addition, it elabo- "
lowing. "From this motivational activity it rates on the processes used during decision
is hoped that participants will notice that making. "Extension" presents three ac-
consumers make decisions in personal, tivities through a variety of formats
unique ways, appreciate the role questioning cassettes, slides, simulations, and class
can play in decision making; observe that discussions. Learners Work with various
consumers reflect their values in using in- topics, such as voting and vacations, to
formation and making decisions, and rec- gain awareness_of consumer decision mak-
ogdize that decision-making is a dynamic, ing. Four activities compose the section
ongoing prcies." - for secondary schools. Working with
The activities were developed in re- open-ended worksheets and overhead
sponse to the pressures twienced by transparencies, students are encouraged to
today's consumers who "mustmake more complete open-ended sentences, such as, "I
choices than ever before. . . For exam- spend too much money . . .," "If I'm in a
ple,. as a consumer shopping for food, depressed mood I may spend my money
today you must be able to sort through,-. . . . " and "I usually postpone buying

128
135
 rr
when . . ." The three activities in the sec- them in using information and making deci-
tion "Limited Resources" provide role- sions, appreciate the variety of ways in
play ing situations and a flip-chart activ ity in which they get information, and look at and
order to help participants determine whether evaluate alternatives.
or not consumers reflect what is important to
4
.11

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level ____Much Values Education Approach
_ K-3 _L. Moderate Inculcation
4-6 _ Very little Moral development
_ 7-8 Teacher Training _ Analysis-
x 9-10 x Clarification
_ Provided in materials
x. 11-12 Action learning
_ Suggested by developers
Materials Not mentioned _ Other:
x Student materials _.0ther
x Teacher guide Prejudice /Stereotyping Values Education Emphasis
x
_ Tests
A-V kit

_ Other..
Much evidence = M
Some evidence = S
RI or Ethnic
_ Major focus
x One of several concerns
_ A minor concern
a. S.

.4" _ ex S le Process/Content Emphasis

Time _ Other: IL Process of valuing
_ Curriculum (2 or more years)
Course (one year)
Content of valuing
EVALUATION Objectives
_ Semester (half year) INFORMATION x Stated specifically -
Nticourse (6-9 weeks) Stated generally
1.,

2( Units (1-3 weeks) Provision for Student

4 Evaluation Not stated
Supplementary
_ Other: _ Instruments specified
_ Procedures specified
Student Activities
Used or stressed frequently
Guidelines suggested =F
Nothing provided Used or stressed 6aasion-
Medium Used
_ Other: ally =
_ Readings Reading
x Worksheets Materials Evaluation (:)

F Writing
Films Materials tested = T
F Class discussion
Filmstrips Rftsults available = A
Small-group discussion
x Records or tapes Fieldtested before publica-
Games
2L Charts or posters tion
Simulations
x Transparencies Fieldtested after publication
F Role playing
x Other: Slides _ User feedback solicited
Other _ Action projects
Other
_L.( Not evaluated

"x.29 ud Clarification
e

13G
 Title: ENVIRONMENTAL:VALVES ACTION CARS
Publiiher: Minnesota State Departinent of E1ucation, 642 Capitol Square Bldg., St. Paul,
MN 55101 (Attn: Mr. Dick Clark)\ ,

Date: 1974
Grade Levels: 1-6
Materials and Cost: 50 cards, 7" x 7" (free,while limited supply lasts, afterward, price will
be determined) 40-
Intended as idea banks for teachers, the sets of children's hands holding a hamster
Environmental Values Action Cards (EVA) and has the label "Touchy." The action
were developed, ith a three-fold objective. accompanying the picture invites students to
"to make children aware of themselves and "pick something you want to touch and get
of others"; "toencourage children to to know it by touching. Touch it all over.
explore values, both intrinsic and extrin- _How did it feel?" More activities and ques-
sic"; and to give them the opportunity "to tions related to touch are also listed.
explore means of expression that are sig- No teacher's guide accompanies the
nificantly different from those normally cards. Rather, teachers are encouraged to
used in the classroom." explore and create their own ways for intro-
Appropriate for elementary students, the ducing them to their students. Since the
EVA cards "consist of an initial metaphor cards piesently are available only in p pre-
usually depicted on the front side of [a] card liminary trial edition little is known allout
and one or more actions that extend the their classroom effeCtiveness and fieldtest-
metaphor." A card entitled "Same," for Mg is not complete. The principal means for
example, encourages students to find some evaluation will be the information teachers
things that are the same and to answer sev- provide on questionnaires after working
. leral questiOns, "How are dray the same?'.' with the experimental edition.
and "How did they get to bethe-same?" The
card then suggests related actions and ques-
tions including, "Find two leaves from a
tree. Are they the same? . . .Are you and
your.friends the same? How are all people
the same?" '
The cards suggest 49 separate actions that
expose children to a wide range of concepts,
human ekperiences, and physical
phenomena. These include time, dreams,
mistakes, sadness, winning and losing, fear,
touch, likes and dislikes, wind, clouds, .

similarity, circles, trust, and monAerstrStu;4,

dents working with the cards are engaged in.
niany different types of activities such as
role playing, testing food, listening, pan-
tomiming, drawing pictures, writing
stories, singing, dancingrand story telling.
All cards have a similar format. On the front
is a glossy black and white picture with a
`large word or phrase. The reverse side then
suggests an action related to the idea de-
picted on the front and provides questions
and more actions to help develop the stu-
dent's understanding of the concept or ex-
\perience:for example, one cars shoWs two 41

. ,
130
.F3V
 7.°

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
A_ K-3 _2_ Moderate _ Inculcation
4-6 Very little _ 'Moral development
___ 7-8 Teacher Training _ Analysis
9-10
Provided in materials Clarification
_ Suggested by developers Action learning .
77.;*1-r"Material,s x Not mentioned _ Other:
Studeht m vials Other:
Teath guide Prejudice /Sterebtyping Values Education Emphasis
A- it Much-evidence = M _ Major locus
ests
Some evidence = S One of several concerns
__ Other: Racial or Ethnic A minor concern
Sexrole ProcesslContentEmphasis
Time Other. Processof valuing
Curriculum (2 or more years) t _ Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year)
INFORMATION _ Stated specifically
Minicourse (6-9 weeks) ,
Provision for Student Stated generally
Units (1-3 weeks)
Evaluation Nof stated
Supplementary
Other: Instruments specifid Strident Activities
_'Procedures specified
Guidelines suggested
Used or stressed frequently
=p
Medium Uses x Nothing provided Used or stressed occasion-
_ Other: ally =0
_ Readings
Materials Evaluation _ Reading
_ Worksheets
Writing
_ Films
Filmstrips
Materials tested= T
results available = A _ Class disctission
Records or tapes T Fieldtested before publica- o. Small-group discussion
tion Q. Games
Charts or posters
Fieldtested after publication Simulations
_ Transparencies
_0_ Role playing
x Other: Photo cards User feedback solicited
Other Action projects
:_Q_ Other small& ductal. doewinS.
Not evaluated story Cain. IC31121i. hsuemj

131 Student: Clarification

I.
138 .
Title: EXPLORING-MORAL VALUES
Author: Louis E. Raths
Publisher: Warren Schloat Productions, Inc., 150 White Plains.Rd., Tarrytown, NY 105.44
Date: 1969
Grade Levels: ,."2-6 **4

Materials and Cost: Audiovisual kit contain ing 15 filmstrips, 1 introductory record, and "
teacher's' guide ($90.00). ,
s

Exploring Mo I Values consists primar-, sume an open-ended and noncommittal

ily of 15 silent fi ips that dramatize a posture while commenting or asking ques-
variety of situation involving moral and tions. The teacher's guide offers a format
ethical judgments. The niain purpose of the including discussion topics and related aC-
program is to allow young students to tivities such as role play, field trips-, written
pplore and clarify response patterns crez 'exercises, research projects, and ,discussi94.
atively, in ways satisfying to them. It is activities. The grade level and ability of the
hoped that students will be able to "learn student will dictate which activities are ap-
more abdut themselves, gain confidence in propriate. Ideas for student evaluation can
their own judgment, and define their own be obtained from the "related activities"
values." section of the teacher's guide, although no
The filmstrips cover four distinct areas. formal evaluation procedures are provided.
prejudice,' personal values, authority, and -
honesty. In the area of prejudice, situations
relating to race, religion, nationality,
wealth, intellectual ability, and physical
disability are highlighted. The personal
value stories deal with kindness, courtesy,
and the golden rule (behaving responsibly
toward one's family, community, and
friends). Revolving around the authority
theme are issues related to being the oldest
child; peers with delegated authority, such
as in family, salool, or recreational, .ac-
tivities; and adults with authority, such as
teachers, parenti; police, and park officials.
The honesty filmstrips focus on incidents
that involve the individual in the preventiOn .

of others' deviant sociaLactivity while man-

aging his or her own conducrprudently. In
one such case a boy sees another boy about
his age taking candy away from a younger
child. Students must decide what they
would do if they had witnessed the situation:
ignore it, comfort thechild, get the candy
back from the bully, or take some kind of
alternative action. After each dilemma stu-
dents are asked to identify the feelings of
those involved in the situation and react.to
such statements as, "Don't talk to stran-
gers" and "Is might right?'.' J
To enhance freedom in Class discussion,
the authrir recommendsthat the teacher as-
%

132

9
 4'

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE .

CHARACTERISTICS-- Amount of Reading .
CHARACTERISTICS
Grade Level Much, Values Education Approach
x 1..3 _L Moderate Ipculcation
4_6 Verlittle Moral development
7-8 T eacher Paining Analysis
9-10 Clarification
Provided in materials
11-12 Action learning
, SUggesjed by developers
Materials Other;,
Not mentioned
Student materials _ Other:
Teacher guide Values Education Emphasis
C
PrejudicelStereotyping
A-V kit ( Major focus
C
Mich evidence = M
___ Tests
Some evidence = S
_ One of several coricerns
Qther: Racial or Ethnic
_ A minor concern
Sexrole Processkontent Emphasis
Time Other: Process of valuing
Curriculum (2 or more years) x Content of valuing
___ Course (one year) EVALUATION Objectives
_ Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student .. Stated generally
Units (1-3 weeks)
E0aluation _ Not stated
Supplementary .
Other: 'Instruments specified Student Activities
'Proceddes specifjecj Used or stressed frequently
Guidelines suggested F .

Meciiiun Used Nothing provided Used or stressed occasion-

Other. ally = 0
Readings
Materials Evaluation Reading
Worksheets' Writing
Films Materials tested = T
Class discussion
Filmstrips Results available = A
C

Fieldtested before publica-

_ Small-group discussion
Records or takes _ Games
_ Charts or posters tion
Simulations
Fieldtested after publication
Tr"ansparencies
Other _ User feedback solicited
Oth er
4_2_ Role playing
_ Action projects
other
Not evaluated .

133 Student: Clarification

_140
 4 1:

Curriculum: FOCUS ON SELF-DEVELOPMENT

Titles: Stage One: Awareness; Stage Two: RespondingStage Three: Involvement
Developers: Judith L. Anderson, Caio le J. 1...ang, Melody Henner, Patricia Miner, and
Virginia R..Scott
Publisher: Science Research AssoCiates,259 Fist Erie St., Chicago, IL 60611
`Dates: 1970, 1971, 1972
,Grade Levels: K-6
6

Materials- and Cost: Three 'multimedia kits. Stage One, containing pupil 4(.. ivity book,
teacher's guide, 5 color filmstrips with records or cassettes, 4 story records or cassettes, 20
black-and-white photoboards, and an easel,(complete kit with records $108, with
cassettes$121); Stage Two and Stage. Three, each containing pupil activity book,
teacher's guide, 6 color filmstrips with records or cassettes, 20 black-and-white photo-
boards, and easel (each complete kit with records$121, with cassettes$135), 25 copies
of Stage One activity books or set of spirit masters ($11.40), 25 copies of Stage Two or Stage
Three activity books or set of spirit masters ($13.75), specimen set of each stage, including
teacher's guide ($15.00); guidance counselor handbook for rage One separate ($2.85).
Individual components may be purchased separately.
. .
Focus on Sell-Development' is an au- and problem solving. Stage Two: Respond-
diovisuarprogram designed for use in kin- ing is based on the second level of the
dergarten through sixth-grade olassrooms. taxonomy, which is aimed at stimulating
The"overall objectives are to lead the child active reponses to the concepts presented,
:
toward an understanding of self, an under- The topics in this unit include self-concept,
standingf others, and an understanding of abilities, limitations, interests, concerns,
the environment and its effects." The goal . communications, companionskip, 4 ac-
of the program is to bring out the child's ceptance, and rejection. Stage Three: 'In-
feelings arid ideas in order that he or she may volvement is based on valuing, the third
think about and act on them. Focusing on category of Krathwohl's taxonomy. , This
guidance, the materials assist students in involves students with self, others, and en:
examining values' and behavIor. It is the yironment as they discover what they value.
authors' belief that a flexible guidance pro- Detailed lesson plans are provided in the
gram that :allows free expression without teacher's guides for each level. The plans
fear of disapproval should be started as soon include statements of major focus and Aur-
as a child enters school. Unit objectives are pose, transcripts of records, quistions for
included for each part Of the program. For discussion, suggested follow-up activities,
example, the goal of the unit on awareness is and a list of supplementary materials. The
"to help the child identify problems and to activities include obtaining guest speakers,
determine and 'weigh the consequences of role .playing, small-group discussion, and
' possible solutions, ihrticularly in terms of completing open-ended sentences, such as,
how certalksolutions will affect others. r "I make my family very happy when I
I The concepts presented .in the program . . .." and "I feel responsible when . . .':
are bu)Jt around three stages found in The developers suggest that any attempt at
. Krathwohl's Taxonomy of educational Ob- evaluating learning outcomes should be
leaves, Handbook.!!: Affective 'Domain done in terms of observable personal growth
(Krathwohl etal. 1964). Stage One: Aware- on the part of each student,
Mess emphasizes awareness of self, others, Results of fieldtesting preliminary units
andsevironment and is directed toward the indicated that teachers and students were
first level of the taxonomy, receiving. The both interested and enthusiastic about the
topics include self-concept development,, materials. In the Stage Two, study "teachers
awareness of self, others, and environment unanimously reported that the students
through the senses,. socialization, sharing, rarely, if ever, found the materials upsetting,
A )

134
.14,1,
 c

or threatening." Several inner-city concept, and responsibility." The published

teachers, however, "expressed difficulty in version of the program was revised based on
getting some of the less mature students to these studies. Fieldjest results are reported
understand such concepts as goals, self- in the teacher's guides.

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading- CHARACTERISTICS
Grade Level
x is
_ Much
2L_ Moderate
Values Education Approach
_ Inculcation
x 4.6" _ Very little Moral development
7.8 Teacher Training Analysis
_ 9-10 Provided in materials
x Clarification
11-12 Suggested by developers
_ Action learning
Materials _X_ Not mentioned
Other
x Student materials Other
x Teacher guide Prejudice /Stereotyping Values Education Emphasis
x A-V kit Much evidence = M _ Major focus
_ Tests Some evidence = S
X One of several concerns
_ Other: Racial or Ethnic
_ A minor concern
Sexrole Process/Content Emphasis
Time Other 2_( Process of valuing
Curriculum (2 or more years) _ Content of valuing.
Course (one year) EVALUATION Objectives
Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student Stated generally,
Units (1-3 weeks)
Evaluation Not.itated
Supplementary
_ Other Instruments specified Student Activities
Procedures specified Used or stressed frequently
_ Guidelines suggested =F
2L Nothing Provided Used or stressed occasion-
Medium .Used
_Other: ally = 0
Readings
Materials Evaluation 22.. Reading
x Worksheets o
_ Films Materials tested =
Results available = A
F Class discussion
2L Filmstrips Smpll-group discussion
A Fieldtested before publica-
X Records or tapes _ Games
Charts or posters tion
Simulations
Transparencies Fieldtested after publication
A (2_ Role playing
X Other: User feedback solicited
Action projects
Other:
Other
Not evaluated

135 Sihdent: Clarification

142'
 Titles: HARD CHOICES. STRATEGIES FOR DECISION-MAKING and CLARIFYING
YOUR VALUES: GUIDELINES FOR LIVING
Publisher: Th4e Center for Humanities, Inc., Two Holland Ave., White Plains, NY 106,03
Dates: 1974."
Grade Levels: *9-12
Materials and'Cost: For each title. audiovisual kit containing 160 slides in 2 carousel
cartridges, 2 tape cassettes or 2 records, and teacher's guide ($99.85)

Hard Choices and Clarifying Your Values For eaeh of these programs discussion.
are two sound-slide series that depict suggestions, research questions, and related
through photographs,. movie frames, and activities are provided in the teacher's
works of art various value conflict situations guide.
dramatized in literature and motion pictures. The materials were fieldtested before
The developer believes that making choices publication, but the results are not available.
about goals and values in our society can be According to the publisher, informal feed-
a Very tedious and difficult process. These back from local teachers has been favorable.
two programs therefore are designed to
teach students certain skills with which to
make _decisions, to evaluate the risks in
and to analyze and define their value
systems as they routinely relate to people
and events.
Hard Choices emphasizes the importance
of defining a decision, establishing values,
ti
recognizing alternatives, gathering informa-
tion, and applying decision-making
strategies based on risks and probabilities.
Students are presented with examples de-
scribing hbw various contemporary persons
such as Dick Gregory and Shirley MacLaine
and several literary characters such as Con-
rack and Siddartha reacted to conflict. Stu-
dents are frequently asked how they would
have handled an identical situation. This
program ends with a discussion about how
students can learn to evaluate a decision
once it has been made.
Clarifying Your Values describes specific
situations involving the risks and advan-
tages of action in accordance with one's own
values. For example, from excerpts of To
Kill a Mockingbird, students see the possi-
ble consequences when Atticus Finch de-
aides to defend a black man in small South-
ern town. Another example shows a high
school student committing herself to the
goal of becoming a professional ice skater.
0
Students can readily see the demands and
sacrifices as well as the rewards resulting
from pursuing such a goal.

136
143
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
K -3' _ Moderate Inculcation
_ 4-6 Very little Moral development
7-8 Teacher Training ___ Analysis
9-10 Clarification
_ Provided in materials
11-12
_ Suggested by developers
_ Action learning
Materials __X_ Not mentioned
Other
_2_t_ Student materials _ Other:
Teacher guide Values Education Emphasis
2S Prejudice /Stereotyping
A-V kit _X Major focus
Much evidence = M
____ Tests One of several concerns
Some evidence = S
Other: _ Racial or Ethnic
_ A minor concern
__'Sexrole ProcesslContent Emphasis
Time Other x Process of valuing
_ Curriculum (2 or more years) Content of valuing
_ Course (One year) EVALUATION Objectives
Semester (half year) INFORMATION _ Stated specifically
Minicourse (6-9 weeks)
Provision for Student __X_ Stated generally
_ Units (1-3 weeks) Not stated
Supplementary Evaluation
_ Other Instruments specified Student Activities
Procedures specified -Used or stressed frequently r..,
Guidelines suggested =
x_ Nothing provided Used or stressed occasion-
lium Used
Other ally = 0
_ Readings ___ Reading
Worksheets Materials Evaka, Lion
Materials 'tested = T
Q Writing
Films, . F Class discussion
_ Filmstrips Results available .= A
Small-group discussion
_X_ Records or tapes Fieldtested before publica-
Games
Charts or posters tion
Simulations
Transparencies Fieldtested after publication
Role playing
Other: macs T User feedback solicited
___ Other:
_ Action
Other
projects

Not evaluated

137 Student: Clarification

144
 Curriculum: LIFELINE 1.
Titles: In Other People's Shoes: Sensitivity, In Other People's Shoes. Consequences; In
Other People's Shoes: Points of View; Proving'the Rule?; What Would You Have Done?,
Learning to Care: -Rationale and Methods of the Lifeline Program ,
pevelopers: Peter McPhail, Hilary Chapman, J. R. Ungoed-Thomas, and Lillian Teeman
Publisher: Argus Communications, 7440 Natchez Ave., Niles, II 60658 6

Date: 1975
Grade Levels: 7-12
Materials and/CostStudent situation cards (each of the three In Other People's Shoes
sets$10.00); student situation booklets (Proving the Rule?, set of five booklets$7.,50;
What Would You Do?, set of six booklets$6.50); teacher's guide ($10.00). Introductory
package including 1 copy of each of the cards and booklets, and 1 teacher's guide ($47.50).
Quantity discounts are available for all student materials.

Lifeline is a series designed to help secon- In Other People's Shoes deals with
dary students learn to care and to choose. opetf-ended,,person-to-person situations in
Caring involves considering and being sen- familiar contexts. Students must decide
sitive to the needs, feelings; and interests of what they would do, consider what the con-
others; learning to undei-stand different sequences might be, and learn to understand
points of view and to empathize with them;, a conflict from another person's point of
and, finally, being able to get along with view. The conflict situations in this part
others. Learning to choose involves the stu- concern sex, age, class, race, culture, reli-
dents in examining alternatives, weighing gion, politics, and psychology. In Proving
consequences, and making decisions consis- the Rule? students are encouraged to iden-
tent with what they value. An extensive sur- tify rules, expectations, and pressures with
vey of secondary schOol pupils determined the idea of learning to cope with, alter, or
that the specific situations dealt with in the eliminate them in accordance with their
materials were the main areas of adolescent needs and vanes. The content of this part
concern in relation to personal, interper- centers on young peopletheir families,
sonal, and moral problems. It is hoped that friends, and neighborsand how the
Lifeline will provide a link between the pressures and demands of society may be
school and the lives of the students by focus,- faced in a variety'of situations. These situa-
ing on such needS. The approach taken is tions involve personal and social identity,
one of values clarification. The author feels relationships within groups, and conflicts
it is Important fox ,students to develop a between different groups. What Would You
strong sense of identity in order to deal suc- Have Done? presents six actual case studies
cessfully with personal and social dilem-, occurring during the 20th century in differ-
mas. ent cultures around the world. The situations
It is suggested thaf Lifeline he taught not are complex and deal with such concepts as
as a separate course but in conjunction with commitinent, racial conflict, disaster, com-
other subjects, such as social studies, passion, persecution, and drug addiction.
humanities, 'heSlth education, sex educa- A variety of techniques are suggested for
tion, race relations, and community service 'teaching each Lifeline dilemma in order to
courses. There are basically three parts to meet both student and teacher needs. Role
the series, each of which focuses on situa- play and dramatic action arc encouraged
tion analy,sis and involves increasingly prior: to discussion; the author, feels these
complex situations. These situations put techniques are likely to promote both emo-,
students in. a position to decide what their 'tional and rational involvement and thus
own values are and to understand those of provide a realistic understanding of the situ-
others better., ations and personalities involved. A section

. 138
145
 '

of the teacher's guide is devoted to the cru- free-loan basis.

cial role the teacher must assume in imple- The program was developed by the ,
menting the materials. teacher education is British Schools Council Project as a result of
suggested, emphasizing improved teacher five years of research and testing with over
communication skills, personal develop-, 20,000 British students from a wide variety
ment, and well-being. The Lifeline ap- of backgrounds. The materials have also
proach and materials may be used for such been tested in the United States. Based on
inservice training. A sample collection of the results, the program has been revised
dilemmas from the series has been particularly for use in Americanclassrooms,
suggested for the purpose of educating The results of this project are reported and
teachers who will be using the materials in discussed in Moral Education in the Secon-
their classes. In addition, a tesicher training dar. y School (McPhail et al. 19.72).
film-is available from the publisher on a

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Antolini of leading CHARACTERISTICS
Grade Level Much Values Education Approach
K-3 ': Moderate Inculcation
4-6 Very little Moral development
x Analysis
Teacher Training
x 9-10 x Clarification
x Provided in hfaterials '
x 11-12 Action learning
__x Suggested by developers
Materials Not mecitiorted
Other
_1. Student materials Other.
L Teacher guide Values Education Emphasis
Prejudice/Stereotyping
A-V kit Major focus
Much evidence = M
Tests __ One of several concerns
Some evidence = S
-__ Other: ____ Racial or'Ethnic
A minor concern
Sexrole Process/Content Emphasis
Time Other: X Process of valuing
x Curriculum (2 or more years) Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Student Stated geherally
Units (1-3 weeks)
Evaluation Not stated
Supplementary
Other- Insti:uments specified Student Activities
Procedures specified Used or stressed frequently
Guidelines suggested F
Nothing provided Used .or stressed occasion.
Medium Used
Other- ally = 0
L. Readings o Reading
Worksheets Materials Evaluation
o Writtng
Films Materials tested = T
Results available = A
F Class discussion
Filmstrips F Small-group discussion
Records or tapes Fieldtested .before publica-
Games
Charts oVposters tion
Simulations

x
Trartiparencies
Other:
Fieldtested after publication
User feedback solicited
F Role playing
Action projects
Other
o Other
Not evaluated

139 Student: Clarification

14 6
 4

Title: MAKING SENSE OF OUR LIVES

Author: Merrill Harmin
PublIsher: Argus Communications, 74.40 Natchez Ave., Niles, IL 6064
Date: 1974.
Grade Levels: 7-12
Materials and Cost: 74 Value Sheets: Option I-1 spirit master of 1 Value Sheet, 1
poster, and 1 Teacher Suggestion Sheet ($1.00); Option 11-1 pad of 35 copies of 1 Value
Sheet, 1 poster, and 1 Teacher Suggestion Sheet ($1.50); 10 percent discount available
with purchase of 50 or more Value Sheet sets, either option. 3 Value Cassettes, each
accompanied by spirit master of student activity and Teacher Suggestion Sheet ($8.00
each; $22.00 for all 3). 15 color Process Posters, 22" x 34" ($15.00 per set).

Making Sense of Our Lives is a collec- asked to complete, four activities in which
tion of value clarification lessons intended they compare their own parents' expecta-
to 'help students discover meaning and di- tionslo those of John's father and their own
tection in their own lives. Objectives.in- feelings,to John's feelings. After sharing
clude helping students become "more thoughts with a small group, students join in
aware of their strengths and respectful of a full-class dikussion. As a follow-up activ-
the strengths of others"; "more under- ity, the student is asked to write a serious or
standing of the complexities of real life funny play about parents who pressure a
problems"; "more ready to speak up and child to become a doctor.
take initiative for what they believe in"; The materials were not systematically
and "more able to listen to each other." fieldtested but Harmin did use many of the
The value sheets and cassette' programs activities in workshops prior to publication.
can be used'to enrich other subject matter Results from those efforts are not available.
or, by themselves, to develop value
clarification skills. The materials are in-
tended for use in small goups as well as
with individifals or an entire class.
There are 74 value sheets, all of which' 4

follow a similar format. First, a problem is

stated. This is Hollowed by an individual
activity, a small -group activity, and a
follow-up activity. The teacher's sugges-
tion sheet includes the concepts to be
clarified in the particular lesson, related
subjects, a suggested sequence for the les-
son-, and guides for discussion.
The subjects of the value sheets include
problems dealing with prisons, race, old
age, the future, careers, worntn's.studies,
political science, feelings, friendship,
self - confidence, and vahies. The several
cassette programs deal with dilemmas
ranging from hunger to personal relation's
and conflict resolution.. One lesson, entitled
"Parents' High Hopes," poses the problem
of parental expectations. The student begins
the lesson byseading the story of how John
is constantly reminded by his father of the
high hopes he has for him. Then students are

140.
1;17
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level x Much Values Education Approach,
_ K-3 _ Moderate _ Inculcation
_x
Very little _ Moral development
Analysis
Teacher Training
j_c 9-10 Clarification
Provided in materials
a_r 11-12 Action learning
_ Suggested by developers
Materials A, Not mentioned _ Other
ic Student materials _ Other
_24 Teacher guide Values Education Emphasis
PrejudieelStereotyping
A-V kit x focus
Much evidence =. M
Tests Some evidence = S
_ One of several concerns
_ Other Racial or Ethnic
_ A minor concern
Sexrole ProcesslContent Emphasis
Time Other. 2-4 Process of valuing
_ Curriculum (2 Or more years) _ Content of valuing
_ Course (one year) EVALUATION Objectives
Semester (half year) INFORMATION Stated specifically
Minicourse (6-9 weeks)
Provision for Studer! _2_4 Stated generally
Units (1-3 weeks)
Evaluation _ Not stated
x Supplementary
Other _ Instruments specified Student Activities
Procedures specified Used or stressed frequently
_ Guidelines suggested =F
x Nothing provided Used or stressed occakm-
Medium Used
_ Other. ally 7- 0
_ Readings Reading
A Worksheets Materials Evaluation
Writing
_ Films Materials tested = T
Class discussion
Filmstrips Results Available = A
Small-groUp discussion
Records or tapes Fieldtested before publica-
Games
Charts or posters tion
Fieldtested after publication
_ Simulations
_ Transparencies
_ Role playing
Other: _ User feedback solicited _ Action projects
_ Other.
_ Other Lisientnt
_ Not evaluated

141 Student: Clarification

148
S

Title: MAKING VALUE JUDGMENTS: DECISIONS FOR TODAY

Author: Carl Elder
Publisher: Char le; E. Merrill Publishing Company, 1300 Alum Creek Dr., Columbus,
OH 43216
Date: 1972
Pride Levels: 7-12
Materials and Cost: Student text ($3.96); teacher's guide ($1.00)

Making Value Judgments contains a

student text and teacher's manual that are
designed to stimulate classroom discussion
and, student inquiry into the critical issues
facing today's young ,people,--drugs,
crime, prejudice, careers, alcohol, goals,
pollution, and personal relationships. Ac-
cording to the teacher's guide, the purpose
of the .materials is. "to help young people
make sound valuejudgments by pi-oviding
them with guidelines to help them clarify
their values and to make de'cisions."
The 14 cfiapters composing the student
booklet encourage 'secondary students to
investigate social issues, such as drugs and
pollution, from a personal yiewpoint. In
the sixth chapter, for example, students
work with the question, "Do I want'to use
drugs?" The issue they deal with in Chap-
ter 11 is, "What should I do about pollu-
tion ?" Such issues are posed to the stu-
dents in a variety of waysthrough value
dilemma episodes, case studies, and 4

stories.
The teacher's guide. presents teaching 0
_suggestions, student activities, and a list of
audiovisual aids. In addition, it provides
general guidelines for student evaluation.
Written responses in the form of short-
answer, completion, and true-false tests
are the modes suggested for evaluation. A
A
"Values Attitude Response Question-
naire" is also provided.
The materials were classroom tested by
Elder before publication and results are
available from the publisher. In addition,
user feedback was solicited through work-
shops and questionnaires.

a
142'

141)
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS' Amount of Reading CHARACTERISTICS
Grade Level x Much Values Education Approach
K-3 Moderate Inculcation
4-6 Very little Moral dpvelopment
x Teacher Training _ Analysis
x 9-10 Clarificaticin
L. Provided in materials
Action learning
11-12
Suggested by developers
Materials Not mentioned
Other
x Student matenals Other
x Teacher guide Values Education Emphasis
Prejudice /Stereotyping
MV kit . x Major focus
Much evidence = M
Tests ____ One ocseveral concerns
Some evidence = S
Other: A minor concern
Racial or Ethnic
S- exrole Process/Content Emphasis
Time Other 2L. Process of valuing
Curriculum (2 or more years) _2(._ Content of valuing
Gourse (one year) EVALUATION Objectives
x- semester (half year) INFORMATION State specifically
Minicourse (6.9 weeks)
Provision for Stu2lent Stated generally
x Units (1-3 Weeks)
Evaluation x Not stated
Supplementary
Other: Instruments specified Student Activities
Procedures specified Used or stressed frequertibt--
Guidelines suggested =F
Nothing prthided Used or stressed occasion-
Mediu41.1sed
Other: 4ally = 0
Re dings
Woiksheets Materials Evaluation' . -F.

Films\ Materials tested = T

Results available = A L. Class discussion
FilmstVips
Small -group discussion
Records orlapes A Fieidtested before publica-
Games -'
Chrts or posters tion
Simulations .
Transparencies T rieldtested after- publication
O Role playing
Other: User feedback solicited
o Action projects
Other:
Other:
Not evaluated

143 . Student: Clarification

10
 Title: MEETING YOURSELF HALFWAY,: 31 VALUE CLARIFICATIbN
STRATEGIES FOR DAILY LIVING
Author: Sidney B. Simon
'Publisher' Argus Communications, 7440 Natchez Ave., Niles, IL 60648
Date: 1974
Grade Levels: 7:42
Matgrials and Cost: Student/teacher book ($4.95), student/,teacher book with spirit
masters ($18.50)
Meeting Yourself Halfway is a book of
value-clarification strategies for secondary
students and adults. The author believes
that because the many conflicting val-
ues present -iirsbciety, it is necessary for s
individuals t8: learn to decide which values
are most important to them. The overall
objective is self-discovery. To be able to
answer the questions "Who am I?" and
"What do I value?" is essential a per
son is Co leam to chook freely and to live
a full, meaningful life with direction. The
suggested strategies help students "locate,
ti
sort out, and build t set of values." Stu-
dents hopefully will learn to make their
thoughts and feelings consistent with their
behavior.
There are 31 strategies suggested, each
of which focuses up the processes in-
volved in choosing, prizing, ahil acting
, three integral parts of the value-.
clarification process. The strategies are
group' oriented and encourage dialogue.
They are self-explanatory and may be used
independently by a small 'group or possibly
by an individual. The approach taken is a
pbsitive, personally affirming one, focus-
ing on individuals. Activities include "tak-
ing inventory" of different aspects of the
students' lives.: learning and' practicing I!,
r
decision-making considering'
priorities, risks, and consequences; and
taking action. Students are encouraged to
commit themselves, by writing down (for
their own reference) their answers, de-
cisions, and reactions to the strategies.
Evaluation-A-left-to the individual. The
rationale implies, that you will be success-
ful in using this boOk if you increase the
extent to which you ."do what you value"
and."value what you do." 'Some general,
guidelines for determining ,such behaviot
are proVided.

144
I"
I

DESCRIPTIVE PRECONDITIONS. SUBSTANTIVE

CHARACTERISTICS - Amount of Reced ing CHARACTERISTICS
. r
Grade Level _ Much Values Education Approach
Moderate
_ 4-6
K-3

x 7.9
_ Very little
IncitIcation
_ Moral develbpment-
_ Analysis
Teac er Training
x 9-10 0 x Clarification
provided materials
11-12,
ugiested by developers
_ Action learning
Materials x Mot mentioned
Other
r 4.
)_s_ Student materials Other.
.1_ Teacher guide PrejudicelStere °typing (Values Education Emphasis
_2 A-V kit _2c Major focus
Much evidence = M
_Tests Some evidence = S
One of several concerns
Other- A minor concern
_ Racial or Ethnic
Sexrole Process/Content Emphasis
Time Other: )_(_. Process oevaluin'g
Curriculum (2 or more years) _ Content of valuing
_ Course (one year). EVALUATION Objectives
_ Semester (half year) INFORMATION _ Stated specifically
x Minicause (6-9 weeks)
Provision for Student . c Stated generally
Units (1-3 weeks)
Evaluation Not stated
Supplementary'
_ Other: _ Instruments specified 'Student Activities
Procedures specified Used or stressed freiluently
x Guidelines suggested f
Nothing provided Used or stressed occasion-
Medium Used
Other:
_Lc Readings
Materials Evahiation ° aRelyad:i0
Reading
Worksheets
F Writing
_ Films Materials tested 4= T
_ Class discussion
_ Filmstrips Results available = -A
Fieldtested before publica-
F Small-group discussion
Records omapes
606
F Games
_ Charts or posters _ Simulations 4
_ Transparencies Fieldtested after publication
,__Role playing .
_ Other User feedback solicited
Action projects
_ Other:
x
_ Other.
Not evaluated

145 Student: Clarification

152 A
 ", Tit)e; PEOPLE PROJECTS
Merill Haman
' PnblIsher: Addison-Wesley Pu fishing Company, 2725 Sand Hill Rd., Menlo Kirk, CA
9402.5
Mite: 1973

.
-Grade Levels: 4-8
katirials and Cost: Studint materials (teacher's guide included in each set)set A,
grades 4-6; set B, grades 4-7; set C; grades 6-8 (each set$19.92)

People Projects consists of three sets of or conduct a whole -class session using one
activity cards and a teacher's guide de- project; After the program is under way,
signed to provide students in intermediate. students can be encouraged to work alone
and junior high grades with, structured, or in small groups, whichever is more '
self-directed projects which teach think- comfortable- for them. They can engage in
ing, valuing, and human relations skills. the activities.in their free time or at pre-
The activity cards may be used to supple- arranged times. A six -page, chart in the
ment'a basal language arts or social studies teacher's guide summariies the title,
program, contributing to both cognitive focus, and. key activities of each project
and -affective growth. One of the author's card.
chief concerns is to help the student move The teacher's guide specifies several
away from patterns of Apathy, conformity, student self-evalualion procedures. For
and blind impulsivity, toward a more example,. students might grade themselves
thoughtful ,and tesponsible,comrnitment to ...using this scheme: "A
. . I did this
.

life. Seven objectives-for the Program are prckct well. I am proud of my work.
lige& encourage' students to learn hoW td B. : . I did fine, but, not as well as I would
think about personal events; find ,satisfac- C . Fair work. 1) . . . I
tiori in thinking about personal evehts; ,dot't feel good about tri/ worK." Subjective
learn how to sort- out and clarify ccmfu- evaluative d to on use of these materials is
sions, and inconsistencies; appreciate what available rom e author at the Departinent
others are experiencing; develop of Secondary Education, University of
small-group skills, especially listening Southern Illinois, Edwardsville, Illinois. IR
skills; develop abilities for responsible addition, suggestions for evaluating the ef-
self-direction; and become mature in value fectiveness of the program are provided
thinking. the teacher's guide.
A wide variety of personal value topics
are dealt with in the 120 activities. These
,topics relate to parents and family, school,
friends, animals, and other situations of
interest to young students. One activity
card, for example, encourages. students to,,
reatt,to an incidentin which a readier hit a,'
student so hard he had go to the hospi-
. , talStudents think about. and discuss their r Tr

flist reactions, their attitudes toward

. teachers' hitting students, and any similar.
experiences they have had.
In implementing the materiali, the au;
horstiggests that the teacher tither divide
the class randomly into groups of three or
a .four to work briefly on different activities 0

1 46,

153
 :
4

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS.
Grade Level Much Values Education Approach
_ K-3 x Moderate Inculcation
x_ Very little Moral development
7r8 Teacher Training Analysis
9)10 Clarification
Provided in materials
_ 11-12 Action learning .
Suggested by developers
: , Materials _X Not mentioned Other: s.

)5 Student materials Other:

Teacher guide Values Education* Emphasis
PrefudicelStereotyping
AN kit MOi evidence = M Major fOcus
Tests x One of several concerns
Some evidence = S
Other: A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis
Time Otheri. x process of valuing
Curriculum (2 or more years) Content of valuing
Course (one year EVALUATION ,Objectives
_ _ Semester (half year INFORMATION Stated specificapy
Minicourse (6-9 weeks)
Provision for Student X_ Stated generally
_ _ Units (1 -3 weeks)
Evaluation Not stated -
SupPlementary
_ Other: Inshwments specified Student Activities
Procedures specified ' Used or stressed frequently
x Guidelines suggested =F
Medium Used , Nothing provided Used or stressed occasion-
Other: ally =0
Readings ,

Materials Evaluation.' CI Reading

4 t Worksheets-.
,F_ Writing
Films . Matertials tested = T
Results available = A
9 Class discussion,
Filmstrips
II

F Small-group discuSslon
_ Records or tapes _A_ Fieldtested before publica
tion
9, Games
Charts'or posters ,

T,raosparencies _ Fieldtested after publication _ Simulation

_

User feedbaCk solicited

t' Role playing
x Other: PLet,,,, 4. a re
9_ Action projects
a
. Other: 'Other
NI& evaluated

1472 Student: Clarification

.15 4
 Title: A PROBE INTO VALUES
Atithor: John G. Church' .
I . , r
Publisher: Harcourt Brace Jovanovich, Inc., 757 'Third Ave., New York, NY 10017'
Date: 1973
Grade Levels: 4-6
Materials and Cost: 40 pamphlets (four sets$24.00)

A Probe into Valises is part of the cur- alternatives and making personal de-
riculum, ,The Social Sciences: Concepts cisions.
and Values (see the dent Materials sec- The materials were fieldtested in class-
tion of Chapter IV, ANALYSIS, for a, room situations before publication. Results.
description of the curriculum). Probe in- are available from the Center for the Study
cludes 40 different problem situations stu- of Instruction, Harcourt Brace Jovandvich
dents might encounter from day to day. Building, Polk and Geary, San Francisco,
Through the: rational examination of. CA 94109. The results indicate that the
alternatives, each child decides what he or reading level of the stories is difficult for
she would do in the given situation. These students with lesser abilities. If used with
activities ire intended' to increase the poor readers, it may be advantageous for
'child's personal awareness of the values at the teacher or another student to read the
tissue. The materials foods on the process pamphlet to the group.
of ,valuing, teaching students to deal with
value conflicts in everyday life.
Eadh -dilemma is presented in a pam-
phlet in story form. After ,reading the
r. story, students in small groups list Possible
alternative courses of action that could be
taken in the situation. When these are
determined, each,child decides what his or
her' own course of action would be. The
group then discusses the situation and low'
different persons affected might feel.- Fi-` 4
nally, students re- evaluate their positions
and are given the opportunity to change
their points of view. There is no teacher's *OW

guide,'- but each activity. is self-

explanatory. In one case a boy sees a
beautiful blanket` knitted for a friend's
grandfather and he .deCides he 'would like
to learn to knit so he could make a blanket
for his grandfather. His friends think that
knitting is "sissy." The students then-der
cide what They would do if they. wei:e the
boy. In another case a little girl wonders if
she should do something' she --feelsis
wrong just because "everybody else is
doing it." A wide variety of value issues
are dealtowith, including truth, toles, prom-
isest and indiyiduality. The 'author em-
phasizes chat there are no right and wrong
solutions to the dilemma. The important
factor is that .students ace con'sidering
4..

. 148'
-155.
 11

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level , , __ Much . Values Education Approach
K-3 ; _Lc_ Moderate Inculcation
x 4-6 Very little _ Moral development
7 -8 Teacher Trainikg _ Analysis
9.10
Provided in materials
A. Clarification
_ 11-12 _ Suggested by developers
Action learning
Materials Not mentioned _ Other
x Student materials _ Other:
Teacher guidel Values
:maioEdrucfoactivosn Emphasis
Prejudice/Stereotyping
_ A-V kit. Much evidence = M
_ Tests , Some evidence = 5 _ One of several concerns
Racial or Ethnic
_ A minor concern
Sexrole Process/Content Emphasis
Time Other: _ X_ Process of valuing
ti Curriculum (2 or more years/ Content of valuing
Course.(one.year) EVALUATION Objectives
Seinester (half year), INFORMATION
x mintcoutse (6-9 weeks) ',Stated specifically
Provision for Student Stated generally
. 0-3 weeks),
Evaluation lc Not stated
Suppamentary
()diet:. Instruments specified Student Activities
Procedures specified Used or stressed frequently -
. .
Gui8elines suggested =F
Medium Used ^
x Nothing provided Used orstressed occasibn-
Other: ally = 0
Reading
Materials Evaluation o Reading
Worksheett O Writing
Films .Materials tested =
O Class discussio4
Filmstrips. v Results available =,A
F Small-groUptdiscussion
Records at tapes 'Fieldtested before publica-
_ Games
Chartstor posters, tion
__ Simulations
-! Transparencies Fieldtested after publication
x 'Other Pam ei. User feedback solicited
Other: ___ r Role playing
Action projects
Other
- ; __ Not evaluated

r,

Student: Clarification ,

s.
 .

Title: SEARCHING FOR VALVES: A FILM ANTHOLOGY

Developers: Jim Hanley and Don Thompson .
Publisher: Learning Corporation of America, 711 Fifth Ave.; New York, NY 10022
Date: 1972.
Grade Levels: 9-12
Materials and Cost: 15 films, averaging 16 minutes showing tale each (rental fee per
film$25; purchase price per film$250; purchase price for entire set$3000);
teacher's guide for each film and teacher's manual, containing exercises and questions
for every film, are provided free of charge.
. .1
Searching for Values. A Film Anthology family and society over traditional norms,
is a series of 15 films that have been and the strength needed for and the conse-
adapted and edited from major motion pie quences of creating an independent, per-
tures for classroom use. Each film deals sonal lifestyle.
with a particular value problem The teacher's manual describes pro-
loneliness (excerpt taken from the film cedures and activities for using all, the
Five Easy Pieces), killing (from Bless the films in the classroom. It includes a
Beasts and Children ), truth (from On the synopsis of each film, classroom exercises;
Waterfront), and so on. Reflecting a questions for discussion; and a selected list
clarification approach to values education, of additional information, exercises, and
the materials provide narratives to "excite questions related to each film's basic
students to discuss the values, conflicts, theme. One exercise used in the unit "I
and decision of the characters, as well as Who Am, Who Am I?" (based on The
broader themes and issues", to provoke Swimmer) includes an autobiographical
student recognition and questioning of in- _questionnaire that asks students questions
dividual, and societal values, attitudes, and such as, "Is there one person you love
goals; to "engage students in a deeper above all others?" and "When you are
search for self awareness "; and to provide alone, do you always feel lonely? Only
teachers with vivid case studies for their sometimes?"
classes. Specific objectives for each film In a subtle fashion the materials reflect
are implied in the developers' discussion sex-role and ethnic stereotyping: all 15
of the main theme and basic values treated films feature male heroes and in 14 these'
in each. film. For example, the study guide heroes are white. Fieldtesting during the
for the film "Loneliness...and Loving" formative stages was done informally by
encourages students to look at various getting feedback from teachers, students,
human experiences. alienation, loneliness, and other users. The results were printed
escapism, lack of comMitment, the in- in the February 1973 issue of Film News.
ability to love, and the substitution of sex A copy of this report. is available from
for love. Learning Corporation of America)
These materials explore various social Although generally favorable, the results
issues and community problems. Aggres-' did vary depending upon the particular film
.sion, violence, political power and the and how it was used. ,,

public good, law, and war are some of the

,-
issues students are asked to discuss from a
personal, as well as a societal point Of
view. For example, in the film "My
Country Right or Wrong?"-students con-
front thernsetives, their peers, and their
teachers on issues related to patriotism.
Looking at the dimensions of patriotism,
.,
iherdiscuss the draft the conflict within'
.
r..
150.

1 r 0 ")
i
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading - CHARACTERISTICS
Grade Level _ Much Values Education Approach
K-3 Moderate Inculcation
x Very little _ Moral development
7.8 Teacher Training _ Analysis .
x '9-10 )5_ Clarification
_ Provided in rpaterials
_x 11-12 'Action. learning
_ Suggested by develciPers,
Materials __ Not mentioned- _ Other:
Student materials , _ Other:
_x_ Teacher guide Values Education Emphasis
Prejudice /Stereotyping
_x__ A-V kit )L major focus /
Much evidence = M
_ Tests Some evidence = S
__ One of several concerns_
_ Other: -1_ Racial or thou _ A minor concern
Sexrole ProcesslContent
.
Emphasis
Time Other: Process of valuing '.
Curriculum (2 or more years) Contentof valuing,
Course (one year) EVALUATION -Objectives.
Semester -(half year)
INFORMATION ._ Stated spegifically
Minicourse (6-9 weeks}
Units (1-3 weeks) Pro,vision for.' Strident , Stated gen'eially Ea
Evaluation riot stated _
x Supplementary
Other: I cla,' Pmmd per film _ Instrum ents specified 3 Stuiknt Activities
__ Procedures Specified :Used or stressed 1,equgntly
_ _ Guidelines-stifiested =F .
Medium Used X Nothing provided ".bsed or streiieCl.riccasioh.:
; ally, 0
__ Readings .
Materials Evaluation.' ..: Beading
Worksheets ' To,.;;,W4eriatding
_X_ Films Materials tested =-
1 F__,'Clap discussion
Filmstrips Results airairible= A
Fieldtestedbeiore .Smairoup discussion ,
Records or tapes
Games. ,
_ Charts or posters .tion
Fieldtasted after pubb(cation
Simulations
Transparencies
kole'playing
Other: A. User feedback-solitirecii.
, 'Acton projects
.Other
Other' 7
'46t ?valuated.
.
.'
. ,

151 Student: Clarification

,

I58 ,
 )

Curriculum: SELF-EXPRESSION AND CONDUCT: THE HUMANITIES ,

Titles: 'Blue, Level 1; Red, Level 2; Green, Level 3 .

Developer: Paul F. Brandwein

Publisher: Harcourt Brace Jovanovich, Inc., 757 Third Ave., New York, NY 10017
Dates: 1974-75
Grade Levels: 1-3
Materlids and Cost: Student text (Levels 1 and 2-43.90; Level 3$4.50); teacher's
guide (Let4ls 1 and 2 $3.90; Level 3$4.50); other components include records,
color sound-filmstrips (6-8 for each grade level, available with records or cassettes) and
Level 3 pupil learning activities (PLAs), individual components may be purchased
separately; 'total package excluding student books (Level 1 with records$157.80, with
cassettes,r-$.169.80; Level 2 with records$121.80, with cassettes$130.8.0, Level 3
'with records $167.40, with cassettes- X176.40), Level 1 activity kits are also available
(n-5198.00, dance/drama--$177.00, music$240.00). Activity kits for Levels 2, and ,
3 are forthcoming.
Self-Expresfion and, Conduct: the Each les'son begins with an activity in-
Humanities is a multimedia program for tended to motivate learning. The content
grapes K-6. The materials include, activity of the lesson is presented nett, followed
bookS, records, sound-filmstrips, and by a "Transfer to Values" 'section. The.
other media to help children d velop and textbooks are supplemented by other learn-
understand their feelings about hemselves ing aids such as records, activity kits, and
and the world through five m s of ex- filmstrips. All, of these help develop the
. presgion: art, movement and nce, play basic theme presented in each level.
and drama, music, and languag . Accord- seeking/perception (Level 1), sharing/
ing to the' developers, the corn nents in communication (Level 2), and caring/
each level wilt "lead children an under- craftsmanship (Level 3). Level 1 offers
standing d humanity's basic va ues. truth, students experiences in perCeption. These
beauty, justice, love, and faith " Instruc- are developed first by stressing children's
tion for each:level* is organize around a perceptions Of the 'world around them
.Major theme, with some as et of .the _ their outer environmentand then, by fo-
theme developed thrOugh one f the five . cusing on their perceptjons of personal
Modes of expression. As th se major feelingslheir inner. environment. Level 2
ihemei are developed, childrei encounter emphasizes communication. It first stresses
the basic values' presented in each lei/el. It the ways,in whiCh children Communicate or
is intended that "slowly, experience by share their responses to their environment
experiences, their understanding of these' and their feelings toward others, and
values grows as they progress through the focuses on the "imaginative ways in which
program." The developers antic'ip'ate that `.children seek tb explain and integrate their
the increasing awareness of these values ideas and feelings." In Level 3 children
will, begin to affect the choices children learn about craftsmanship, which is defined
make for themselves. on the child's leveras caring. fhey are 'en-
:The, textbook lessons provide the central couraged to learn about "what they do in all
core of each piogram. Instructional objec-, aspects of their lives . about doing the
tives are listed for each lesson. For 'ex'am- best they can do in the arts . . and about
,' ple, a lesson in the Level 1 program h8 being the best person they can.be in their
the following objectiveS: "Children. draw, relationships with other people," The
paint, arid model to express their thoughts "Transfer to Values" activities accompany-
ancidfeelings. They focus on an aspect of ing each lesson include group projects such
beauty as, they use color to make pictures as a give-away celebratiOn; an age-grade
'and objects tliat they Consider beautiful.- ceremony, a guild meeting, And a knights-

152
 of-the-round-table service project. "Trans.. emphasis is on continuous observation of
fer to Values" activities also include the students by the teachers.
answering of such questions as, "Is it fair?" Two -units, one from Level 1 and one
"Why do you like it?" and "How do you from Level 2, were fieldtested prior to
know ,that it is true?" - publication by 72 teachers in 50 school
A separate teacher's resource book, ac- districts throughout the nation. Forty-one
companies each level. It introduces the teachers gompleted the evaluation form.
lesson clusters with an overview and The ,results indicated that the materials
background infofmation, explains each were appropriate for students, in grades 1,
lesson and identifies the behavioral objec- 2, and 3, ..and "effective in introducing
tives, ,modes of expression; time period, childrpn to the stated objectives in the arts
and materials needed. Specific suggestions and, values41, Revisions, were made based
are also given for introducing the activity, on the field studies and the published ver-
for teaching the content, and for the sion is now being tested. That data will be
"Transfer to Values" activities. Pro- available from the Center for the Study of
cedures for evaluating pupil progress in Instruction, Harcourt Brace .Jovanovich
the arts and in their expression of the basic Building, Polk and Geary, San Francisco,
values are explicit An the program. The
. CA 94109. - .
4
.
DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
Grade Level 4 x Much Values Education Approach
x K-3 _ Moderate Inculcation
_ 4-6 Very little _ Moral development.
-8 Teacher Training __ Analysis
_ 9- Provided in materials
_x Clarification

__ 11-12 _ Action learning

Suggested by developers
, Materials x. Nof mentioned _ Other:
Student materials Other:
Teacher guide Prejudice 'Stereotyping
Values EducatiorkEmphaiis
x kit ___ Major focus
Much evidence = M
..Tesis Some evidence = S
One of several concerns
X Other: Activity,cards.and A minor concern
totdoitts('
- racial or Ethnic
Sexrofe Process/Content Emphasis
Time Other: Proc8s of valuing
Curriculum (2 or more years) X._ Content of valuing
x Cobrse ione,year) 1.n tat EVALUATION Objectives
Semester (haltyear) INFORMATION X_ Statedspecifically
Min:course (6-9 weeks)
Provision for Student . Stated generally
Units (1-3 weeks) Not stated
Supplementary .
Eialuation ,
_

Other: _I__ , Instruments specified Student Activities

_X_ Procedures specified Used or stressed frequently
Guidelines suggested =F
_ _ Nothing provided Used or stressed occasion.
Medium ils'ed
Other: ally = 0
Readings Reading
__ Worksheets Materials Evaluation
0_ Writing
Films Materials tested = T'
__ Class discussion
2L,.. Filmstrips Results available = A
F_ Small-group discussion
Recprds or tapes. A Fieldtest4 before ppblica-
_o_,Games
dharts or posters bon
_T Fieldtested after publication
_ Simulations
Transpar,encies
Role playing
x Other: Activity cards User feedback solicited
. Activity kits _0__ Action projects
Other: Other: Mincing. drawing.
Not evaluated making things, %living. Welting

15,3 Student: Clarification,

160
 Title: TOWARD AFFECTIVE DEVELOPMENT (TAD)
Authors: Henry Dupont, Ovitta Sue Gardner, and David S. Brody
Publisher: American Guidance Service, Inc., Publishers' Bldg., Circle Pines, MN 55014
Date: 1974
Grade Levels:: 3-6
Materials and cost: Multimedia kit including 54 illustrations, 93 discussion pictures, 1
filmstrip, I cassette, 36 exercise cards, 2 posters, 16 student activity sheets, 40 feeling
wheels, a box of colored chips, 2 sets of 37 illustrated career folders, and a teacher's guide
($90.00)

Toward Affective Development (TAD) is through sixth-grade program. It is recom-

an activity-oriented prograVil students mended that these materials be integrated
in grades three through si e authors into the regular curriculum. They may be
believe that children's self-concept and so- used with guidance or remedial programs
da' relations influence their behavior and as well. The program is divided into five
classroom achievement. Therefore, em- sections: "Reaching In and Reaching
phasis is placed on educating the whole Out," "Your Feelings and Mine,"
child. TAD has been designed-to develop "Working Together," "Me: Today and
in students a positive self-image and to Tomorrow," and "Feeling, Thinking, Do-
increase their understanding of human be- ing." These, in 'turn, are divided into
havior. The goals of the program reflect . units. Objectives are specified for each
the values clarification approach. They in- section, unit, and lesson. Each lesson con-
, clude becoming open to new experiences; tains the following information. purpose,
understanding feelings and emotions; space requirement, appfoximate time,
understanding the relationship between materials needed, vocabulary, an activity,
thoughts, feelings, and behavior; recogniz- and possible learning outcomes. Many
ing individual needs and differences, learn- units also contain follow-up activities that
ing to understand and get along with apply the lesson to other subjects. The
others; and identifying long-range goals content focuses on situations similar to
through self-discovery. The program also those children might encounter in their
hopes to develop communication skills own lives. Teaching techni es include
such as self:expression and the ability to large- and small-gro iscussion, role
listen and empathize; social skills, such as play, brainstorming, and a variety of other
cooperation; and decision-making skills. involvement activities.
The goals and objectives of the program Although no teacher training is
have been adapted from child development mentioned, the teacher's manual offers
theory. The focus on development reflects guidelines for 'teaching the materials and
the moral dev4lopment, approach to values explains the authors' concept of the
education and, although this approach is teacher's role. Students are evaluated
not the major one, it has been applied to primarily through teacher observation. The
some extern. The materials' show an outcomes for each lesson reflect the objec-
awareness of different levels or stages of tive and are to be used as evaluation
development. In some cases different guides. For example, in one lesson, the
teaching methods are suggested for use purpose is "to encourage students to share
with students at diffefent stages of de- and cooperate in a group effort." The
velopment. In addition, several of, the outcome is, "Students will grumble some
lessons mention different types of re- about the need for more' scissors, paste,
sponses that may be expected from Stu- and paper, but then they will discover
dents of different levels of maturity. several different ways to share and coop-
,TAD may be used effectively as a one- erate."
year course or as a coordinated third-. TAD was tested civet a period of three

154
161
 years with nibre than 2000 students from a couraged. A master's degree study at the
wide variety "Of social and ethnic University of Wisconsin concluded that
backgrounds. From the 400 original "selectedJAD lessons were effective in
lessons, 191 were selected in which the creating', awareness of .alternatives to
. outcome was observed to be consistent psycho-social situations in a sample of sixth
with the objective. The evaluaiive data grade children." This shut)/ also found
. from the fieldtesting is, now being com- "that the` participants reported overwhelm-
piled and will be available shortly from the ing, positive views about the program"
publisher. According to the authors, con- (John E. LeCapitaine, School of Psychol-
tinued long-term evaluation is being con- ogy, University of WisconsinEau Claire,
ducted as well, and user feedback is en- May 1975).

DESCRIPTIVE PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Aniount of Reading CHARACTERISTICS
Grade Level Much Values Education Approach
x_ K-3 F Moderate lyculcation
x 4-6 Very little _x_ Moral development
7-8 Teacher Training ____ Analysis
____ 9.10 x Clarification (Major approach)
Provided in materials
11-12
__ Suggested by developers _ Action learning
Materials x Not mentioned _ Other:
Student materials __ Other:
F Teacher guide Prejudice /Stereotyping ,Values Education Emphasis
F A-V kit Much evidence = M A: Major focus
_ Tees One of several concerns
_ Some evidehce = S
Racial or Ethnic
_ A minor concern .
Sexrole Processtobtent Emphasis
Time _ Other: X_ Process of valuing
_x Curriculum (2 or more years) _ Content of valuing
x Course (one year) EVALUATION Objectives
_ Semester (half year) INFORMATION x, Stated specifically
Minicourse (6-9 weeks)
Provision for Student _ Stated generally
Units (1-3.weeks)
Evaluation Not stated
F SUpplementary
_ Ot r: Instrufnents specified Student Activities
Procedures specified Used or stressed frequently
x Guidelines suggested =F
Medium Used Nothing provided Used or stressed occasion-
Other: ____ _ _________ aiiy 0
L. Readings o
Worksheets Materials Evaluation
Writing
_ Films Materials tested =
ass discussion
.25_ Filmstrips Results availible = A
x Fieldtested before publica-
F Sall -group discussion
or tapes
IL- Games
jc Charts or Flosters tion
_2_ Simulations
_ Transparencies Fieldtested after 'publicati?rt
F Other Cards 4 User feedback solicited` _F_ Role playing
A. Action projects
Other: Research stikly
Other: BrairmorriN '
Not evaluated

155 Student: Clarification

162
 Curriculum: VALUES EDUCATION SERIES
Titles: Deciding How to Live on Spaceship Earth. The Ethics of Environmental Concern,
Deciding How to Live as Sbciety's Children: Individuals' Needs and. Institutional
ctations, Deciding on the Human Use of Power. The Exercise and Control of Power
in an Age of Crisis
Authors: Rodney F. Allen, CarmeloP. Foti, Daniel M. Ulrich, and Steven H. Woolard;
Sheila O'Fahey, Pamela Carey Batz, Frances Gelsone, and Ronald W. Petrich; Mauren
Carey, _Paul Chapman, Robert Cunnane, Antony Mullaney, andlAnne W&lsh
Publisher: McDougal, Littell and Company, Box 1667-B, Evanston, IL 60204
Dates: 1973, 1974
Grade Levels: 9-12
Materials and Cost: Student text ($3.24); teacher's guide ($1.50)-
The-Values Education Series (formerly tivities include "sensitivity modules" de-
Plover Books) is currently composed of signed to encourage students to observe
three student texts and a separate teacher's and gather data in the community. In one
guide (see the Teacher Materials section of module, students are asked to observe the
Chapter VI for an analysis of the guide). front yards in their neighborhood and to
designed to involve students personally, think of, several ways the yards might be
thoughtfully, and emotionally in three improved in beauty and variety. They are
major social issuesthe environment, so- then asked if they would be willing to try
ciety, and power. A fourth student text, one of the suggested improvements on
which will deal with politics, is forthcom- their own yards.
ing. The developers believe that -active SuggestiOns for assessing student
involvement in crucial contemporary prob- growth in value development are presented
lems should embrace humanistic as well in the teacher's' guide. These include
as rational processes.. The series therefore analysis of videotaped discussions, self.-
stresses the general objectives of helping analysis of student work, teacher observa-
students to become aware of their values, tion, and written tests patterned after the
to develop moral rasing skills, to strive exercises ,in the texts. Sections of tw of
for personal meaning and ukimate com- the text*, Spaceship Earth and Soci ty' .51
mitments, and to choose "a responsible, Children, were fieldtested by their au ors
satisfying life) style." 0 join several classrooms before publicatio In-
, Each chapter of the student texts focuses formal evaluation data from teachers who
on a specific aspect of the individual social have used the materials have also been ob-
issue under consideration. Spaceship Earth pined for each text. According to the pub, -
deals with the _use of natural resources, lisher, the results of this effort and a more
noise pollution, the energy crisis, and formal evaluation on portions of Society's
other environmental concerns. ;Sobiety's Children were very favorable. These results
Children Ili organized into chapters on are not published, or generally available.
I femininity masculinity, education, Work,
and the family. The ,Human Use of Power
focuses on various types of power
individual, group economic, political, and
international. Th se issues are presented
througlv short cas studies that depict real-
life dilemmas. St dents are encouraged to
,.choose from among alternative solutions,
to justify their reasons, to inferthe values
underlying conflict, and to make decisions
based on their value choices. Other ac-

156

163
DESC1HPT1VE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount of Reading CHARACTERISTICS
'Ora* Level x_ Much Values Education Approach
___ K-3 _ Moderate Inculcation
_ 4:6 ____ Very little _& Moral development -st

7.8 Teacher Training x Analysis

2._.( 9-10
Provided in materials
x Clarification
x" 11-12 Action learning
___ Suggested by develbpers
Materials 2S_ Not mentioned Other
x Student materials _ Other:
x Teacher guide Prejudice /Stereotyping Values Education Emphasis
A-V kit Major focus
Mitch evidence = M
____ Tests
Some evidence = S
_ One of several concerns
_ Other: _ Racial or Ethnic minor concern
Sexrole ' Process/Content Emphasis
Time Other _ Process of valuing
Curriculum (2 or more years). Conterit of valuing
_IL Course (one year) EVALUATION Objectives
___ Semester (Mali year)
INFORMATION _ Stated specifQally
Minicourse (6-9 weeks)Each ua
Provision for Student 25 Stated generally
Units (1-3 weeks)
Supplementary - EvaluatiOn _ Not Sired
Other: _ Instruments specified Student Activities
Procedures specified Used or stressed frequently
x_ Guidelines suggested =-F
Mediu Used Nothing provided .
Used or dressed occasion-
_ Other: ally*= 0
Readings
Materials Evaluation F Reading
_ Worksheets Writing
Films Materials tested = T
F_ Class discussion
___ Filmstrips Results available = A
SmaIl-group discussion
____ Records or tapes Fieldtested before publica-
Games
_ Charts or posters. tion
Simulations
_ Transparencies Fieldtested after publication
O Role playing
Pther _T_ User feedback solicited
O Action projects
Other:
Other:
Not evaluated'

157 Student: ClarifiCation

1,64
0. ".
 ....
. . ',. ...,

Title: 'VALUES IN ACTION . ..

.
4 f
,
Developers: Fannie Shaftel and George Shaftel ,,
, 1
Publisher: Winston Press, 25 Groveland Terrace,
ce ,Minneapolis, MN 55403
Date: 1970 , ,-..
Grade Levels: 4-6 .,
Materials and Cost: Audiovisual kit containing 10 filmstrips (9 in color), 3 rectOrds, and
teacher's guide ($99.00).4
Value in Action encourages students
through discussion, problem solving, and
role playing, td "examine their'values and
to realize that 'there are varied ways of
solving their problems." The rationale
,. explains that "children need help in 'con-
fronting the many dilefnmas in their
lives " dilemmas involving 'their -values.
According to the developers, role playing
is an effective tool for helping students
woyk with 'such confrontations. The objec-
tivet for the materials are. specifically'
stated and intend for the discussion and
role 'playing-experiences to provide chil-
dren with such things as opportunities to
see universal problems and situations in a
familiar setting, chances for defining and
exploring alternative ways of 'solving a
probletn and seeing the 'probable conse-
4uences of such solutions,, and oppor-
tunities for dialogue with a sympathetic 1
adult.
Students examine' nine problem situa- ,
tions which are presented through a
4'
filmstrip, a recording, discussion, and
role-play activities. The problem situations
treated involve group and peer pressure, I'
honesty, rules, friendship, helping others, e sI
pride4 and responsibility. Por example, in
the sTory "Benefit of the Doubt" students 4
4
investigate the following dilemma: :`Can
you have the courage to.see:-:and to admit
to othersthat your actions have been
cruel, even though. this admission may
cost you the approval of others?"
An accompanying teacher's guide pto-
.vides akintroduction to the program, an
overview of each filmstrip, a transcript of
the recordin ,;.and guidelines for present-
ing each of ' e student sections. A short
explanation o the role-playing and discus-
s* techniqu s used and a demonstration
lesspn provid the teacher with some train-
ing ior using t ese materials.

158

1G5
 -s
< ,

DESCRligIVE. PRECONDITIONS SUBSTANTIVE

CHARACTERISTICS Ambunt of Reading CHARACTERISTICS
Grade Level _ Much Values Ethication IV'sach
__ K-3 _ Moderate Inculcation <
_Lc 4.6 Very littler_ Moral desielopmeRt 1

7.8 Tette her Training _ Analysis

_ 9-10. 1_ Provided in materials A_ Clarification
_i_ 11-12
Material;
_ Suggested by developers
_ Not mentioned c.
_ Action learning
__ Other:
_ Student materials __ Other: ________
A_ Teacher guide PrejddicelStereotyping ,
Values Education Emphasis
A-V kit _A Major, fOcus
Much evidence = M
Tests
Some evidence = S Ope of several concerns
Other: A minor concern
Racial or Ethnic
Sexrole Process/Content Emphasis
,
Time -- 'Other: __ Process of valuing
Curricblum (2 or more years) Content of valuihg
Course (one year) EVALUATION Objectives '
s

Semeker (half year)

INFORMATION ).c_ Stated specifically
Minicourse (6-9 weeks)
Provision for Student Stated generally
^-J X Units (1-3 weeks)
Evaluation _ Not stated
Supplementary
_ Other: _ _ Instruments specified Student Activities
_ Procedures specified Used or &tressed frequently
Guidelines suggested F

Medium Used _x_ Nothing provided Used or stressed occasion-

Readings .5
_Other ally = 0
Materials Evaluation Reading !
___ Worksheets
Materials tested = T Writing
Films
F Class discussion
X Filmstrips Results available = A
Fieldtested before publica; Small group discussion
x Records or tapes
Games
Charts or posters tion
Fieldtested after publication Simulations : ,
_ Transparencies Role playing
Other: "User feedback solicited .**

Action projects
Other:
Other
X Not evaluated

159 kudent: Clarification

1BG
 .
.. . ., ., .. . -. . _.
. , .
Curriculiun: THE VALUINCr APPROACH TO CAREER EDUCATION
...
itles:$C-2 Series,, 3,5 Seo,
.., and h-8..S'etiis.0
. . .- . ;
,
veloperi M. F. -Stiiitli- -. -. '
.
. . t ( e
1311Sfier: Education. Achievement Corporation, p..O. Bot 731'0, Waco, TX 745710 .
. .

14es: .103-74-
.
: '
ade,Levels: K:8
-.,,
'-' .. .
.

. - . .

aierials..and Cost: K-2' Series (total package$347.50); 3-5 Series (total package
S453.95}; 6-4 Series (total Package S271.29). Components may be purchased separately
d intlude teacher's guides, story books, reading sheets,,audiovisual kits, games, hand
uppets, file itoxes with folders, spirit masters, activity cards,
,. posters, chartS and pre- .
ndpoSt-tests.,_ ; ..
,
. . .
., ,
he Valuing .44ppioN: lo Career ,Esfitica- activities. Iii the K-2 Series chAracters,.
tio ii7a multimedia Instructional system such as, Hannibal Hippo and Dwendy .and
containing, Three series-,K-2, 3.5, and the Seven, Dworks stress the importance of
6-8, _Each series is divided into, 12 to 15 feelings and values. The materials engage
; . learning- spluences, each of 'which in- :children, ina variety of activities that can
dudes froi-k eight to, rs lessons. The de; clarifyittieir Personal values in relation to
yelopers ;haze defined career ,as a "life wont. fOr example, in one lesson Hanni-.
',path.rather than as a job or "series of fobs." bal Hippo ,gets lost. He is helped bmany
They' vievi,-"Career development as "a persons, who work in the -neigh rhood
PfrThary.. facet of. general development" and explain to hiM why they like their
ark:as a continuous, dynamic, process. The jobs. In a discussion 'activity children then
integrates four yaluing skills and look at such questions as, "What, hap-
instructional activities with 'ten career (Au, pened in the story?'` and "How do you
cation concepts and 12 Thinking skills, The- feel when yoU help someone?'
four ,,aluing skills are identifying values, , In the 3:5 Series Children encounter pew
Clarifying values, managing ,conflicting characters, ineluding Benjamin Bead-
Values, arid developing, empathy., 'The stringer and Cowslip Pollen, who help
ca?eer education. concepts emphasized in- to teach variouecareereducation concepts
- -°'/-
_etude career deyefoPing is a life-long and develop valuing and thinking skills. In
Vrocess, "everyone makes career .de- one lesson, for instance, students listen to
cisions," "people work to satisfy many. a story about Factoryville and Carnival
"worker roles ate litter- Land; it is designed, t6 demonstrate that
dependent'," and tectinology brings work for some people may be play for
about change in our society." Included in others. The 6-8 Series focuses on the per-
he 12 thinking skills ,ate. observing and sonal dimensions of the world of work,
reporting, summariiing,. interpreting, society, and.the process of'decision
generalizing, and imagining. Within the making. For- example in one of the learn-
framework of these three components, ing sequences students explort the re-
each series focuses on three generallobjee- lationships between an individual's work
fives: to clarify the students' per onal val- role and the other facets of his or her life, .

ues;tO teach career concepts, an to de- examine the 'roles of management and
, velop thinking, skills. labor, and hypothesize about ways
''The .,content of the series is presented Which, work roles affect people's leisure
'through a wide range of instructional aids . plans.
'including, color sound-Anstrips, gaines, Extensive facilitator's guides for each
audio cassettes with ' read-along series integrate "all components - into a
storybooks, spirit master work sheets, criterion-referenced, perforrnattct-based
tiyity cards, posters and ,charts, puppets. design containing valuing .ratitinale, de-
and file boxe-s contaiiiing various lesson velopnlent and management data, mea-

160
 .,

surement with evaluation data, Synopses of The entire program has been fieldtested
learning sequenes, and detailed lesson. in Florida and, results, favorable though
plans," In addition, the guides cons tip .not statistically significant, are available
suggestions for. using values clarification fcom the publishet.in the Final Research
strategies. Student evaluation is provided .72eport., of the project (Smith 1974). The
in the program through pre- and poktests 43.5,,pingrain was also evaluated in another
that consist ofiyes/no items indicating study, which _produced results showini.
cognitive and affective growth. The pith- that "a career isorieted 'curriculum is effec-
,lisher offers a one-day inservice training five in, significantly reduCine female
workshop in .values clarification, with stetentYping At; higher grade levels"
purchase of a series. Depending upon the. (Parks, School OtEducation, University of
extent df the purchase, this workshop may Northern Colorado, Grieley, Colorado,
-S
be provided free. , ,f974). _ *.

DESCRIPTIVE .P.I2fCONDiTIQNS - :SUBSTANTIVE

CHARACTERISTICS Amoitnt ofReading'. CHARACTERISTICS
Grade Level x much ' Values Educatihn Abproach
x K-3 Moderate Incultation
x 4-6 __ Very little, Moral development.
x 7.8 ,..._: Analysis
T1,cher Training . tr
_ 9.10 x- Clarification
_
,
_ ' Provided in materials.
11.12
')__S_ Suggested tiy developer's
Afton leaping
Materials lilot mentioned' . --;- Other
IL. Student materials .. ethet
x Teacher guide Prejudice /Stereotyping ValuesEducation Emphasis
x A-V kit
Much evidence = M _ Major focirs
x Tests .2L. One of several concerns
Spme evidence =
Other: ., , _ ____ Racial or Etlinit A niirjor concern
:_ _ Sexrole Process/Content Emphasis
Time . 2, Other: Process of valuirig
..2_c_ Curriculum (2 or more years) ' Content of valuing
Course (one year) EVALUATION Objectives.
Semester (half year)
INFORMATION _X._ Stated specifically
Minicourse (6-9 weeks)
Provision for Student Stated generally
Units (1.3 weeks)
Evaluation _ Not stated
Supplementary
Other: '_X. Instruments specified. Student Activities

_
Procedures specified Used or ;tressed frequently
Guidelines suggested =F
Medium Used Nothing provided Used or.stressed occasion-
ipther: ally = 0 -
Readings
Materiall Evaluation __F__ Reading
Workshee,ts
Writing
_ Films Materials tested, = T
Class discussion
Filmstrips Results available = A
Fieldtested before publica- Sinall -groOp discussion
Records or tapes A
1_ Games
_A_ Charts or posters tion
Fieldtested after publication Simulations' ,
Transpirencies
User feedback solicited. Role playing
x Other: PUPPCI. aetWilY cads.
games A Other: Research `I'xir Action projects
L. Other: Imam;
Not evaluated

ft

0.

161 Student: Clarification

168
 f

/IF
7

N.

-
clarificatioh:
teacher materials
r
I

Clarifying Values Through Subject Matter. Applications for t(te Classroom 104
Composition for personal Growth. Values Clarification Throligh Writing 165
More cilues Clarification: A Guidebook for the Use of
Value,s.Clarification in the Classroom 166
A. New Role for Geographic Education:Values and
. EnvironmontaLConcerns 167
Role-Playing for SocialValues: Decision-Making
in the Social Studies 168
Teachin ifor Social Values in the Social Studies 169
Value Aril-kat* in the Claisrobm: A Primer 170
Vate Edqation in the Sciences: The Step,Beyond
r Concepts anti Processes*, 171 4

Value Exploration Through Role Playing: Practical

Strategies for Use in the,Cfassroom 172
and Teaching: Working with Values in the Classroom 173
Values Clarification: A Handbook of Practical Strategies
for Teachers and Students 174
Values in `Sexuality: A New Approach to (Sex Education 175
Exercises for the Middle School 176
"'

163 Teacher: Clarification

16D
.0
4 '

Title: CLARIFYING VALUES THROUGH SUBJECT MATTER: APPLICATIONS FOR

THE CLASSROOM .
Authors: Merrill Hannin, Howard Kirschenbaum, and Sidney B. Simon
Publisher: Winston Press, Inc., 25 Groveland Terrace, Minneapolis, MN 55403
6
Date: 1973
Grade Levels: 6-12
Materials and Cost: Teacher's guide ($2.95)

Clarifying Values Through Subject Mat- cording what the stndent did during the
ter is a sourcebook of suggestions, ques; week):. The author urges that 'these
tions, and examples that a teacher can use strategies be used as models to be adapted
to incorporate values clarificatioh into the to other areas.
teaching of various subject areas: The au-'
thors generally believe that education
should. be more relevant to students; their
.approach -to accomplishing that goal is to
help teachers focus on the values of the.,
students' within the context of regular
course work. - .6*

The introductory sections of the book

briefly describe the rationale and goals' of
values clarification and identify various
"guidelines teachers should use to imple-
ment this approach. Also inCtuded is an
explanatkin and illustration of three levels
of teaching a subject, areafacts, con-
cepts, and values. :
The next major section illustrates these
three levels with sets of questions related
to a variety of subject areas including
literature, history, math, physics, foreign
languages, home economics, art, music,
and bookkeeping. In -relation .to the Civil
War, for example, the teacher might ask,
at the facts level; "Who was Robert E.
Lee?" On the concept level, a teacher
might ask, "What qualities or events make
a hero or a villain?" In order to probe into
the' values level, one might ask, "Under
what circumstances wbuld'you kill a per-
son?"
The last major section of the bookillus-
trates the application of 15 value clarifying
strategies or activities with environmental
education content. The strategies include
value sheets (short readings and a set of
questions), Tank orders (three or four
alternatives. ordered according to 'personal
prefeyence), unfinjshed sentences ("I.
would rather live with ,a little pollution'
than . . ."), and time;diary (chart re-

t
4
164
170
Title: COMPOSITION FOR PERSONAL ,GROWTH: VALUES CLARIFICATION
THROUGH WRITING .
Authors: Robert C. Hawley, Sidney B. Simon, and b. D. Britton
Publisher Hart Publishing Company, Inc., -719 Broadway, New York, NY 10002
Date: 1973
Grade Levels: 7212
Materials and coit:*Teacher's guide ($4.95)

Composition for Personal Growth is a best describes them. Another method is to

guide designed for teaching writing with a use a force-field analysis to decide
focus on values. It has also been used in whether to adopt a ,certain course of ac-
drug education programs, by group coun- tion. The last two chapters offer sugges-
selors, social studies teachers, foreign lan- tions and procedures for ongoing activities
guage teachers, religious educators; and in that stimulate reflective thinking
scouting and YMCA programs. The objec- The authors offer a word of caution with
tive of this book is to take the boredom out regard to student evaluation. If grades
of written assignments and .make them Must be given, it should be done on an
relevant, interksting, and rewarding to the individual basis and all parties need to
writer. Through the techniques outlined, understand what work is to be graded and
students are expected to gain ability in what criteria are to be used.
clarifying who they are, how They are
perceived by others, and what they value.
It is the authors' belief that "through
scomposition, students can become more
aware bf the congruence or disparity be-
tweerf'their values and their actions; more
aware of the forces causing disparity and
the skills needed to effect congruence."
The guide consists of nine chapters with
the firit one devoted to an explanation of
the personal growth approach to basic
composition. This approach contrasts with
the traditional approach in various ways,
including. motivation, content, and tasks.
The personal growth approach requires
that the subject be meaningful to the stu-
dent and that feedback be descriptive and
come from peers. Chapters 2 through 5
contain self:analysis and clarification ac-
tivities designed to elicit personal informa-
tion that students can use in their composi-
tions. The topics deal with inde'ntity,
interpersonal relations, values, and pet-
sorial growth: Chapters 6 and 7 give both
general and specific methods for im-
plementing the personal growth approach
.to composition. For example, the teacher
may label corners of the room with words
characterizing certain behavior, such as
wall flower, joker, and dominator, and
allow students to join the group they think

. 165 Teacher: Clarification

171
 4s
Title: MORE VALUES CLARIFICATION: A GUIDEBOOK FOR THE USE'OF
VALUES CLARIFICATION IN THE CLASSROOM
Authors::._ Sidney B. Simon and Jay Clark
Publisher: Pennant Educational Materials, 4680 Alvarado Canyon Rd., San Diego, CA
92120 ,
DI 1975
dr e Levels: 7-12
Materials' and Cost: Teacher's guide ($3.95)

More Values Clarification provides cussing human sexuality and planning ac-
teachers and students with tools for rec- tion for personal growth. In the tenth chap-
ognizing, developing, and strengthening ter, value-action and ways to measure such
values. According to the authors, 'bvalues action are discussed, along with measures
clarification is a way of examining our for evaluating a values clarification pro-
live,s and determining Values that are im- gram. The authors conclude the book with
portantto us. [It] is a process which can a brief discussion of the things participants
help .us become more aware of our in values clarification workshops have
valuesthose fixed, and those changing learned and shared.
or emerging." The writers feel that people
who clarify thejr awn values become more
purposeful and More productunian be-
ings. Values clarifl tion is seen as the
process that "tries to change apathy to
purposefulness and produ fveness."
Of the 11 chapters compo g the book,
the first five provide an introduc n to and
overview of values clarification, addi-
tion to a conversation between the wo
authors. In these opening clrapters,
formation is given on a variety of topics,
_including working with groups, working N
with students on probation, building val-
ues, and building a climate of trust. The
authors' division of values clarification
into three processes (choosing values, priz-
ing values, and acting on values) is
explained. In Chapters 6 through 9, values
clarification strategies are divided into
three categories: "starter,': "advanced,"
and "probing" strategies. The authors
warn that it is important to begin with the
starter strategies, since moving into . ad-
vanced strategies too soon. or probing
deeply before the individual or group is
ready may produce disastrous conse-
quences. Thirty-three strategies are pre-
septed, ranging from nonthreatening,
trust-building activities, such as preparing
one-minute biographies and identifying the
kinds of `people I need," to more sensi-
tive and probing activities, such as dis-

166,

.172.
 Title: A NEW ROLE FOR GEO.GRAPHIC EDUCATION: VALUES AND- ENVIRON-
MENTAL CONCERNS
Author: Richard Cole
Publisher: National Council for Geographic Education, 115 North Marion St., Oak Park,
IL 60301
Date: 1974
Grade Levels: 3-12
Materials and Cost: Teacher's guide ($3.00)

A New Role for Geographic Education dent makes a value statement regarding the
( a monograph for teachers interested in
is situation or issue. (3).The teacher responds
applying values,clarification teclutiques to to the student's statement- in such a way
the study of geography. The author at- that the student will think further about the.,
tempts to merge two educational trends values involved."
that he feels are important. He states that.. A variety of teaching techniques are
"geography has contributed to a revised explained, such as idea building, personal
concern over environmental awareness, preference analysis, peer persuasion, and
while education has provided a new focus affirmative action. Each technique is .
on human values and sensitivity." Sitice explained in terms of purpose, classroom
blind obedience is no longer acceptable, organization, ground rules, teacher and
especially by young citizens, and since student roles, and procedures. A .model
teacher influence has previously been lesson integrating the above guidelines,
either value neutral , or inculcation steps, and tedniiques is then elaborated
Oriented, the purpose of this monograph is and illustrated. FinallY,e the appendix in-
to offer an alternative. The alternative is cludes a section by 0. Fred Donaldson
for teachers to help student's clarify and called "Exploring Values Through Exam-
develop their own sets of values. 'The ining Human Use of Space."'In 'it he
author's purpose in developing this is "to shows how his students examined and de-
present instructional techniques for brilig- scribed places of their own chooiing, with
r ing students at all levels to an awareness regard to urban geographical phenomena
of their own Values aneValue conflict; for and how they perceived individuals were
guiding studeneexploration of values re-
lated to geographic problems, and for help-
using each space.
According to the author, certain compo-
.
ing students to develop a set of values that nents of this monograph were used in adult
is consistent with both personal and social inservice training and with students before
needs." and after publication. No results, however,
The author begins by explaininoWat the are available.
new role of geographic education involves
"the direct 'examination of personal and
social valdes in geographic and environ-
mental phenomena surrounding each tin-
dividital.7, Next, values and valuing are
defined and' discussethesing the concep- ,.
tions of Rokeach (1970) and Raths (Raths
' et al. 1966). The next section offers
guidelines and strategies for fostering the
valuing process in. the, geography class-
room. Three steps involved in value-
clarifying activities are identified: "(1)
The student recognizes and understands a
value-laden issue or situation. (2) The stu-

16 7 Teacher:'Clarification

1'73
%

Title: ROLE - PLAYING FOR SOCIAL VALUES: DESICION-MAKING IN aii.

SOCIAL. STUDIES
Authors: Fannie-R. Shake' and George Shaftel
Publisher: Prentice-Hall, Inc., Englewood Cliffs, NJ 07632.
Date: 1967
Grade Levels:. K 4
Materials and Cost: Teacher's guide ($9.30)
1

Role-Playing for Social Values, a book of problem stories posing dilemmas typical
of role-playing theory and applications, of those often faced by children and young
emphasizes the clarification approach to , adolescents, These fall into four.
values education. Its purpose is to categories. Individual Integrity, Group Re-
familiarize teachers with the strategy of sponsibility, Self-Acceptance, an Manag;
role playing and to suggist ways of using mg One's Feelings. One story in lie first
this strategy in classrooms. The authors category, for instance, dramatizes e di-
see role play as an effective technique for lemma of Marty, a young boy wfia,lent
citizenship education and group counseling money to Bryan but was not paid back
and for helping students to understand and despite repeated requests. Marty has an
%.
live with themselves and to understand:and' opportunity to get the money back by
live with others. In role-playing activities, stealing it in a way that will cause Bryan
students are involved in realistic problem much trouble. Students discuss and role
-situations. Working out these problems in play possible solutions. Each story is in-
the classroom helps prepare the children troduced with a statement of the problem
for similar dilemmas that may arise in and suggestions for presenting/he material,
their own lives. Objectives for students to the students. A typical role-play activity
include the clarification of their, own val- would involve the warm-up or introduc-
ues, the development of d sensitivity to the tion, selection of roles, preparation of the
feelings and welfare of citcrs, the de- audience, setting the stage, the first enact-
velopment of a positive self-concept, arid ment, discussion and evaluation, further
the development of decision-making skills. enactments, further discussion and evalua-
The authors feel strongly that the place for tion, ad generalizations.
learningrabout self and,others, about per-
sonal and social relationships, values, and
decisions is in the social studies classroom.
The book is divided into, two sections.
The first explains what role play is and
how to implement.it. This section answers
the question, "Why role play?" mid deals
with the guidadce functions of this kind of
activity, such as diagnosing tensions and
sources of strain. The importance of the
teacher's beings nonevaluative yet suppor-
tive is stressed? A variety 'of ways to use
role playfor example, with dis-
advantaged students or wit the mentally
retardedarc suggested; as are thematic
sequences that can be used effectively with .
students. Finally, this section contains a
checklist for guiding role play and a bib-
liography for further, reading.
The second pait of the book is a series

168

4
 .4

Title: TEACHING FOR SOCIAL VALUES IN THE SOCIAL STUDIES

Authors: Maxine Dunfee and Claudia Crump r `

Publisher: Association for Childhood Education International, 3615 Wisconsin Ave., NW,
Washington; D.C. 20016
Date: 1974
Grade Levels: K-6 an,

Materials and Cost: Teacher's guide ($2.75)

Teaching for Social Values in the Social as role playing, simulations, case studies,
Studies is a book of teacher readings and and discussions that relate to one of the
suggested activities intended to help issues studied. One open-ended questioning
elementary children clarify their yalues and activity, for instance, asks students to com-
better understand those of others. Values plete the following-csentence. "When I look
clarification, according to the authors, is not at my friends ,and then,look at myself I feel
to be studied as an academic subject by . . .

itself, but rather should be a. part of social Although most of the activities reflect a
studies instruction. In studying real people, glorification approach to values education,
.their relationships, interactions, and prob- some are analysis oriented. Moreover, since
lems, it is hoped chil e to see the authors believe, that students should
how people's valu s affect their actions. adopt certain values, such as a positive
The authors belie that many of the per- self-concept, to desire to renew the environ-
sonal and social problems of our society ment, and a willingness to participate in
result from value conflicts that go unre- democracy, the materials also manifest the
solved. They contend that we must begin by inculcation approach.
teaching our children how to value, and thus No tests accompany the suggested ac-
prepare them for .dealing'' effectively with tivities. However, the book gives the
future _societal and global dilemmas. The teacher an idea of what kinds of Behavior
primary objective is to develop a positive and action to look for, as well as questions to
self-concept in children so that they are se- keep in mind while observing the children.
cure in their feelings about themselves and There are, in addition, suggestiOns for in:
see themselves as useful, competent, and volving parents in the evaluation process.
accepted human beings. The authors believe
that "as pupils become more adept in resolv-
ing value questions that confront them on a
personal level, theyare practicing skills in-
dispensable to dealing with problepwf the
larger social environment."
The content of the book centers on teach-
ing children not what, but how to value.,The
general formula used for all ofthe activities
involves each child in identifying the issue,
examining alternatives and consequences,
and deciding upon a course of action. After
the students have worked through a cumber
of perional value'clarification activities, so-
cial issues are introduced. The topics coy:
ered in-Nude "building. self-concept,
wideritnithe friendship circle, overcoming
bias and prejudice, making democracy a re-
.ality,.and renewing the environment." E ch ,
-cliapter suggests a variety of activities ch

169 Teacher: Clarification

.
175
k
 Title: VALUE CLARIFICATION IN THE CLASSROOM: A PRIMER
Authors: J. Doyle Casteel and Robert J. Stahl
Publisher: Goodyear PublAing Company, Inc., 15115 Sunset Blvd , Pacific Palisades, CA
90272
Date: 1975
Grade Levels: 9-12 to
Materials and Cost: Teacher's guide ($7.95)

L
Value Clarification in, the Classroom. A fourth, or reflective, phase students reflect
Primer was designed to he used in under- on the values and the feelings they have
graduate, graduate, and inservice teacher experienced and publicly revealed. This
' education courses. The.authors strongly be- phase is possible to experience only after
lieve that value clarification should be in- students have participated in several value
cluded in such courses as social studiet, clarification* activities related to a common
English, and science as a part of the ongoing theme-. The importance of the teacher's role
instructional program.,They reason that tilt in guiding students through these ase is
valuing process is integrally involved in stressed. Four types of questions re
knowing and thinking, in p&sonal and so- suggested in order to help teachers elicit
cial activities, and in decision making., student responses at the varying ,value
Also, they believe that valuek are learned clarification phases. They are empirical, re-
and can be taught. The book is intended "to lational, valuing, and feeling questions.
help teachers organize and guide instruction The major part of the book is devoted to a
in the area of values clarification." It is particular strategy: the value sheet.Six for-
hoped that teachers ix ill come to understand mats for value sheets are suggegled and sev-
what students actually do when they are eral sample's that can be used at the secon-
involved in values clarification, what they dary level are given for each. The following
as teachers can do to facilitate this behavior, are the formats that have been identified,
and what kinds of materials and activities along with the major components of each.
are most likely to stimulate this type of be- (1) the standard format is simply a learning
havior in students. Casteel and Stahl em- resource such as' a narrative, a cartoon, a
phasize that values clarification is one of the. filmstrip or a record, or a set of discussion
most important responsibilities of the class- questions; (2) theforced-choice format pre-
room teacher since it increases students' sents a problematic situation'and contains a
abilit)tto analyze personal and social values, limited list of alternatives or choices, a deci-
to express themselves, to empathize, to sion sheet, and a set of discussion questions;
solve problem , and to make decisions. (3) the. affirmative format presents a /'
Four phase of value clarification are problematic situation with space for stu-
identified. In t e comprehension phase stu- dents to invent their own alternative solu-
dents develop a understanding of a learning tions, and a set of discussion questions; (4)
resource as it laces to the concept, idea, or the rank-order format presents a situatio
theme that is t e object of valuation. The with a number of options, accompanied by
relational phas stresses interrelationships list of the options, a set of concise directs tls
among data, th learning resource, and the for rank-ordering the options, and a s of
object of valua ion, Value preferences and discussion questions, (5) the classific tion
feelings are e pressed in the valuation format presents a situation in which t e stu-
phase. These t ree phases .can be experi- dent must select from a list the mo highly
enced throug the use of value sheets valued options at the expense of of er highly
items that emb y the teaching strategy rec- valued options and contains a se of discus-
ommended bi the authors. During the sion questions, (6) the criterio format pre-
 l V

sents problematic situation along with order to make certain nothing of signifi;
explicit directions, decision sheets, a set of cance has been omitted. Activities include ,
discifssion questions, a "universe of reading, class discussion, small-group dis-
policies" (a complete list of possible solu-, cussion, writing, and ,some.role play. The
tions to the problem), a '''universe of data" sample value sheets deal with the clarifick
(a list of statements related to the problem tion of values related to such areas as gov-
presumed to be true), and a "universe.of ernment, human relations, the population
criteria" (a group of end values upon whieh explosion, history, anthropology,
preferences or decisions are based). . euthanasia, legal education, policy making,
For each format there are explicit direc- feminism, ra ial conflict, career education,
tions for developing new or modified value church-state lations, and economics.
sheets, as well as ch Iis to review in

..)
Title: VALUE EDUCATION IN E SCIENCES: THE STEP BEYOND CONCEPTS .
AND PROCESSES
Author: David J. Kuhn
Date: 1973
.Grade Levels: 7-12,
.
Materials and Cost: Paper available from ERIC Document Reproduction Service, Box
190, Arlington, Virginia 22210 (order ED 080 317: microfiche$.76, xerography
$1.58 plus postage). Also available from Da:1 J. Kuhn, University of Wisconsin
.. Parkside, Kenosha, WI 53140.
-. .

"Value Education in the Sciences" is a author stresses that value clarification can
paper concerned with the question of how become an important compohent of sci-
individual value systems may be clarified ence education. Believing that science
and applied to the study of science and to teaching can occur on three levelsfacts,
the world in general. The author feels that, concept-proceSs, and values the author
traditionally, science has been studipd on gives examples of how the/vie "Life in
the factual and the conceptual levels with- Pond Water" could be preknted at each,
out allowing attitudes and feelings to enter level. On the knowledge lexcl,' a student
into that study. One important objective of might be asked to name the eiivironmental
this paper is to make teachers, curriculum factors that might affect the number of
planners, and ,other educational personnel organisms living in pond water. On the
aware that students need to explore the, concept level, various things might be
social implications of science. Facts and considered food chain, biological com-
concepts, according to the 'author, are not munity, and aquatic ecosystem. A ques-
to be discarded' but used to emphasize the tion such as "How does water pollution
social implications of science, affect your family ?' -' would elicit value- 1

The content of this paper centers around laden responses. The author discusses and
the introduction of a valuer approach to illustrates teaching strategies that bring a
science instruction. The author offers sev- values diMension to science instruction.
eral definitions of values given by such These include role playing, simulations,
individuals as Rogers (1964)" and Raths sensitivity modules, values continua and
(Raths et al., 1966). Through the values attitude surveys
.
continuum and rank-order technique, the

a
11i 1 . Teacher: Clarification
S
177 . N.
 y.

Title: VALUE EXPLORATION THROUGH ROLE PLAYING: PRACTICAL

STRATEGIES FOR USE IN THE CLASSROOM
Author: Robert C. Hawley
0
Publisher: Hart Publishing Company, Inc., i21 9 Broadway, New York, NY-10003
Date: 1975
Grade Levels: 7-12
Materials and Cost: Teacher's guide ($3.95)
1
Value Exploration Through Role Play, particular needs of their' classes." The
ing is designed to give "teachers the methods discussed include Blackboard ti
specific know-hothey need to in- Role Play, Blackboard Press Conference,
corporate role- playing'into their repertoire Historical and Literary Impersonations,
of teaching techniques. For role - playing is Six Characters in Search of a Novel, Se- .
not an end in itself; it is just one means in crets, Possessions, and Dec i s ion -Agent,
the service of good teaching, teaching Role Play. In "Chapter Three: Teatipt,
which promotes the growth of each with Role Playing," the pedagogical struic
learner." The author believes that role tures and concerns of role play are
playing is a critical technique since it cussed. A seven-part sequence of teac
meets a variety. of individual needs shnul- concerns is examined along with critieR,
taneously and thereby reaches man)/ stu- thinking skills, brainstorming,; a six-patl
demi.
... Role playing is viewedrts an apprd- valbing process, Old the evaluation of
pnate learning activity because it is ``one role-playing sessioW^
teaching method that involves students ac- . The fourth chapter ,discusses five
tively in the learning process, both in categories ',of benefit that.can be derived
simulated interactions and in determihing from -role playing, problem solving, re-
what path to take in the discussions ,t. h at hearsing, reporting,, developing empathy,
follow roleplay. Further, "roleplayingrits a and managing the .class. "What to Do
common and natural human activity, not When Things Go Wrong," the fifth chap-
just another artificial structure limited to ter, identifies some typical classroom prob-
the classroom." lems, including iniconventional views,
Six chapters and a recommended read- ,
discussion "killer ,' and horsing around,
ing list compose the book. The 'content and suggests gen 1 ways for dealing with'
reflects the clarification approach to values such situations. In the last chapter, "Role
education. The first chapter, "Decisions: Playing and the Developnient of Moral
An Open-Chair Role Play," describes the Judgment," the author summarizes
open-chair technique for role play and Kohlberg's scheme (as a method for hold-
three elabojations of this format, including ing vivid, intensive discussions on moral
the alter-ego voice and role reversal. The issues and for providing a kind of vicari-
teaching procedures involve the following ous role taking that develops the ability to
steps: the teacher orients the students to empathize with persons, in similar posi-
the subject matter, elicits topics of concern tions),,
from the class by using the open-chair Suggestions for both teacher and student
technique to reduce the risk, sets 'up the evaluatioti are given in Chapter Three. It
role play situation, and arranges the class./ contains two forms to assist in the evalua-
for the activity. tion of role-playing sessions, the "Teacher '
"Formats," the second chapter, pro- Self:Evaluation Form" and the -"Student
ides an overview of the various forms for Feedback Form."
rple playing. By presenting a variety of
formats, the author encourages teachers to,
"choose the ones that ,seem most appro-
priate to their teaching styles and to the
/
172
 ,,

' Title: VALUES AND TEACHIn WORKING WITH VALUES IN THE CLASSROOM
Authors: Louis E. _Raths; Merrill Harmin, and'Sidney E. Simon
e

Publisher:. Charles E. Merrill Publishing Co., 1300 Alum Creek Dr., Columbus, OH 43216
. Date: 1906'
Materials and Cost: Teacher's guide ($7.50)

Values aqlTerching is the original- overview book. 'Part Two presents a

teacher resource on the clarification ap- theory of in which the authors de-
proach to, values education. The authors scribe the ity of developing values,
explain their the,ory of values, review thg define values and valuing, and provide
research, discuss their methodology for val- suggestions about teaching for value clarity.
ues clarification, illustrate the use of several The third part, ``The Value Clarifying
strategies to help students clarify their Val- Method," describes 30 clarifying questions
ues, and discuss guidelines. and probfems in (for example, 'How did you feel when' that
applying, this approach. When developing happened?" "Can you give me some exam-
this resource, authors were motivated by the ples of that idea?" and "What other pos-,
following assumption. if children are helped sibilities are there?") accompanied by illus-
to use the valuing process [Clarification], trative dialogues, presents,examples of 13
they will ,behnve in ways 'that are less values sheets and outlines. the strategy for
apathetic, confused: and irrational and in using therm and discusses .classroom
ways that are more positive, purposeful, and strategies (role play thought sheets, action
enthusiastic." According to the authors projects, and so on) for developing discus -
"humans can arrive at values by an intelli- sions on value-related issues. Part Four,
gent process of choosing, prizing, and be- "Using the Value Theoryy' discusses prob-
having." The book was written and the ap; lems, emotional needs, and research,related
proach developed in ,response /0 the issues to'values_ education. Also included in this
and problems the authors see confronting ci part. are three observation instruments for
today's 'society. "the pace and complexity determining the effect of values clatifitation
of modern fife have so exacerbated the prob- on student behavior.
lem of deciding what is good and what is hi general, the research findings de-
right and what is worthy and what is desira- scribed in the book indicate that students
ble that large'numbers of children are find- become more vital and purposeful when
ing it increasingly Bewildering, even over, given opportunities to clarify their values.
whelming, to decide what is North, valuing, Various research studies of the value clarifi-
what is Worth one's time and energy." cation approach at the college, high sChool,,
The book focuses on thd process and 'elementary levels are summarized.
viduals own) determine their values, rather Suggestions for teacher evaluation are out-
than on the particular value outcbmes of lined in an -appendix, which presents a
personal experiences. The valuing process scheme for evaluating lesson plans and ways
ink,/ s, seven. essential cOmponents of coding specific questions.
`eh& i freely, choosing from among
alive's, choosing after thoughtful c n-
eraticin of the consequences of eac ter: ti
A 'native, tuizing and cherishing, a firming,
acting upon choices, and repeating suchac-
tion..: . .

Values and Teaching is divided into four

7 sections, followed by appendices; notes,
bibliography,' Ind index. Part One is an

173 Teacher: Clarification,

1'-t,
 4
Title: VALUES CLARIFICATION. A HANDBOOK OF PRACTICAL STRATEGIES FOR
TEACHERS AND STUDENTS
Authors: Sidney..B. Simon, Leland W. Howe, and Howard Kirschenbaum
Publishe;: 'fart Publishing Company, 719 Broadway, New York, NY 10003
D:ate: 1972
_

Grade Levels:. K- I2
Materials and Cdst: Teacker's guide ($3.95)

This handbook contains 79 strategies that involve circle graphs in which sthdeilts work
. teachers and students can,use to clarify their with the "Pie of Life" to evaluate a typical
persolial, values. ach strategy is'presented day in their lives andhow they might want to
with a statement f purpose, an outline of make that day better. ,
the procedures, a ote to tre teachers and There are no provisions for student evalu-
additional sugges ed applications of the ation, although another bdokt Values and
strategy. In order o help youngsters deals Teaching (analyzed earlier in this section); NI
pith widespreaconfusion and conflict over provides two observation instruments to
values; the authors provide opportunities for help measure changes in student behavior
, students to clarify their 'own values. Stu- related to values clarification. A Handbook
dents are encouraged CA choose freely from of Practical Strategies has not been sys-
__alternatives after thoughtful consideration tematically fieldtested, bta some of the
di the consequences, prize their choices, strategies have been subject to Si)* empiri-
, publicly affirm their choices, and act upon cal studies (See kaths et cd. 1966 and...
therh coasistently. According to the authors, Saperka 1973, p. 112). Most of thgse
'by follOwing thesefrocesks, students will studies, although methodologically we*
"behave in ways that are less apathetic, and somewhat inconclusive, do provide
confused, and irrational and in ways that are some basis for the authors' claini that stu-
more positive, purposeful, and entkusias dents who use values clarification "become
tic." Specific objectites are identified for less apathetic, less flighty, less conforming
each strategy. For instance, the objective of as well as less overdissenting." Kirschen- _
the "Rank Order" strategy is to give `'btu- baum 1974) discusses eleven recent studies
dents practice in choosing from among al- which involves more sophisticated
ternatives and in publicly affirming and ex- methodology and more emphasis on the
plaining or defending their choices. clarification strategies %found in the Hand-
The handbook begins with a fief book. Several Other recent studies are sum- ,
planation of the rationale an purpose of marized in the bibliography (Chapter VIII)
values cla tication, "folio, d bjfi,sygges- .6 of this Sourcebook.
`Lion r using the b o0fi'd descriptions of
the 9 values strategreAlThe strategies ern-
. phasize the proceiss'of valuing as well as,
personal value '''sues and problems. Com-
- pleting self- alysis worksheets and discus-
sing valu positions in small gimps are the
prima; activities 'enitiodied in the '4
strategies. The "Strength of, Values".
sdategy, for example, encourages students
to complete unfinished sentences such as,
"I would be willing to fight physically for '
" "I would be 'willing to die fdr
. . .," and "I will share only with my
friends my belief that . ." Other lessons
/d.

174

180y.`..
 Title: VALUES IN SEXUALITY: ANEW APPitOACH TO S X EDUCATION
Authors: Eleanor S. Morrison and .Mila"Underhill Price
Publisher: Hart Publishing Company, Inc., 719 Broadway, Ne York, NY 10003
Date: 1974
Grade Levels: 9-12
Miterialt and Cost: Teacher's guide ($4.95)

. Values in Sexuality is intended to provide required, objectives, rationale, arid detailed

a structure within which high school and procedural, instructions. Most of the ac-
college students can openly explore and dis- tivities can be covered in an hour or less.
cuss their feelings about sexuality. The au- The scope of the materials allows the teacher
thors strongly Mlieve that .sexuality in- to supplemeht and adapt lessons to include
volves the cognitive as well as the affective such issues as abortion, pornography, vene-
domain. The biological facts of life, are . real disease, and sex laws.
personal value system, life style, self- Self-evaluation is encouraged for each
image, communication skills, and under. student. In the final chapter students are
standing of human behaNior are considered asked to identify their most valuable learn-
in relation to human sexuality. Teaching ing experiences and to relate what they,have
students the skill, with which to clarify their learned from such experiences. The purpose.
OWI) values and to make intellige9t chbices of this activity is to summarize and evaluate
is the primary goal of this work., the course and what has been accomplished
Specific objectives for individual lessons by it. The activities originated and have
I in lude increasing self-awareness, promot- been used sucopsfully for a number of years
in critical self-assessment, clarifying val- with students inahuman sexuality course at
ue , and improving thinking and annuli- Michigan State ,University. It
ca on skills. For example, in the chapter on
se roles, one objective is "to increase
aw eness of-the-different Ways-one could
vie male and female roles; to shed light on
the options for individtfals." The authors
anticipate qualitative gains on the part of the
-student in terms of freedom to examine and
discuss sexual issues; clarification of values;
sensitivity ;to the importance of candidtalk
about sex; consciousness of cultural and in- ti
terpersonal .expressions of sexuality; and
. appreciation for' oneself;,one's body, and
one's sexuality.
All of the activities involve interaction in
the form of discussion. or role play and are
intended for small groups composed of
members df both sexes .The materials, de-
veloped for a six- to nine-week course; are
divided into eleven chapters. The filit
focuses on group-building activities. Others
deal' Aith physiology,' psychosexual de- 4
velopment, sex roles, nonmarital sex,
',values clarification, and- di ii s ns in
relationships. irtge4f,,, h 4
e.here
m
S.
is information about tItteria _Wed, time

Clthifikation
 8
r-

Title: VALUING EXERCISES FOR THE MIDDLE SCHOOL (Resource Monograph #11)
Authors: J. Doyle Casteel, Linda H. Corbett, Wellesley T. Corbett, Jr., and,Robert J. Stahl
kits*: P. K. 'Yonge Laboratory .Sch,Ool, College:of Education, University of Florida,
Gainesville, FL 32611 (Attn: Dr. J. B. Hodges) :
Date; 1974
Grade Levels: 5-8
- .

Materials and Cast: Teacher's guide ,(free on limited basis)

. . ,

Valuing Exercises for the Middle,;School

presents teachers with a. usable fOrMat for
'teaching values c larification. objectives. The
authors believe that the main goal of middle
. schools is to help students acquire skills in
the process of values- clarification. .The
strategy they suggest for accomplishing this -
goal is the value Sheet; a carefully planned
written exercise. These sheets form the link
between course content and-the goal of val-
ues clarification. This monograph proyides
r
examples of six types of value sheets which
teachers are encouraged, to copy or modify
and to try out in their own classes.
There are, two major sections to this
monograph,. The first introduces and defines
the value kfieet, its purposes, and its objec-
tives. The authors stress that value sheets are
1.
to be used in t onjunction with ongoing,
- courses of 'instruction; such as social
studies, language arts,' and science, so that a -
value sheet ditectly relateo a current topic
of study. Each, sheet must have .a social or
scientific ,contost in which a 'situation for
valuing is presented. Six formats for writing
valtfe sheets have been identified. These are
standard, forced-cimice, affirmative, rank-
'order, classification, and criterion (see the
analysis of Value Clarification in the Class-
rOom: A.Primer earlier in'this sectionfor an-
explanation of the formats). Iii addition to.
the value sheets, four catagories of discus-
sion questions,are included: empirical, rela-
tiohar, valuing, and feeling:
In the second section of the monograph,
examples of each' format are given These
examples are specifically, written for a unit
on the Bill of Rights4nd deal with the con-
cepts of justice and due process. Activities 4
include reading; writing, role play, class
discussion, and group work.

176
31.
.1i32
 r

ction,:. learn 'lig

1

rc

,r g.

Action earning is Cite leasfdeieeloped of nents ()faction learning see valuing primar-
the five values education ;-approaches in- ily as a process of self-actualization in which
cluded in the ty,pology pbriyed-froil individuals consider alternatives, Choose
social-psycliologiCal "concepts that ,stress freely iron) among thoSe alternatives, and
moving beyond thinIcingltnd feeling to act prize, affirm, and act upon their choices.
mg, this approach is related to theefforts of , Action learning advocates,however; extend
some social studies educators to emphasize this concept in two ways. First, they place
cotrununity,,based rather, than classroom- . more emphasis on action taking inside and
based learning actwities. This chapter ex- . outside the classroom than is reflected in the
plains the basic rationale, purpose, teaching clalification -approach. Second, the process
, methods, and instructional model of action of self actualization is yieWed as being tem-
, learning. An activity illustrating the applica- pered by social factors and group pressures.
tion of this approach'is also provided: At Values are seen to have their source neither
..present, this approach is hot prevalent in in society nor in the individual but in the
many edu,cati9nal curricula. Tho'se feW interaction between the person and the soci-
materials theo relate to or reflect action. -
learning are discussed here and-analyzed. The view of human nature that un rlies
this approach differs frOm the views upon:
`W,,hich the other approaches'are bas The
Explanatibn'of the other approaches consider the person either
Approach .
reactive (inculcation); active (analysis and
clarificatiotor aCombination of both
;(moral deVeloPinent). In connfact, the action
Rationale and,Ptappse. -the distinguish- ' ,learning approach kretives the- indiv,idual
Ing characteristic of the action learning-ap-:
, l asihteractiye.*-The kervn is not totatly rr

proach ig that it provides specific oppor- rY-

4o 1
, tunnies for learners to act on their values. This cdhception.o( human nature seems re-
That is, it does not confine values education lated to schools of thought,in various academic
to the classrobm or group setting but extendi disciplines: the positive relativists in philosophy
(Dewey 1939; Bigge 19711', the field theot in
it to experiential learning in the commun psychology and social psychology ilew1111055),
0 where the interplay. between choices and the social- psychological personality theorists
and therapists (A. Adler 1924; Homey 1950; Sul-
actions is centinOus and must be dealt with. .
' !Ivan 1953), and the syrhbolic ipteractionists in
"As do 'those who favor clarification, propo- sociology (BJumer 1969).

177
183
 4

'f4hioned by the environment or yice ;,ersa. dents to clarify :values about taking action ,
Neither does the person partly make the en- .and .to make a decision about personal in-
vironment and the environment partly make volvement.
the person. The person and environment, , 4) Planning strategies and action steps.
according to this thebry, are mutual co- Help students to brainstorm and organize
creators. The person, in fact, cannot be de- possible actions, provide skill practice and
fined out of his or her context. In reinterpret- anticipatpry rehearsal.
ing the ideas of the cognitive and social field 5) Implementing 'strategies and taking
psychologists, Bigge (1971, P. 40) clarifies action. Provide specific opportunities for
this position: . carrying out plans either as individuals
The basic pnnciple of interaction is that working alone or, as members of a group.
nothing is perceivable or conceivable as a 6) Reflecting on actions taken and con=
thing-in-itself, no object has meaning apart , siderina next steps. Guide students into con-
from its context. Hence, everything is con- sidering the consequences of the actions for
strued in relation to other objects. More
specifically, a thing is perceivedas a figure others, for themselves, and in relation to the
against a background, expenenced from a problem Also, guide students into thinking
given angle or direction of envisionment. about possible next steps.
Persons in a given culture have a common It WoUleseem that this is really a linear
social matrix, and a person devoid of a soci- modelthat one would start at the begin-
, ety is a rather meaningless concept. Still,
each person is unique in both purposes and ning and progress through each step. But in.
experiential background, and the reality real life this is rArely the case. Often people
upon which he bases intelligent action con- act impulsively after becoming 'aware of a
'I
sists of himself and what he makes of the prdblem and reflect later. It is for thiveason
objects and events that surround him. Thus,
VO
in perception, a man and his perceived envi7 thatpchoa and Johnson prefer to conceive
ronment are cp_o_ rdinatc, both are responsi- of the model as circular rather thin linear.
ble for what is-real.
ble As an instructional model it progresses with
the action; it is not for use simply as prepara-
TeachingMethods. Many of the teaching tion before the action.
methods used in the analysis and clarifica-
Illustrative Learning Activity. The fol-
tion approaChes are also applied in action
lowing activity has been developed by trans-
learning. Two techniques unique to the ac- forminga Communtity action project from
tion approach, howevereare skill practice in
Jones (191,1, pp. 26-29) into a valuing activ-
group organization and interpersonal rela- ity that ilhistrates the application of the in-
tions and action projects that provide oppor- s tional model for the action learning ap-
tunities to engage in individual and group pr achi
action in the school and community. In a discussion of community, problems,
Instructional Model. An instructional assume that students have expiessed a con-
valuing model that illustrates the action ap- xern, about living costs for the poor. The
proa-dr-is in the early stages of development
teacher guides students in converting their
by Annit Ochoa and Patricia L. Johnson at expressed concern into a Workable action
Florida State University. Their view is that problem by encouraging actualsliagnosis of
the model is circular rather than linearthat the real-life situation of the poor in their own
is, one may enter at any of several points and
community. For example, students might be
work backward and forward in the steps asked to gather data through field research
presented in the model. The six steps are as on the similarities and differences .in .mer-
fol lows: e,
chandise and credit costs between low-
1) Becoming aware of a problem or is- incolne and middle-income neighborhoods.
sue: Help students become conscious of a Two of Jones' survey charts, presented1be-
problem troubling others or themselveS. low, could be used to gather that data.
2) Understanding the problem or issue
and taking a position: Help students to After comparing and contrasting differ-
gather and analyze information and to take a ences on specific items such as radios and
personal value position on thAssue.
-/ 3) Deciding whether to act: Help stu;
vacuum cleaners, the studetts discuss their
results and formulate value questions. (Con- iy

178'
184
sider that, at this phase in the valuing pro- action suit against the store or finance agent,
cess, learners.are employing the methods of (3) write letters of complaint to local news
value analysis.) Once value questions have media and government officials, or (4) use
been generated, studehts employ value guerilla theater to dramatize fraudulent
clarification techniques to discover their commercial practices. They would then
own positions on those. questions. judge these action alternatives according to
- Next the teacher assists students in devis- their feasibility and appropriatenessa pro-
ing feasible action projects consistent with cess requiring further value judgments.
the value positions they have taken. For Once an action alternative is selected, stu-
example, if students decide after investiga, dents could proceed with planning and im-
tion that price and credit differences in' dif- plementation.
ferent neighbdrhoods are wrong, they might In summary, this activity begins after stu-
be encouraged to consider possible action dents become aware of a possible problem
alternatives to alter the situation. They involving unfair merchandise and credit
might come up with alternatives such as costs for low-income neighborhoods. The
these. (I) write and distribute a community activity then, follows in sequence Steps 2
"Buyer's Guide" describing product values through 5 of the instructional model. The
and the cost of credit, (2),inform the effectiveness of activities such as this one
neighborhood of legal assistance office and depends upon the feasibility of involving
Inquire about the procedure for filing a class sthdents in the alternative actions. Such
lo

Retail Price Survey*

To compare retail mark-ups on merchandise in low-income and middle-income
neighborhoods,.choose an appliance store in each neighborhood and price each of
the following items. (You may wish to choose several stores in each area and
calculate an average price for each neighborhood.) If possible, price the same
brand of each item in order to get an accurate comparison. If pa an learn the
wholesale prices of each item your survey will be more comp

Wholesale
I Store in
Low Income
Retail Price
Store in
Middle Income
Item Brand Price Neighborhood Neighborhood

Radio

Portable Color TV

Stove kI

Sewing machine

Refrigerator

Vacuum cleaner

Washing machine

*From Jones 1971, p. 26. Reprinted by permission.

179 Action Learning

.1,85
 Credit Practices -

To compare credit practices in the two neighborhoods, decide on a specific item

(such as a color TV) and "shop" for it at a store in each neighborhood. Request to
take home an unsigned contract or information about the store's credit program or
finance company contract.
Evaluate the contract or information to determine what happens if you fail, to
make a payment. Place a check mark in the appropriate column if the answer is yes.

Store,in Store in
.00-Lbw Income Middle Income
Area Area
Will the item be taken from you?
Must you pay the return charge?
Will you forfeit all payments made up tt
that time?
Will you be responsible for the unpaid '
. balance? .

If the item is resold for than the

'unpaid balance, can the store refuse to-
,give your money .back?
Will you be responsible fof any defect %.)
damage to the item?
COuld the selig collect part of your
wages?
If the contract requires a co-signer, will
he be liable for the debt?
Could your-property, or that of your co-
signer, be takep and sold to pay toward
the obligation?
If a second item were added to the first
contract, could the first item be taken if
you miss payment]bn the second?, .
If you mplete payment before the due
date can t store refuse to refund part of

/ the finance charge?

'Does the contract contaitva confession
clause?

*From. Jones 1971; p. 27. Reprinted by permission.

. r

180
6
; 4
 practices are usually difficult to Finding Community, one Of tile two
operationalize in traditional schools because teacher resources analyzed in this chapter, is
of scheduling and, administrative and paren- really a guidebook for t ommunity action
tal opposition. projects related to a variety of issues, includ-
Materials and Programs. Few materials ing welfare, the police, buying and selling,
or progams truly reflect the action learning and schools. Clearly embodying an activist
approach to values education. Fred New- value orientation and concentrating solely
mann at the University of Wisconsin, Madi- on actions against social abuses, this text is
son, has experimented with social 'action not really a values education work. It can,
an'd, community involvement projects in however, be used to implement some of the
secondary schools. Based on that work, he steps outlined in the action learning model.
has formulated and presented a rationale and Finally, the last resource analyzed is the
general structure for including action learn- teaching guide (Allen 1973) for tile Values
ing as a fundamental part of the secondary Education Series. Although the questions
curriculum (Newmann 1975). Considering and activities in the student texts emphasize
.values education one component of a citizen the clarification approach, the 'teacher's
action curriculum, his new book, Education guide presents a rationale for values educa-
for Citizen Action, also includes the ex- tion based on "social self-realization" and
plication of a model for curriculum de- community involvement-1 purpose
velopment, a discussion of various choices closely related to the rationale of action
facing teachers involved in citizen action learning.
education, and a hit of organizations and
projects that support community involve -.
ment. The teacher text was received too late
to be analyzed in this book.
Another recent effort related to the action
learning approach to values education is the
develOpment of 'a junior high school cur-
riculum package, Skills for'Ethical Action,
by the Humanizing Learning Program of thee
Research for Better Schools in Philadelphia.
7fiey are currently creating "a set of ingtruc-
tional materials designed to. teach junior
high school students a behavioral strategy, a
step -by -step guide, which enables them to
act ethically in their daily lives" (Chapman vo;
1975, p. 1 y. Pilot testing of these materials is
planne`cf for January J 9715%,.
Three other resources related to the action
t approack are analyzed in this chapter. They
are?So `dal Adtion, one of the unit booklets
in the Public Issues Series (Xerox), Finding
Community (Jones 1971), and the teaching
guide for the Values Education Series
(McDougal, Littell). Social Action focuses
on individual and group community action.
Because the teacher's guide includes some
suggestions for action projects, this material
has been considered an action learning re-
source. It should be noted, however, that,
like the other materials in the Public Issues 1
Series, most of the questions land activities
n the student booklet use thq,..aaalysis ap-
proach. .

' 181 Action Learning

187
 a

Title: SOCIAL ACTION: DILEMMAS (AND STRATEGIES (Public Issues Series)

Directors: Fred M. Newmann and Donald W. Oliver,
Publisher: Xerox Education Publications, Education Center, Columbus, OH 43216
Date: 1972
Grade Levels: 9-12 ,

Materials and Cost: Student text '($0.50), teacher's guide (free with purchase of 10Sr 'my
student books)
9

Social Action: Dilemmas and Strategies public officials and action group_ members,
is a booklet of case studies con9srning actual and* survey s of community attitudes and
student involvement in socialIction. New- needs are suggested in the teacher's guide. If
mann and Oliver believe that an individual the students discover a cause with which
can influence public policy. The purpose of they can identify, they are encouraged to
le book is not to get students involved in draw up a plan of action and to carry it
anyParticular social issue, but rather to haie through.
them discover where their own interests lie Actually carrying through with an action
and to ask' questions about social action project will require school and parental sup-
projects concerning legitimacy of involve- port. The problem of a school's becoming
ment, skills needed for effectiveness, involved in partisan politics is dealt with in
strategies used, dilemmas faced, and per- the book, and one case includes student dis-
`Sonal commitments necessary. After deal- cussion of possible solutions to such a prob,,,
ing with such questions and analyzing their lem. Two student tests are included to
feelings about issues that arise; it is hoped estaluate the students' factual kndwledge as
that students will become involved in a so- well as their analytical skills in,relation to
cial actin project of their choice. social action.
Social action, not to be confused with
radicalism, is defined in these materials as
"any deliberate attempt to influence an in-
stitution or public policy." As preparation
for taking some action of their own, students
read case studies of social action projects.
These include a Project in which young
people organize to save a fOrist from hous-
ing developers and another case in which
black students rally support for desegregat-
ing restaurants. Through the case studies,
'students gain insights into "choosing, par-
ticipating in, and evaluating their involve-
ment in social action projects." Students
consider such factois as group solidarity and
risks involved ,,They discuss alternative
courses of action, methods, art4inthe event
of success or failure, the values of the action
taken. After reading and discussing the case f-
studies, and possibly role playing, students
may enter the research and exploration$age
to discover community issues. that may be
important to them. Activities such as field
trips to community agencies, interviews of

184
189
 DESCRIPTIVE PRECONDITIONS SUBSTANTIVE
CHARACTERISTICS Amount,Of Reading CHARACTERISTICS
Grade Level x Much Values Education Approah
_ K-3 _ Moderate Inculcation
4.6 Very little _2_ Moral development
_ 7-8 Teacher Training Analysis
x 9-10
_ Provided in materials
_ Clarification
x 11-12 Action learning
_ Suggested by developers
Materials l_,Not mentioned ether:
x Student materials _ Other.
Teadier guide Prejudice /Stereotyping
Values Education Emphasis
A-V kit
Much evidence (= M
_ Major iocus
Tests 2L.One oTseveral concerns
Some evidence = S
_ Other: Racial or Ethnic
A minor concern
Sexrole Process/Content Dnphasis
Time Other. x Process of valuing
J Curriculum (2 or more years) Content of valuing
Course (one year) EVALUATION Objectives
Semester (half year)
Minicourse (6-9 weeks)
INFORMATION Stated specifically
Provision for Student Stated generally
x Units 11.3 weeks)
Evaluation _ Not stated
x Supplementary
Other: x Instruments specified Student Activities
Procedures specified Used of stressed frequently
Guidelines suggested =F
Medium Used Nothirig provided Used or stressed occasion-
Othef ally = 0
x Readings
Materials Evaluation F Reading
Worksheets 0 Writ ng
Films Materialls tested = T
' F Class discussion
r-- Filmstrips Results available = A
F Small-group discussion
Records or tapes Fieldtested before publica-
tion _ Games
Chartt or posters
Fieldtested after publication
_ Simulations
Transparencies
Role playing
Other: _ User feedback solicited
Ac,tion projects
Other:
Other
x _4\tot-evaluatedif

On

185 Student: Action Learning

180
 41

action learning:
teachqr materials-

Finding Community: A Guide to Community Research and Action 188

Teaching Guide to the Values Education Series 189

II

187-
1191
 a

Title: FINDING C MUNITY: A G9IDE TO COMMUNITY RESEARCH AND .14

ACTION
Preparer: W. Ron Jones
Publisher: James E. Freel and Associates, 577 College Ave., Palo Alto, CA 94306
Date: 1971

Grade Levels: 9-12

Materials and Cost: Teaiher's guide ($3,45)'

The basic purpose of Finding Community eluded in the chapter on food costs and qual-
is to help students explore how well existing ity, for example, is a "Food Market Sur-
institutions are serving the needs of the vey." A chart is provided for students to
people. Its us`, however, is not limited to compare prices of selected items in low- and
form at all levels and can be used with com- middle-income markets and food coopera-
munity groups, individual citizens, or any- tives. Students also investigate selling prac-
one interested in and concerned about tices and credit abuse in their community.
contemporary social problems. As an in-
strument of learning, "it is based on the
belief that a good way to learn about com-
munity is to gel involved with it, and that
taking action on problems is as important as
finding out about them." The guide de-
, scribes a variety of issues and 'then offefs
procedures for local research and acti n
concerning these issues.
The book focuses on social topics, in lud-
ing food costs, selling practices, the v. Ifare
system, poverty, police, and the sch9ol sys;
tem. Each of the 11 chapters is divided into
four parts. The first part, entitled/"fndict-
' ment," briefly describes the content of the
chapter.'The second part presents various
readings that give evidence about 3n issue
drawn from various sources, such as the
writings of Michael Harrington, Neil Post-
man,''and the Medical Committee for
Human Rights. A third part, "Community
Research and Action," provides surveys
and procedures to help students determine if
' conditions described in the indictments can
also be found in' their community. The
fourth section contains descriptions of-what
others are doing to respond'creatively to the
problems cited in the chapter. For example.,
reports on a buyerg' boycott and on an alter:
native schools project are options listed in
oue,chapter.
19'he activities included in the book in-'
vdlve research and action related to a
specific problem. One of the activities in-

188 ,

C 192
 Title: TEACHING GUIDE TO THE VALUES EDUCATION SERIES
Author: Rodney F. Allen
Publisher: McDougal, Littell and CoMpany, Box 1667-B, Evanston, IL 60204
Date: 1974
Grade Levels: 7-12
Materials and Cost: Teacher's guide ($1.50)

Teaching Guide to the Values Education value issues. The fifth chapter explicates the
Series was originally developed as a guide to four -dimensions of values education em-
the Plover Books Encounters with Lift bodied in the Values Education Series. (1)
, Series, which is now published hy critical-appreciative study of others' values,
McDougal, Littell under the title The Values (2) personal awareness of one's own values
Education Series. Although designed and feelings, (3) ethical reasoning skills
explicitly to accompany the three texts in the and, (4) life-style considerations. The sixth,
secondary series, the teacher's guide is a chapter outlines four processes, or
useful resource for anyone interested in val- strategies, for teaching values education
ues education. through ethical cases. The last process is a
The work is a 92-page narrative that dis- nine-phase strategy developed by the author
« cusses philosophical issues relatedlo values to encompass the other three processes. In
education and explains certain procedures Chapter 7 the author, discusses various
and processes that could be used to teach for guidelines or rules for evaluating student
value development. The ideas incorporated growth in values education on bothiong-
in the book integrate the analysis, moral term bases (analysis of videotape dis-
development, and clarification approaches, cussion, self- anajysis of student's work,
and also emphasize action learning objec- determination of Kohlberg's stages) and
tives. "Social-self-realization" is identified short-term bases (teacher observation, writ-
as the overall goal of the Values Education ten exercises). The last chapter briefly ex-
Series. Stressing that the highest conception plains that the teacher should assume the
of morality must incorporate the concept of rile of an inquirer, evaluator, and facilitator
community, the series is designed "to get of an open, probing classroom. Supplemen-
students out into the community . . . to get tal lists of readings and films related to the
adults into schools to share concerns, won- topics of the series are also provided.
der together, to work together on commu-
nity 'problems and policies."
Chapter 1 of the guide outlines various
approaches to values education and explains
the goal and purpose of the series. The next
three chapters discuss the inadequacies of
exclusively using a rational decision-
making model; describd Clyde Kluckholn's
(1951)-model of goals, values, and ultimate
concerns; explicate nine different orienta-
tions to justifying decisions; and discuss the
nature of the "moral person" in relation to
Maslow's (1962) hierarchy of needs, Wil-
(son's (1967) six characteristics of the truly
moral person, and Kohlberg's (1966) six
stages of moral development,
The remaining four chapters focus more
practically on the educational implication of

1'89 Teacher: Action Learning

193
 VII
evocatipn and union
4;$

----
..---
".....-.

The five approaches to values education de- canon. Its purpose is to help students evince
r
scribed in the previous chapters represent and express their values genuinely andspon-
the range of alternatives reflected in existing
curriculum materials and teaching re-
sources. There are, hdwever, two other ap-
discussion. /
taneously without thought, hesitation,, or

.Probably the only pure exapiple Cf. a per-

proaches which, for lack of Instructional 'son valuing in the way th evocation ap-
resources, have not been included in the proach suggests is the in nt, who without
typology of approaches but are nevertheless thinking or hesitating k ow swhat his or her
valid alternatives in values education. organism wants and d s not tvant, likes and
Firmly. grounded in philosophy apd dislikes, and appro es and disapproves, and
psy0ological theory, the "union" and wh spontaneous) behaves by crying, coo-
"evocation" approaches are briefly ing, or laughi g. Carl Rogerst (1964, pp.
explained below. 160-67), in- f t, sees this as the first stage in
0 the develop ent of a person's valuing pro-
cess. He alls it "organismic valuing"
Evocation one's or anism instinctively knows what is
good f r itself and what is not. Respite the
Soihe theorists conceive of valuing as a prd- poss. ility that only an infant can truly-,
cess of emoting or feeling. Values,are seen . "evoke values" spontaneously, this ap-
as personal emotioiis reflecting moral ap- pr ach is considered here for two reasons.
proval or disapproval. No set of values is F rst, the rationale upon which it is based
thought to be better or worse than another. as been supported by several philosophers
Except for measuring the strength of one's and psychologists.* Second, some
values, objective, empirical validation is / educatOrs,Rogers included, believe that one
impossible. People are valuing when they / '
are actually evincing or expressing moral *The rationale for the evocation approach
seems closely related to the ideas of
feelings, not when they are making state- philosophers such as Ayer 11946) and Wester-
ments or assertions about them. Valuing, marck (1932) and psychologists such as Combs
according to this viewpoint, is the experi- and Snygg (1949) and Whitaker and Malone
(1953). Each of these theorists stresses either the
ence and expression of one's own intensely subjective or the emotional side of a person, or
personal feelings about good and evil both. Psychotherapists Whitaker and Malone, in
fact, directly attempt in their therap to help per-
The values education approach based on sons engage in spontaneous, autonomous
such a conception of valuing is termed evo- choosing.

191 Evocation and Union

b 19 4
of the key goals of values education should to the spirit of evocation. each of these pro-
be to help persons once again "get in touch" grams emphasizes cognitive growth as well
.with their vIlmtaneous, emotional, and or- as affective development.
ganismically based valuing Process and in- While not denying the importance of ra-
tegrate it into their value system. tionality, another cumculum project, Essen-
No one has developed an explicit teaching tia, clearly focuses on the emotional and
methodology or an insictional model to . intuitive side of human learning. Although
help teachers in apply inYthe evocation ap- concentrating on the development of student
proach to values education. Extreme propo- and teacher resource materials for environ-
nents of this approach w ould consider a rigid mental education, the directors seem to
set of procedures contrary to the essential propound a position on values education
purpose of evocationto foster spontane- closely related to the evocation approach.
ous, nonrational choicemaking. Samples (1974, p. 49), for example, affirms
Some methods that have been used by that personal experiences and some research
teachers do, however, seem to reflect this indicate that a person's most significant de-
objective The open school or classroom cisions are "based on emotion and intuition,
that emphasizes free exploration and reac- not logic and rationality." He urges that
tipn to the environment especially in terms teachers help students become "increas-
of feelings would be one example. Another ingly sensitive to the emotional drives that
method that seems related to this approach is engage their value structures."
to present a series -of provocative stimuli A few of the activities embodied in the
for example, pictures, slides, filmstrips, environmental studies materials developed
movies, and/or readingsin order to elicit by Essentia, Essence 1(1971) and Essence 11
spontaneous, gut-level reactions from the (1975), seem to reflect evocation goals and
students. The goal would not be to discuss or methods. The Essence materials consist
analyze these reactions, but to get students primarily of photo cards with several ac-
to react personally and genuinely to the situ- tivities printed on one side. One card, for
ations in terms of their own values. example, is a photograph of a student kneel-
The basic technique of Transcendental ing on the lawn in front of a building that
Meditation (TM) also seems related to the looks like a traditional school. The activity
evocation approach. The fundamental pur- into "go outside and do something that you
pose of TM, as explained by the Research mall; want to do." The follow-up questions
Coordinator of the International Center for include. "How did you feel% about doing
Scientific Research at Maharishi Interna- your, thing? While doing your thing?" A
tional University, is to "develop the full suggestion is made to "create something
potential of the individual, effortlessly and that expresses your feelings about doing
spontaneously." He further writes that the your thing." While this activity, like all the
technique involves "no contemplation or activities in this program, does involve cog-
concentration . . . No analysis of thought nitive proc8ses, it does encourage students i
takes place, nor does the meditator in any to be spontaneous in their actions and feel-
way attempt to manipulate or control mental ings. Also the follow-up questions and ac-
or physical phenomena." tivity minimize sequential, analytical think-
While TM has become an accepted part of ing and focus on intuitive, metaphoric think-
the curriculum in some stales (Driscoll ing. Thus, the "your thing" activity does
1972), there are no curriculum materials or represent the basic purpose and procedure of
programs that directly manifest an evocation the evocation approach to values education.
approach to values education. Several edu-
cational programs, such as "confluent edu-
cation" (BrowV1971), "curriculum of ef-
fect" (Weinstein and Fantini 1970) and the
Human Development Program (Palomares
.
and Bessell 1970), stress awareness and ex- *These statements are from a letter written to
Christine Ahrens by Nicholas 'Bedworth, Re-
pression of feelings, but they do not con- search Coordinator, ICSR, Maharishi Interna-
sider feelings as values. Moreover, contrary tional University, February 13, 1975.

1,9 2

195
 Union icate task. One might easily -and unwit-
tingly begin to use inculcation to try tp instill
One group of theorists contends that values a feeling of at-oneness in students. Or, if one
are eternal ideas that have their source in tried to explain this unity, of the cosmos by
God. The popular interpretation of that examining its chemical/physical aspects,
viewpoint is that God is an absolute one would be using analysis. Only if an
monarch who dictates the "right" spiritual activity led to an intuitive, transrational
values to His followers. Traditional Western awareness of ultimate unity would the ap-
Christianity reflects this view, and tradi- proach truly be union.
tional approaches to Catholic education are This is not to say that partial manifesta-
examples of values education based on this tions of this approach do not exist in educa-
idea. This conception of value indoctrina- tional theory and practice. Recent trends in
tion, however, does not necessarily fall out- Catholic education, such as "search- re-
side the typology. From his viewpoint, valu- treats," strive to provide students with ex-
ing is considered a mystical socialization periences emphasizing the unity of all
process in which values from an outside peoples and things. Many environmental
source, in this case God rather than the cul- education programs stress similar view-
ture, are being instilled into persons. Thus, points. "Confluent educatitn" (Brown
this interpretation is really a form of inculca- 1971) is one example of a nonreligious edu-
tion. cational program exhibiting some concern
There is, however, another interpretation for transcendent expenences and spiritual
of the union approach which derives from a development (Assagioli 1971, Yeomans
conception of God vastly different from the 1972).
transcendent ruler concept. According to Confluent education, which has already
this view of union, God is seen as the "ulti- been mentioned as related to the evocation
mate ground of being," the fundamental approach, derives part of its theoretical basis
essence of things. The individual is not con- from Assagioli's, "psychosynthesis." It
sidered apart from God, but as one with therefore contains a "transpersonal" as well
Gnd This interpretation offers a distinctive as personal component. The following fan-
view of human nature which is shared by tasy trip is designed to help persons experi-
many theorists.* Valuing, even if it in- ence this "transpersonal self' by means of
volves ultimate, absolute values, cannot be transforming symbols and active imagina-
an inculcation process according to this ap- tion. It is presented as recalled from a work-
proach because there is no external force shop with George Brown.
imposing values from without.* Rather,
valuing is seen as a process of making con- 1) Close your eyes and relax. (pause)
tact with the core of being inside and outside 2) Choose the first symbol that comes
oneself. This contact focuses on a feeling of into your mind to represent your feelings.
"at-oneness" with the cosmos, variously (pause) Picture it vividly. (pause) What does
termed cosmic consciousness, individuation it tell you about yew feelings? (pause)
of the self, power of being, peak experience, 3) Now:choose a symbol for your mind.
and the You are It feeling.
-A variety of techniques exists to assist
persons in achieving this experience. Some *The follov.ing theorists reflect this view of
human nature and existence: existentialists Til-
of these are Jungian dream analysis and loch (1952) and Bugenthal (1965), Eastern
psychotherapy, meditation, encountering philosophers Watts (1967) and Suzuki (1959),
transforming symbols, self-hypnosis, active depth psychologists lung (1939) and Progoff

-dhism.
and symbolic imagination, and Zen Bud-
There are, however, no instructional
(1956), and the sociologist Pitrim Sorokin (1959).

**This points to an essential distinction between

models or materials to integrate this ap- union and evocation. While evocation em-
phasizes ,intrinsic over extrinsic feelings and
proach to values and valuing into the school internal over external reality, the union ap-
curriculum. Translating the "union" or proach stresses that dichotomies such as those
are mostly illusions. Intrinsic and extrinsic or
-"cosmic consciousness" objectives into internal and external are two sides of the same
specific class activities is a difficult and del- fundamental reality.

193 Evocation and Union

196
 The first one you think of (pause) Picture it have Lommitted much of their energies to
vividly (pause) What-does it tell you about group seminars, workshops. Lreative artistry
your mind? productions, and personal activities de-
4) Now carry on a Lonversation between signed to deepen and broaden the feeling of
the two symbols. (pause) Now you can enter oneness with the universe
the conversation and talk to either or Many spiritual groups in North America
both. (pause) who have based their'ideas on one or more of
5) OK Now take one sy mho! in one hand the Eastern religions seem to have purpose%
and the other symbol In the other hand and similar to the union approach to values edu-
imagine that you are walking along a road cation The Yasodhara Ashram Society of
that gradually leads up a mountain (pause) British Columbia. Canada:for example. of-
It's a bright dear day Picture vividly what fers educational programs designed to help
you see as you w alk up the moun- persons discover and actualize their true,,,
tain (pause) Self. One activity. "life seals"' (Radha
6) The siin is bright and warm. but pleas- 1970. seems to reflect union purpo;es and
antly warm (pause) Now you are on top of methods. This exercise involves choosing
the mountain (pause) Picture the view viv- and drawing symbols to represent some of
idly (pause) Fed the warmth and brightness your characteristicsyour five senses, six
of the sun. (pause) positive and six negative qualities, and so
7) Now you look up at the sun and see a on The symbols are then arranged around a
wise old man in it You may w alk up to him small dot that symbolizes your essential be-
and ask him anything you want or you may ing. You can then merely let that-picture
stay on top of the mountain and feel the make an imprint on your mind or think about
warmth and light. (pause) OK If you were the relationships among and the meanings of
talking to the man, come down from the sun the symbols. This activity then uses sym-
to the mountain top and feel the warmth and bolic imagination and creative art in an at-
light once again. (pause) tempt to stimulate unconscious as well as
8) Climb down the mountain (pause) conscious processes and -to lad to a new
OK, yOu're down. awareness of Self.
Questions: Excepr in the religiously oriented periodi-
I) What were your symbols? What did cals and books, the union,approach seems to
they tell about you? Did anything happen to receive scant attention in the educational
them during the trip? literature. One ekception is an article by
2) Did you feel the warmth and light of Harman in Approaches to Education for
the sun? Whose was it really? CharaCter (1969, pp. 301-14), which iden-
3) Did you talk to the wise old man? tifies the process of cosmic consciousness
About what? Did he answer? and confrontation with transforming sym-
4) Were you able to get into this fantasy? bols as two significant approaches to self-
Why or why not? image transformation. Another is an article
5) What was the most meaningful part of by Foster in Values in an Age of Confronta-
the fantasy for you? What does that say tion (1970, pp. 119-23) which stresses the
about your values? need to view valuing essentially as a reli-
gious experience.
Outside the educational system there have Drews and Lipson (1971) also acknowl-
also been manifestions of this approach. edge the possibility that values have their
Workshops and seminars conducted by the source in an ultimate ground of being. They
late Alan Watts and other similarly oriented contend that one might become attuned to
theorists used a variety of Methods to con- "goodness" by experiencing cosmic con-
vey the message of oneness. Another effort sciousness (Drews and Lipson 1971, p. 68).
to convey this fundamental unity of the They envision education as creative growth
cosmos is the Creative Initiative Foundation affirming "the unity of all and the cosmic
.(2555 Park Blvd., Palo Alto, CA 94306). consciousness which apprehends it . . .
This community consists of families Each person is regarded as both a unique
(largely in the San Francisco Bay area),.who entity and a part of the universal order"

194
19/
 )

iDrev.s and Lipson 1971. p 153) ing and Relevance for Education" (McWat-
Finally, a relent anthology of readings ers 1975), and "Some Applications of
entitled Four Ir"( holoi;tes 4pplied to Edu- Psychosynthesis in the Educational Field"
cation (Roberts 1975) contains one section (Crampton 1975).
ot. art IL les foL using on transpersonal Generally, however, it appears that the
psyL hology and its educational implit.a- union approach to xalues education is being
nuns Three ankles pall,. ularly relate to the manifested primarily outside the -educa-
union appruaLh beLause of their emphasis tional system. Some oFthese manifesta-
on educating for ultimate alues and for the tions. such as the efforts of the Creative
realization of the essential unity v. ith all Initiatixe Foundation, could be used as
being These articles are Education .tor bases for deNeloping and refining such'a
Trahs-LendenLe' iNlurphy 1975). An Out- alues education approach as an integral
line of Transpersonal Pty L holog) IN Mean- part of the existing educational structure

\I

195 Evocation and Union

196
 VIII
a bibliography of
values education
materials
This bibliography is divided into two 190, Arlington, VA 22210. EDRS will ad-
parts. T1 first section is otganized accord- vise of the price 'for microfiche and
ing to aploroach and contains annotated ref- hardcopy, You should refer to the ED
erences for four categories of values educa- number when requesting price information
tion materials. student materials, teacher or ordering. The price is also indicated in the
materials, theoretical background materials, resume of the document found in the
and research studies and articles. An as- monthly ERIC index, Resources in Educa-
terisk (*) precedes those materials that have tion. Articles from educational journals are
been analyzed in this book. To locate the also included in this bibliography.' They
analysis, note the title of the asterisked have been selected from the Current Index
material and check the Index of Materials. to Journals in Education, ERIC'S monthly
The second part is a selective bibliogra- index of educational journals. Y,ou should
phy of works related to values and values refer directly to the journals cited for these
education that the authors of this paper have articles.
not classified by approach. lijoluded in this
section are lists of other bibliographies on
values, student and teacherm4terials related
to values education, catalogs containing
films dealing with valCia, and other
background materials on valttes and values
education.
Both sections of the bibliography contain
works that are indexed in thelERIC system.
These are identified in the citation by their
acquisition number (e,g., E1716134 352). If a
nearby library or resource cem#r has a com-
plete ERIC microfiche colleo'tkon, ybu may
use the ED number for locatIbg the docu-
.
ment and reading it on the:library's mic-
rofiche reader. If you would; like to order a
microfiche or "hardcopy" (5cerography) of
the document, write to the ERIC Document
Reproduction Service (EDRS), P.O. Box

197
190
 annotated bibliography
of values education materials
classified by approach

A. Inculcation
1. Student Materials: Inculcation
*a. Blanchette, Zelda Beth, et al. The Human Values Series. Austin, TX: Steck-
Vaughn, 1970, 1973.
K-6. A set of supplementary textbooks, this series is designed to help students
think about and develop eight basic human values, including affection, respect,
well-being, and enlightenment.
*b, Character Education Curriculum. Living with Me and dthers. San Antonio,
TX: American Institute for Character Education; 1974
K-5: This character education program consists of a teacher's handbook, a
teacher's guide, student worksheets, illustrations, evaluation instruments, and
posters for each grade level. The materials are designed to encourage students to
adopt the stan,dards of behavior embodied in Russell C. Hill's Freedom Code
(be honest, be kind, do your fair share to help those in need, make creditable use
of your time and talents, etc.).
reedom and Responsibility. A Question of Values. White Plains, NY. The
Center for Humanities, 1973.
9-12. This audiovisual kit contains 160 slides in two carousel cartridges, two
cassettes or two records, and a teacher's guide. Part I focuses on freedo and
shows various ways in which human potentialities are limited. Part II cen rs on
responsibility and the consequences of accepting responsibility for d isions
made. ),.
*d. Leonard, Blanche A. Building Better Bridges with Ben. Santa Mon a, CA:
Sunny Enterprises, 1974.
4-8. This teacher's guide and student hook attempt to encourage stud nts to act
in accordance with 11 of Ben Franklin;s virtues, including humilit , justice,
sincerity, frugality, and industry. ,

e. Mitsakos, Charles, general ed. Theamity of Man. A Social Studie Program.

Newton, MA: Selective Education 1 Equipment, 1971-74.,
K-5. Prepared bahe University, of Minnesota Project Social St dies, these
multimedia, hand7-on kits are designed to teach skills, general ations, and
concepts, as well as values and, attitudes. Values such as curiosit , respect for
evidence, appreciation and respect for cultural diversity, and hum n dignity are
emphasized.

198

2 01
 f. Senesh, Lawrence. Our Working World. Chicago, IL: Science Research As-
sociates, 1973.
1-6. Titles in this program include Families, Neighborhoods, Cities, Regions
of the United States, The American Way of Life, Regions of the World, and
the rationale book, New Paths in Social Science Curriculum Design. The
purpose of the program "is to develop children's imagination and willingness to
work to build a world where people live harmoniously together and harmoniously
with their environment." Values emphasized in addition to harmony include
interdependence, the recognition and acceptance of individual and cultural differ-
ences, and the need for laws.

2. Teacher Materials: Inculcation

*a. Bensley, Marvin L. Coronado Plan. Teacher's Guides. San Diego, CA: Pen-
nant, 1974.
K- I3. These grade-level teacher's guides integrate the Rucker values education
approach with a drug abuse curriculum and outline activities for various subject
areas, including social studies and English. The guides were developed as partof
a drug abuse project in the Coronado, California, school district.
*b. Brayer, Herbert 0., and Zella W. Cleary. Valuing in the Family: A Workshop
Guide for Parents. San Diego, CA: Pennant, 1972.
This handbook outlines actions parents can take to develop family relationships
around sharing the eight values first postulated by Rucker et a/..,(1969) and
embodied in The Human Values Series textbooks.
*c. Hargraves, Richard B. Values: Language Arts. Miami, FL: Dade County
Public Schools, 1971. ED 064 738.
7-12. Designed for a values program based on a study of Ilterature, including
The Man Without a Country" and "I Am a Rock,' this curriculum guide
attempts to help students become aware of and develop a value system that
incorporates ,a positive self-image and the values of peace, justice, and freedom.
*d. Hawley, Robert C. Human Values in the Classroom. Teaching for Personal
and Social Growth. Amherst, MA: Education Research Associates, 1973.
K.:12: Stressing the need to shift from a competitive to a cooperative value
system. this guidebook contains discussions and suggested activities to help,
teachers focus on basic values such as love, trust, interdependence, and joy.
Topics covered in The book include human values and needs, achievement
motivation, communication skills, values clarification, and decision making.
e. Lakota Woskate. Curriculum Materials Resource Unit 6. Spearfish, SD:
Black Hills State College, 1972. ED 066 240.
9. Utilizing games and sports, this unit is designed to teach ninth-grade children
of the Ogla Sioux people the values of endurance, risk, desire to excel, and
respect f9r-otkers
f., Los Ang4s City Schools. The Teaching of Values: An Instructional Guide
for Kinderkaden, Grades 1-14: Los Angeles, CA: Division of Instructional
Services, Los Angeles City Schools, 1066.
K-14: This curriculum guide is designed to help teachers encourage students to
develop certain values, such as love, respect for law and order, reverence, justice,
and integrity.
g. Pasadena City Schools. Moral and Spiritual Values. Pasadena, CA. Division of

199 Inctilcatioii: Bibliography

2 01
 Instructional Services, Pasadena City Schools, 1957.
K-12: This curriculum guide is based on the convictiont that the school should
instill certain moral and spiritual values into students.
*h. Rucker, W. Ray, et al. Human Values in Education. Dubuque, IA:
Kendall/Hunt, 1969.
K-12: This is the teacher text upon which programs embodying the eight value
categories'of Lasswell and Rucker (well-being, rectitude, affection, . . .) are
based. It identifies classroom practic s.s. that tend to promote those eight values.
In addition, discussions of order aadiscipline, the enhancement of self-image,
and the measurement of value growth are included. A report of a school project
using this approach to values education is also provided.
*i. Simpson, Bert K. Becoming Aware of Values. San Diego, CA: Pennant, 1973.
K-12: A teacher handbook for applying the Rucker approach to the classroom,
the book contains a discussion of the principles and processes involved in 1.4 is
approach, as well as summaries of activities, materials (especially games), and
evaluation instruments based on this approach.
j. United States History: From Community to Society. Teacher's Guide, Grade
Six, Project Social Studies. Minneapolis, MN: University of Minnesota, 1968.
ED 068 383.
6: This teacher's guide to the sixth-grade component of a sequential K-12 social
studies curriculum contains seven units designed to help students learn scholarly
values, democratic values, and the value of human dignity.,

3. Theoretical Background Materials: Inculcation

a. Sears, Robert R., et al. Patterns of Child Rearing. Evanston, IL: Row, Peter-
son, 1957.
The book presents a Freudian interpretation of the process of valuing whereby the
child forms an ego-ideal within his or her own personality which corresponds to
the values of the parents.
b. Whiting:John William. "Socialization'Process and Personality." In psycho-
logicid Anthropology, Francis L. K. Hsu, ed. Homework!, IL: Dorsey, 1961, pp.
355-99.
In reviewing various cross-cultural studies of child rearing practices from infancy
to later childhood, the author finds evidence to support the hypothesis that
personality is determined bythe maintenance systems and child training practices
of the culture.

4. Selected Research Studies and Articles: Inculcation

a. Abrams, Macy L, and James A. Saxon. " VIDAC: A Computer Program for
Value Identification and Classification." Unpublished doctoral dissertation. San
Diego, CA: United States International University, 1969. (Abstracted in Disser-
tation Abstracts International 31: 2224-25A, November 1970)
In this study-a content analysis dictionary and computer program were developed
to-interpret written responses according to the Lasswell/Rucker value framework.
b. Bandura, Albert, and Fredrick J. McDonald. The Influence of Social Rein-
.".

200

202
 forcement and the Behavior of Models in Shaping Children's Moral Judgments."
Journal of Abnormal and Social Psychology, 67 (1963) pp. 274-284.
This is the classic and controversial study by two social learning theorists which
demonstrated that children's bases for judging moral acts.(by consequences or
intentions) according to Piaget's stages could be altered by modeling and rein-
forcement.

c. Carney, Richard C. "An EvaluatiOn of the Effect of a Value-Oriented Drug

Abuse Education Program Using the Risk Taking Attitude Questionnaire."
Coronado, CA: Coronado Unified School District, 1971.
This study attempted to determine whether the use of the Coro.nado Pan
Teacher's Guides would change students' risk-taking and drug abuse attitude .
d. Crane, Valerie, and Bennie L. Ball& "Effects of Adult Modeling and Rule
Structure on Responses to Moral Situations of Children in Fifth Grade Class-
rooms." The Journal of Experimental Education, 41 (1973) pp. 49-52.
In this study, inner-city fifth graders imitated models who provided reasons for
their responses to open-ended value conflict situations more often than models
who did not provide reasons.
e. Murphy, Maribeth L. "Measurement of Values through Responses to Selected
Visual Stimulus Materials." Unpublished doctoral dissertation. San Diego, CA:
United States International University, 1970. (A stracted in Dissertation
Abstracts International 30: 529A, June 1970)
This study developed and piloted the Murphy Inven ory of Values, which has
sine been used to measure student growth in values development according to
the Lasswell/Rucker framework.

B. Moral Development
1. Student Materials: Moral Development 41 .z

*a. Bender, David, and Gary McCuen.Photo Study Cards: Meaning and Valu
Anoka, MN: Greenhaven, 1974.
8-12: The five photo cards are entitled "Who Are You?", "Who Would Yob
Like to Be?", "What Do You Value?", "You and Authority", and "You and
Social Responsibility." Each card has pictures and activities on both sides. One
side is based on moral development, the other 2n clarification activities.
*b.. Fenton, Edwin, ed. Holt Social:Studies Curriculum. New York, NY. Holt,
Rinehart and Winston, 1969 -75. Includes the following titles. Comparative
Political Systems, Comparative Economic Systemi, The Shaping of West-
ern Society, Tradition and Change in Four Societies4 New History of the
United States, The Humanities in Three Cities, and Intr.gduCtion of the
Behavioral Sciences.
9-12. The seven courses in this curnculum contain several Kohlbergian moral
dilemmas with topics relevant to their particular subject matter emphases. The
teacher's guides contain brief explanations of Kohlberg's theory.
*c. /Kohlberg, Lawrence, and Robert Selman. First Things. Values. New York,
NY: Guidance Associates, 19W2. Includes the following titles: The Trouble

2 01 Moral Development: BibliographA

'203
 4.

With Truth, That's No Fair!, You romised!, But It I n't Yours.. , and .

What Do You Do Ahow Rules?

1-5. Five sets of sound filmstrips, that present children n moral dilemma
sijuations are included. Teacher's g ides provide guidelines or leading discus-
sions so that students develop m re complex moral real ing patterns. A
teacher training component .1 SI?. te 0, for Teaching Values, is also included.
/
*d Lockwood, Man. Moral' Reasoning: The Value of Life. Columbus, OH:
Xerox, 1972.
9-12: This booklet is dne of he Public Issues Series (see entry C-1-n). It
contains short reading. descn ing various moral dilemmas related to the value
of human life. Also y4iclude is a short explanation of Kohlberg's theory of
moral development.
e. Rules Boulder, CO/ ,ical Sciences Curriculum Study, 1974.
4-7. Rules is one cf the rtnodules in the Human Sciences Program. In it,
air observations of natural phenomena that exhibit regularity as well as rules govern-
ing human social behavior are examined.1Che 44 activities in this moduleare
grouped into threu` probl m areas: "Is There a Rule?", "What Should I Do?",
and "How Do Rules C Inge?" Marge-scale simulation game is included as ap
integrative activity. Ma, y of these activities are specifically designed to stimulate
moral reasoning.
*f. Selman, Robett L., eat al. First Things: Social Reasoning. New York, NY.
Guidance Associates', 1974. Series includes the following titles: How Do You
Know What Others/ Will Do?, How Would You Feel?,"How Do You Know
What's Fair?, and Nor Can You Work Things Out?
1-5 Four sets of sound-filmstrips present children in social problem'situations.
Teacher's guides provide suggestions for leading discussions so that students
will advance in their levels of social reasoning (egocentric, informational,
self-reflective, and mutual perspective taking). A teacher training tomponent, A
Strategy for reaching Social Reasoning, is also included.

2. Teacher Materialg: Moral Development

a Catalogue of Teaching and Research Materials in Moral Education. Van-
couver, British Columbia, Canada. Association fok Values Education Ad Re-
search (A. V.E.R.), University.of British Columbi, 1975.
This catalogue contains curriculum materials, including moral dilemmas and
role-playing activities, research articles and nows, and other resources gathered
by A V.E.R , forfnerly known as the Moral Edikation Center. Order copies from
Professor W. A. Bruneau, A. V.E.R., Faculty of Education.
h Galbraith, Ronald E., and Thomas M. Jonis. Mpral Reasoning: Teaching
Strategies for Adapting Kohlberg to the Classroom. Anoka, MN. Greenhaven,
(in press).
Developed by the Values Education Project, a joint effort of the Social Studies
Curriculum Center of Carnegie-Mellon University and the Laboratory of Human
Development of Harvard University, this manual presents a Llassroom teaching
process for stimulating group discussion of Kohlberg-type moral dilemmas. The
book also contains sample dilemmas for elementary and secondary students,
instructions for teachers to create their own dilemmas, and a selected bibliogra-

202 3
-00
a
204
.1
phy of additional resources.

,
c. Galbraith, Ronald E., and Thomas M. Jones. "Teaching Strategies for Moral
Dilemmas. An Application of Kohlberg's Theory of Moral Development to the
Social Studies Classroom." Social Education, 39 (January 1975) pp. 16 -22.
This article explains Kohlberg's theory of moral development and describes a
detailed teaching process for using moral dilemmas in the classroom.
d. Hickey, J. "Designing and Implementing a Correctional Program Based on
.."-Moral Development Theory." In Moralization. The Cognitive Developmental
Approach, Lawrence Kohlberg and Elliott Turiel, eds. New York, NY: Holt,
Rinehart and Winston, in press.
This article piessnts an account of an attempt to establish Kohlberg-type discus-
sion groups inside a prison. Instead of using hypothetical moral dilemmas,
however, the prisoners use their own real dilemmas and problems.
*e. Lickonia, Thomas. A Strategy for Teaching Values. New York, NY: Guid-
ante Assotiates, 1972.
1-5: This is the teacher training component for the First Things. Values series.
It contains three sound-filmstrips and a teache'r's guide designed to help teachers
apply Kohlberg's theory of moral development to the elementary classroom.
Part I discusses the rationale of the moral development approach; Part 2 shows
the teachet's role in implementing this approach, and Part 3 depicts a classroom
discussion and debate based on this approach.
*f. Mattox", Beverly A. Getting It Together: Dilemmas for the Classroom. San
Diego, CA: Pennant, 1975.
1-12: An explanation of Lawrence Kohlberg's theory of moral development as
well as suggestions for classroom application,are included in this guidebook.
Moral dilemmas for students in primary, elementary, junior- high, and senior
high grades iire given, along with suggestions for writing original dilemmas.
g. Pagliuso, Susan. A Workbook: Understanding Stages ofDt-velopment. To-
ronto, Ontirio, Canada: Ontario Institute for Studies in Education, 1975.
This workbook has been developed to help teachers understand and apply
Kohlberg's theory of moral developmeM.
h. Piburn, Michael D. "Moral Dilemmas and the Environment." 1973. ED 09.1
,261. Paper presented at the annual meeting of the National Council for the Social
Studies, San Francisco, NoveMber19-24, 1974. v.
9-12: Introductory' remarks outline the six stages of moral development, as
researched by Jean Piaget and Lawrence Kohlberg. FollOWing are four enViron--,
mental dilemmas. A series of questions leading to investigation of the moral issue
is raised for each dilemma.
*i. Porter, Nancy, and Nancy Taylor. How to Assess the Moral Reasoning of
,,Students. Toronto, Ontario, Canada: The Ontario Institute for Studies in Educa-
fion, 1972.
'4-12: This manual explains how to interpret estudent's responses to several of
Kohlberg's moral dilemmas in order to determine his or her stage of ,moral
development.
*j. Selman, Robert' L., et al. A Strategy for Teac)ting Social Reasoning. New
York, NY: Guidance Associates, 1974.
1-5: This is the teacher training component for the First Things: Social Rea-

2 03 Moral Development: Bibliography

2 0 ij
 soning series. It includes three sound-filmstrips explaining the theory of social
reasoning and depicting a teacher leading elementary students in the discussion
of interpersonal dilemmas.

3, Theoretical Background Materials: Moral Development

a. Bull, Norman J. Moral Education. Beverly Hills, CA: Sage, 1969.
.

This book explains Mcbougall's theory of moral developrhent and its implica-
tions for education. This theory postulates four levels of ,development. pre-
morality, external morality, external internal morality, and internal morality.
b. Kohlberg, Lawrence. "Moral' education in the Schools: A Developmental
View." School Review,. 74 (1966) pp. 1-30.
Kohlberg's theory of moral development and its implications for education are
described in detail in this article.
c. Kohlberg, Lawrence. "The Child as a Moral Philosopher." Psychology Today,
7 (1968) pp. 25-30.
This short article introduces Kohlberg's theory of moral development.
d. KOhlberg, Lawrence. "Moral Development and the New Social Studies."Social
Education, 37 (May 1973) pp. 369-375.
The article relates Kohlberg's theory of moral development to the new social
studies and discusses stages of moral reasoning as they relate to high school
students.
e. Kohlberg, Lawrence, and Elliot Turiel. "Moral Development and Moral Educa-
lion." In Psychology and Educational Practice, G. Lesser, ed. Chicago, IL:,
Scott, Foresman, 1971, pp. 410-465.
A discussion of the Yelationship of moral development to other forms of moral
education, a presentation of the research findings related to Kohlberg's theory,
and a rationale \for using the moral development approach in the schools are
included in thins article.
f. Perry, William G., Jr. Forms of Intellectual and Ethical Development in the
College Years. New, york, NY: Holt, Rinehart and Winston, 1970.
This book presents findings from research on adolescents and post-adolescents
and describes a nine-stage scheme of ethical development.

g. Piaget, Jean. Moral Judgment of the Child. New York, NY: Collier, 1962.
This book was the first to postulate the theory that structural change bases for
moral judgment existed within the person and were rooted both in the experience
of the person and in a developmental sequence determined largely by genetics.
From clinical studies of children's conceptions of rules in various common games
and of their ideas about cheating and justiee in hypothetical dilemmas, Piaget first
formulated a developmental theory of morality that included four stages. pre
moral, obedience to adult authority, autonomous-reciprocity, and autonomous-
ideal reciprocity.
h. Rest, James. "Developmental Psychology as a Guide to_Value Education: A
Review of Kohlbergian Programs." Review of Educational Research, 44
(1974) pp. 241-259.

This article includes a critical discussion of the fundamental ideas of cognitive

204
206
 developmental psychology, of Kohlberg's own educational programs, of several
other programs related to moral development (e.g., the Sprinthl-Mosher
psychological education program), an4of future prospects for using developmen-
tal psychology as a guide to values education.

4. Selected Research Studies and Articles: Moral Development

a. Blatt, Moshe. "The Effects 'of Classroom Discussion Programs upon Children's
Level of Moral Development." Unpublished doctoral dissertation. Chicago, IL.
University of Chicago, 1969.
One of the early studies that indicated that students who participated in group
44
discussions based on Kohlberg-type dilemmas progressed more than those who
did not. The progression was also found to be sequentialthat is, from Stage 2 to
Stage 3 or from Stage 4 to Stage 5.
b Leming, James S. "An Exploratory Inquiry into the Multifactqatieor;rnfMorai
Behavior Applied to Values Education." Paper presented arthe annuarrneeSig viAtzt.
of the American Educational Research Association, Washington, D.C., March
31, 1975t ED 110 354.
The purpose of this study was to determine if and to what degree several-factors
defined by John Wilson as being relred to moral behavior were related to stages
of moral reasoning as defined by Kohlberg and to choice of right action. One of
the findings suggests "that stage &moral reasoning when dealing with classical
moral dilemmas [e.g., ffelga in Nazi Germany] is more likely to be determined
by developmental considerations than is stage of moral reasoning on practical
dilemmas" (those relevant to students' life space).
c. Lieberman, Marcus. "Evaluation of a Social Studies Curriculum Based on an
Inquiry Method and a Cognitive-Developmental Approach to Moral Education."
Paper presented at the annual meeting of the American EducatiCnial Research
Association, Washington, D.C., April 1975. ED 106 175.
This study evaluated 'the effect of a social studies curriculum based on an
integration of Fenton's materials (see entry B-1-b) and Kohlberg's moral dilem-
mas. One finding indicated a significant difference in moral maturity scores
between classes that had moral discussions and those that did not. No difference
was found between teachers who attended a five-day workshop and those who
read a manual.
d. Simpson, Elizabeth L6onie. "Moral Development Research: A Case Study of
Scientific Cultural Bias." Human Development, 17 (1974) pp. 81-106.
In this article the author critically examines the research upon which Kohlberg's
hierarchy of moral development is based. The findings indicated "that the
definitions of stages and the assumptions underlying them, including the view
that the scheme is universally applicable, are ethnocentric and culturally-
biased."
e. Turiel, Elliott. "An Experimental Test of the Sequentiality of Developmental
Stages in the Child's Moral Judgment." Journal of Personality and Social
Psychology, 3 (1966) pp. 411-618.
This is one of the first studies of Kohlberg's theory to indicate that students can be
stimulated to develop to the next stage of moral reasoning by hearing arguitents
from that higher stage. The study also demonstrated that contact with reasoning
below or more than one stage above the stage of an individual will not lead to
moral development.'

205 Moral Development: Bibliography

ao
 f. Turiel, Elliott. "Stage Transition in Moral Development." In Second Hand-
book of Research on Teaching, R.M.W. Travers, ed. Chicago, IL: Rand-
McNally3 1973, pp. 732-758.
In this article the author discusses some of the research upon which Kohlberg's
theory of moral development is based. In aaditi,onthe Bandura and MacDonald
(1963) study of social learning versus Piaget's stages is criticized and replication
'studies are disbusSed.

C. Analysis
1. Student Materials: Analysis
*a. Allender, Donna S., and Jerome S. Allender. I-Am the Mayor. Philadelphia,
PA: Center for the Study of Federalism, Temple University, 1971.
4-7. These inquiry materials, in which each student plays the role of the
are Intended for the study- of cit government. Students are presented with
problems, questions, decisions, nd information to introduce them to a mayor's
'duties and expose them to the ssues related to city government. A teacher's
guide is included:
*b. Bender, David L., and Gary E. McCuen, eds. Opposing Viewpoints Series.
Anoka, MN: Greenhaven, 1971-74.
8-12. These seven sets of materials provide a basis for student exploration into
values, conflict, and change. Eight topics are explored', race, welfare, ecology,
philosophy, foreign policy, the penal system, the sexual revolution, and proq-
lems of death.
*c. Berlak, Harold, and Timothy R. Tomlinson. People /Choices /Decisions. New
York, NY:41Zandorri House, 1973. Includes the following titles: A Villagi I
Family, and-One City Neighborhood.
4-0. These multimedia materials focus on change in various societies and the
types of social and ethical problems arising as a result of such change, Ten
additional six- to eight-week units are being prepared.
*d. Brandwein, Paul F. The.Social Sciences: Concepts and Values. New York
NY: Harcourt Brace Jovanovich, 1970-75.
K-8: The conceptually structured content of this curriculum focuses on ill/
social science disciplines at each grade level, becoming increasingly mo
sophisticated in the higher grado. Values in their own as well as in other
cultures are explored by the students. All materials emphasize inquiry and
analysis and are actjvity oriented.
I ,

e. Brown, Richard, and Van R. Halsey, eds. Amherst Project Units in Americqn
History. Menlo Park, CA: Addison-Wesley, 1970-74. Values-related units arc:
Freedom and Authority in Puritan New England; Thomas Jefferson, The
Embargo, and the Decision for Peace, Lincoln and Slavery: Ideals and the
Politics of Change, Hiroshima: A Study in Science, Politics and the Ethnics
of War; Korea and the Limits of Limited War; Imperialism and the Dilemnia
of Power; The Western Hero: A Study in Myth and American Values; God
and Government: The Uneasy Separation of Church and State; Conscience
and the Law. The Uses qnd Limits of Civil Disobedience; and Communism in
America: Liberty and Security in Conflict.

206
208
 9-12. The developmeht of these units was initially sponsored by Amherst Col-
lege and tater by Hampshire College, Amherst, Massachusetts, and the Newberry
Library, Chicago, Illinois, with 'grants from the U.S. Office of Education.
Authentic historical evidence drawn from American expenence is.used to pursue
inquiries concerning human issues,-problems, questions, and values.
*f. Durkin, Mary C., and Anthony H. McNaughton. The Taba Pro gram in Social
Science. Menlo Park, CA: Addison-Wesley, 1972-74.
K-7. Using social science concepts, this multimedia program places heavy
emphasis on thinking skills, which are divided according to three student tasks.
forming concepts, inductively developing generalizations, and applying princi-
ples. While encouraging students to understand their own values, the materials
include activities enabling them to infer the values of others from their reasoning
and behavior in specific situations.

g. Fraenkel, Jack R , series ed. Perspectives in World Order. New York, NY:
' Random House, 1973, 1975. Includes the following titles. Peacekeeping and
The Struggle for Human Rights: A Question of Values.
8-12: These are the first two of a series of six booklets being developed (in
cooperation with the Institute for World Order) to deal with a global system of
world order The other four booklets will focus on army policies and arms control,
methods of settling disputes, economic development, and the long-range political
and social impact of science and technology. All six are interrelated and overlap
in their methodology, their futuristic outlook, and their emphasis on world order
values.
*h. Human Values in an Age of Technology. White Plains, NY: The Center for
-.Humanities, 1972.
9-12: This audiovisual kit contains 160 slides in two carousel cartridges, two
cassettes or two records, and a teacher's guide. The program outlines the
technological progress of humankind from prehistoric times to the present. Both
.positive and negative implications of technology are brought out.
*i. Law an4Justice for Intermediate Grades: Making Value Decisions. New
Rochelle; NY: Pathescope Educational Films, 1973.
4-8: Three color sound-filmstrips compose this program. Social issues which
are important in the area of law but which require personal decisions based on
facts and values are presented.
*j. Lippitt, Ronald, Robert Fox, and Lucille Schaible. Social Science Laboratory
Units. Chicago, IL: Science Research Associates, 1969.
4-6: This seven-unit package of Materials confronts students with social
'realities and encourages them to gather, organize, and use data on human
behavior.

k. Mehlingei, Howard, and John J. Patrick. American Political Behavior.

Lexington, MA: Ginn, 1974.
9-12: American Political Behavior intends to provide an alternative to tradi-
tional civics and government courses, incorporating insights from the disciplines
of political science, sociology, and anthropology. Critical thinking and inquiry

207 ,Analysis: Bibliography

200
 e
,...
skills are emphasized. Students learn to gather, classify, and interpret informa-
tion, to consider value claims rationally, and to make reasoned value judgments.
*1. Moral Dilemmas of American Presidents: The Agony of decision. New
Rochelle; NY: Pathescope Educational Films, 1974.
10-12. Each of the five color sound-filmstrips in this program presents a critical
social or political issue and a crucial decision faced by a president of the United
States. Alternatives are presented, and students must decide which course of
action they would take in the same situation. A teacher's guide is included.
*m. Nelson, Jack L., series ed. American Values Series: Challengesand
Choices. Rochelle Park, NJ. Hayden, 1974-75. Includes the following titles:
City Life, Dissent and Protest, The Environment: A Human Crisis, The
Poor, The Rights of Women, Urban Growth, War and War Prevention,
and Values and Society.
9-12. Each of the eight books in this series presents a framework for examining
a social issue in contemporary society. Each presents case studies, factual
information, divergent views and opposing value judgments, futuristic
scenariosl and recommendations for further study. A teacher's guide, An
Introduction to Value Inquiry: A Student Process Book (see, entry C-2-h)
has also been developed.
*n. Oliver, Donald, and Fred M. Newmann. The Public Issues Seri es. Columbus,
OH: Xerox, 1967-74.
9-12: This series was developed by the Harvard Social Studies Project.
Through 30 unit books students learn to examine and analyze the origins of
social conflict and to discuss the value dilemmas of public controVersy. Stu-
dents explore such concepts as due process, separation of powers, and human-
dignity.
*o. Origins of American Values. The Puritan Ethic to the Jesus Freaks. White
- Plains, NY: The Center for the Humanities, 1973.
9-12. This two-part sound-slide program examines value systems to-help stu-
dents understand the ethical structure of America. The 160 slides focus on the
values of such groups as the Puritans and the Utopians and present many aspects
of American culture, including spirituality, war, and materialism.
p. Quigley, Charles N., and Richard P. Longaker. Voices forJustice: Role Playing
in Democratic Procedures. Lexington, MA: Ginn, 1970.
9-12: This book and accompanying teacher's guide are intended to provide
students with the opportunity to act out the decision-making processes inherent in
a democratic society. In each of the eight cases, students must identify the
interests and values involved.

q. Rice, Marion J., and Wilfrid C. Bailey, project. directors. Political Anthropol-
ogy: Values, Socialization, Social Control, and Law. Athens, GA: Anthropol-
ogy Curriculum Project, University of Georgia, 1968.
8-9. This supplementary text focuses on how social controls, in the form of laws
and values, help people to live together effectively.
*r. Rpgers, Vincent R. The Values and Decisions Series. Columbus, OH: Xerox,
1972-74.

208
210
 7-12. These ten student booklets examine the value conflicts behind crucial
decisions in America's history, including the Cuban missile crisis, the Boston
Tea Party, the Vietnam buildup, and the Mexican War of 1846-48. Teacher's
guides are included.
*s. Ruggiero, Vincent Ryan. The Moral Imperative. Port Washington, NY,.
Alfred Publishing, 1973.
12: The 12 chapteri of this book each explore avenues by which ethical and
moral issues can be anlyzed. The content focuies on moral questions students
often raise.
*t. Sairg, Joan. Teaching Moral Values Through Behavior Modification: In-
termediate Level. Danville, IL: Interstate, 1972.
3-5. This is a 54-page book containing 21 situation stories. It includes sugges-
tions for guiding dikussion of those stories. A set of 84 picture cards accom-.
panies it. The units focus on prejudice, personal ethici, responsibility, and
respect for authority.
u. Sayre, Joan M., and James E. Mack. Teaching Moral Values Through Be-
havior Modification: Primcn'y Level. Danville, IL: Interstate, 19731
.. K-2: This program, patterned after the Intermediate Level program, includes a
teacher's guide with situation stories, plus a set of four picture cards to accom-
pany each story. Since the major teaching strategy is group discussion, suggest
tions to facilitate such discussions are included with each group of stories.
Vocabulary, problems, and concepts are geared specifically for students in the
primary grades.
*v. Shaver, James P., and A. Guy Larkins. Analysis of Public Issues Program.
Boston, MA: HoughtOn.Mifflin, 1973.
9-12. The problem booklets and multimedia materials present concepts and
case studies to help students make rational decisions about public issues.
*w. Tooni, Linda. Law and Order: Values in Crisis. Pleasant-ville, NY: Warren
Schloat, 1971.
9-12: These six color filmstrips deal with the nature of law, values, justice, and
order in our changing society.
*x. Turner, Sheila, ed., and Cornell Capa, series coordinator. Images of Man I
and II. Englewood Cliffs, NJ: Scholastic, 1972, 1973.
7-12: Each of these two "concerned photography programs" contains four
sound-filmstrips, a packet of 11" x 14" photo reproductions, and a teacher's
guide. The focus is on social issues, social values, and the human experience.
y. Values in Mass Communication. Boston, MA: Allyn and Bacon, 1974.
10-12: This is one of the Episodes in Social Inquiry Series developed by
Sociological Resources for the Social Studies. In this particular episode students
have the "opportunity to explore the manner in which social values are embodied
in communications from the mass media." Although the focus is on the Western,
suggestions are provided in the teacher's guide for applying the same process to
other art forms, such as the TV family situation comedy. ,

r
I

Analysis: Bibliography
2 Teacher Materials: Analysis
*a. Barr, Robert D. Values and, Youth (Teaching Social Studies in an Age of
Crisis No. 2). Washington, .C.: National Council.for the Social Studies,
1971
7-12. By focusing on the value dilemmas present in today's society, the book
aims to help teachers seriously consider the dilemmas of today's youth and focus
their social studies courses on significant issues. Included are Aarticles by
students and by leading values educators such as Oliver, Shaver, Newmann, and
Simon.
b. Conner, Shirley, et al. Social Studies in the School Program. A Rationale and
Related Points of View. Towson, MD. Baltimore Comity Board of Education,
1970. ED 066 393.
K-12. One of the papers included in this rationale focuses on values and valuing,
stating that "providing students with techniques for value examination, clarifica-
tion, and evaluation is more important than -inculcating a particular set of
values." ,
*c. Evans, W. Keith, et al. Rational Value Decisions and Value Conflict Resolu-
A
tion: A Handbook for Teachers. Salt Lake City, UT: Granite School District
and the Value Analysis Capability Development Programs, University of Utah,

7-12: Using the conceptual framework found in Values Education: Rationale,

,S,trategies, and Procedures (see entry C -2 -e), this handbook provides_teachers
with ways for developing student capability in making and/or justifying value
decisions and resolving value conflict.
d. The Good Man, Good Life, and Good Society. Social Studies and Language
Arts: 6448 .17. Miami, FL: Dade County Public Schools, 1972. ED 073 962.
10-12. This nine-week unit introduces students to differing views and cultures.
By focusing on three value issuesWhat is a good man? a good life? a good
society?students examine the geographic, political, economic, and social
settings of Athens, Florence, and New York.
*e Metcalf, Lawrence E., ed. Values Education: Rationale, Strategies, and
Procedures. 41st Yearbook. Washington, D.C.: National Council for the
Social Studies, 1971.
K -12. Containing four essays on teaching values, the book stresses the goals,
teaching procedures, and strategies for analyzing values and suggests methods
for resolving value conflicts.
f. Meux, Milton, et al. Value Analysis Capability Development Programs: Final
Report. Salt Lake City, UT: Granite School District and the Value Analysis
Capability Development Programs, University of Utah, 1974.
7-12: This report, based on the theories described in Values Education:
Rationale, Strategies, and Procedures, presents instructional materials to help
students develop competence in rational value analysis.
*g. Miller, Harry G., and Samuel M. Vinocur. "A Method for Clarifying Value
. Statements in the Social Studies Classroom: A Self-Instructional Program "
1972. ED 070 687.

210

212 .
 9-12: Designedito aid social studieS teachers with values clarification, this
self-instruction4I program includes teaching strategies and examples for
stimulating and 'clarifying,student iiialue statements.

*h. Nelson, Jack L, An Introduction/ o Value Aquiry. A Student Process Book.

Rochelle Park; NJ: Hayden, 1914. :.
9-12:. This is The teacher's g 'de for the American Values Series (see entry
C- I -m). Focusing on the inq ry process, this book proposes a way for develop-
.ing a questioning attitude t ward social problems and a framework for seeking
solutios. The exercises case studies, and illustrations describe connections
between facts and val es and discuss values in ways that assist in clarifying
value problems.

*i: Payne, Judy R. Introduction to Eastern Philosophy, S tudies: ,5414.23.

FL: Dade County Public Schools, 1971. ED 1 937.
10-12: By comparing and contrasting five major Eastern religionsHinduism,.
Buddhism, Confucianism, Taoism, and Shintoismthis course aims to guide
students in their universal search fof values and beliefs about the meaning of life.

j. Swenson, William G. Tim Search for Values Through Literature: A Practical

Teaching Guide. New York, NY: Bantam, 1973.
10 -12: The course outlined in this book is based on works of literature that deal
with " Values.and the System" " Values and Others," " Values and the Meaning
of Life and Death," and " Values and Understanding One's Self." Through such
works as A Doll's House by Henrik Ibsen, students examine values, value
sources, and value conflicts. Objectives and discussions of seven works of
literature are included. Other materials are also suggested. The book concludes
with strategies for integrating the course.
k Values: Teacher's Edition. Oakland, CA: Oakland Unified School District,
1972:
8-12: This curric lum guide explains the value analysis model presented in the
41st NCSS Yearb ok (Metcalf 1971see entry C-2-e) and describes 28 learning
activities tha(appl the model. The activities deal with multi-ethnic topics such as
stereotypes, Bin capitalism, the grape 'strike, and Chinatown. A separate,
Student's Editio contains the readings and discussion questions for each
activity.

1. Social Studies M thods Texts with Some Emphases on Value Analysis:

1) Banks, Jame A. Teaching Strategies for the Social Studies: Inquiry,
Valuing, Decision Making. Reading, MA: Addison-Wesley, 1973.
2) Brubaker, Dale. Secondary Social Studies far the '70s. New York, NY:
Crowell, 1973.
3) Fraenkel, Jack. HelpingStudots Think and Value. Englewood Cliffs, NJ:
Prentice-Hall, 1973.
4) Hunt, Maurice P., and LawrelIce E. Metcalf. Teaching High School Social
Studies. New York, NY: Harper, 1968.
5) Joyce;Bruce New Strategies for...Social Education. Chicago, IL: Science
Research As. ociates, 1972.

211 Analysis: Bibliography

213
 6) Massialas, Byron G., and C. Benjamin Cox. Inquiry in Social Studies. New
York, NY: McGraw-Hill, 1966.
7) Michaelis, Johnli. Social Studies for Children in a Democracy. Englewood
Cliffs, NJ: Prentice-Hall, 1972.
8) Oliver, Donald, and James Shaver. Teaching Public Issues in t e High
School. Boston, MA: Houghton Mifflin, 1966.
9) Smith, Frederick, and C. Benjamin Cox. New Strategies and Curriculum in
Social Studies. Chicago, IL: Rand-McNally, 1969.
10) Taba, Hilda, et al. A Teacher's Handbook to Elementary Social Studies:
An Inductive Approach. Menlo Park, CA: Addison-Wesley, 1971.

3. Theoretical Background Materials: Analysis

a. Gray, Charles E. "Curricular and Heuristic Models for Value Inquiry." 1972.
ED 070 737.
A rationale is presented for a social studies program that emphasizes the analysis
of value systems and value judgments and explains and illustrates two models for
value inquiry. (1) a curricular model designed to assist teachers in developing a
values-oriented social studies curriculum and (2) a heuristic model consisting of a
-set of -instructional strategies for dealing with value judgments.
b. Handy, Rollo. Value Theory and the Behavioral Sciences. Springfield, IL: 4

Charles C. Thomas, 1969.

This discussion focuses on several theories of value, including those of Pepper,
R.B. Perry, Dewey, and the author himself, each of which reflects the-rational
and empirical orientation of the analysis approach to values education.
c. Scoff, William A. Values and Cognitive Systems. Bethesda, MD: National
Institute of Mental Health, 1972. ED 073 407.
This document explains and discusses an approach to the study and measurement
of values'based on a research model and strategy designed to examine "natural
cognitions" or ideas entertained by people before an experimenter has disturbed
their thought.
d. Scriven, Michael. Student Values as Educational Objectives. Boulder, CO:
Social Schee Education Consortium, 1966.
This paper focuses on the problem of dealing with values in the schools. It deals
specifically with the role of values in the curriculum.
e. Scriven, Michael. "Values, Morality, and Rationality." In Concepts and
Structures in the New Social Studies, Irving Morrissett, ed. New York, NY:
Holt, Rinehart and Winston, 1966, pp. 133-146. (See also "Values in the
Curriculum," pp. 127-132.)
In a roundtable discussion with several other scholars, Scriven presents the
argument for a rational basis of morality. In the previous chapter, he discusses the
relation of values to education and the curriculum and suggests "it is still an open
question whether any values are needed that go beyond that which is supportable
by rational appeal to logical. analysis."
f. Shaier, James P. Values and Schooling. Perspectives for School People and
Parents. Logan, UT: Utah State University, 1972. ED 067 320.
The role of the school in relation to students' values is discussed and the
suggestion is made that teachers can help students build their values on a firm

212

214
 rational basis within the framework of a democratic society.
g, Related works:
1) Blackham, N.J. Humanism. Baltimore ,' MD: Penguin, 1968.
2) Blis, Albert. Reason and Emotion in Psychotherapy. New York. NY: Lyle
Stuart, 1962.
3) Kelly, George A. The Psychology of Personal Constructs. New York, NY:
W.W. Norton, 1955.
4) Pepper, Stephen G. The Sources of Value. Berkeley, CA: University of
.California Press, 1958.
5) 'Scriven, Michael. Primary Philosophy. New York, NY: McGraw-Hill,
1966.
6) Toulmin, Stephen E. An Examination of the Place of Reason in Ethics.
Cambridge, England: Cambridge University Press, 1950.

4. Selected Research Studies and Articles: Analys'is

a. Bond, David J. "A Doctoral Theses: An Analysis of Valuation Strategies in
Social Science Education Materials." Unpublished doctoral dissertation.
Berkeley, CA: School of Education, University of California, 1970.
This study determined that few social studies materials published before 1970
embodied a strictly rational-analytical model of valuing. Various definitions of
value used by social studies educators are also discussed.
b. Kelly, Joseph T. "Values and Valuing in Recent Social Studies Textbooks."
Unpublished, doctoral dissertation. Berkeley, CA: School of Education, Univer-
sity. of California, 1970.
This study involved a content analysis of social studies textbooks to determine the
degree to which a valuing model is incorporated into the content and methodol:
ogy of the texts.
c. Meux, Milton, et al. Value Analysis Capability Development Programs. Final
Report. Salt Lake City, UT: Granite School District and the Value Analysis
Capabi'ity Development Programs, University of Utah, 1974.
This study evaluated the effect of a program based on the handbook Rationale
Value Decisions and Value Conflict Resolution (see entry C-2-c) upon students'
ego strength, degree of dogmatism, and capabilities in and attitudes toward value
analysis. The only significant differences between the experimental and the
control students involved capability and disposition for certain values analysis
tasks.
d. Oliver, Donald W., and James P. Shaver. "An Experimental Curriculum Project
Carried Out Within the Jurisprudential Framework." In Teaching Public Issues
in the High School. Boston, MA: Houghton Mifflin, 1966.
This chapter describes an exploratory and inconclusive effort to determine the
effect of a social studies curriculum based largely on the Public Issues Series
booklets (see entry C-1-n) on junior high students' analytic competence, knowl-
edge of subject matter, and interest in public problems. The differential impact of
recitation and Socratic teaching styles and the relationship between various
personality traits and an ability to analyze public issues were also studied.
e. Shaver, James P., and A. Guy Larkins. The Analysis of Public Issues: Concepts,
Materials, Research. Final Report. Logan, UT: Utah State University, 1969. ED
037 475.

213 'Analysis: Bibliography

215
 This study was designed as a systematic replication of the Oliver and Shaver
(1966) study of the Harvard Social Studies Project (Public Issues Series) mate-
rials (see entry C-1-n). Using the same measurement instpiments for teaching
style, cognitive learning, and pelsonality traits and using tre Analysis of Public
Issues Program with high school students, the investigators found no significant
treatment effects.
D. Clarification
1. Student Materials: Clarification
* a. Allen, Rodney F., et al. Deciding How to Live-on Spaceship Earth: The Ethics
of Epvironmental Concern. Evanston, IL: McDougal, Littell, 1973.
Series (see also entries D-1-f and D-1-ff), consists primarily of short case studies
and value-clarifying activities related to vanous environmental issues, such as
noise pollution, the energy crisis, the use of natural resources, and the politics of
environmental development. A teacher's guide for the entire series is available.
* b. Anderson, Judity L., et al. Focus on Self-Development. Stagi One: Awareness,
Stage Two: Responding; and State Three: Involvement. Chicago, IL: Science
Research AssOciates, 1970, 1971, 1972.
4K-6. This is a three-part multimedia series. The filmstrips, story records, and
photoboards in the Stage One (grades one-two) program are designed to help
children understand themselves, others, and their environments. Children are
made aware that some of their experiences are common to others and are
encouraged to express themselves freely. Stage Two (grades three-four) is
designed to stimulate active response to a variety of situations ranging from a
child's doing something because it is expected to pursuing something on his or
her own and getting satisfaction from 4. The 18 units in Stage Three (grades
,five-six) aim to help students become aware of their own involvement and the
involvement of'others, to relate behavior to values, to accept and understand
others, and to make decisions concerning future involvement.
*c. Argus Filmstrips. Niles, IL: Argus Ccminunications, 1974.
7-12: These 16 color sound-filmstrips and accompanying teacher's guides all
deal with personal and social values. The content is varied, but for each,
discussion questions and activities that get to the point of the filmstrip are
suggested.
*d. Brandwein, Paul. Self Expression, and Conduct: The Humanities. New 0
York,.NY: Harcourt Brace JovanoviCh, 1974-75.
1-3: This multimedia, activity-centered, sequentially structured humanities
program is designed to help children learn to use various modes of
expressionincluding art, dance, drama, music, and languageto convey
their' feelings about themselves and their-world. Each of the lessons and
activities explores one or more of the fundamental values of humanity: truth,
beauty, justice, late, and faith. Instead of inculcating these values, however,
, the activities help students to clarify their own concepts of these values and to
make decisions according to those beliefs.
e. Caprio, Betsy. Poster Ideas for Personalized Learning. Niles, IL: Argus
Communications, 1974.
4-12. This book suggests ways to use posters as a teaching tool and rest:RH-cc to
4*'
.4

?14
216
 stimulate student interest and creativity. Teaching strategies and activities, coor-

awareness, value clarification, and communications skills.

*f. Carey, Mauren, et al. Deciding on the Human Use of Power: The Exercise
.
-dinated with 200 posters also available from Argus, are designed to 'increase

and Control of Power in an Age of Crisis. Evanston, IL: McDougal, Littell,

1974.
9-12. Consisting primarily of short case studies and value clarifying activities,
this text from the Values Education Series (see also entries D-1-a and Q -1-ff)
focuses on the use and control of various kinds of power, including individual,
group, political, and economic power.
*g. Church, John G. A Probe into Values. New York, NY: Harcotntt Brace
Jovanovich,- 1973.
4-6. The series of 40 pamphlets accompanying The Social Sciences: Concepts
and Values (see entry C-1-d) describes a variety of dilemmas drawn from
everyday experiences of young children and includes questions to stimulate
group discussion of alternative solutions to the problems.
*h. Clarifying your Values: Guidelines for Living. White Plains, NY: The Center
for Humanities, 1974.1'
.0,
9-12: This audiovisual kit contains 160 slides in, two carousel cartridges, two
cassettes or two records, and a teacher's guide. It describes specific situations
involving the risks and advantages of acting in accordance with one's own
values.
*i. Curwin, Gerri, et al. Dimensions of Personality. Search for Values. Dayton,
OH: Pflaum, 1972.
9-12: This kit, containing 44 lessons and 77 spirit Masters, is designed to help
students examine their behavior and clarify their values in relation to time,
competition, authority, personal space, commitment, relationships, and images.
*j. Deciding Right from Wrong: The Dilenima of Morality Today. White
Plains, NY: The Center for Humanities, 1974.
. 9-12: This audiovisual kit 'contains 160 slides in two carousel cartridges, two
cassettes or two records, and a teacher's guide. The program examines cir-
cumstances under which some crucial historical and literary decisions have been
made, the persons making the decisions, and the social implications that fol-
1 lowed.
*k. Decision-Making: Dealing with Crises. White Plains, NY: The Center for
Humanities, 1974.
9-12: Two carousel cartridges containing 160 slides, two cassettes or two
records, and a teacher's guide are included in this program. The content deals
with personal problems young people often encounter while growing up
drinking, pregnancy, problems at school and at home.
*I. Dinkmeyer, Don. Developing Understanding of Self and Others (DUSO),
D-1, D-2. Circle Pines, MN: American Guidance Service, 1970, 1973.
K-4. The units in these-two sets of materials provide personal development tasks
designed to help students with their self-images. Thestudents examine their own

215 Clarification: Bibliography -

217 i
 feelings, the feelings of others, and their relationships with others.
*m. Dupont, Henry, et al. Toward Affective DeveloOnent (TAD). Circle Pines,
MN: American Guidance Service, 1974.
3-6. TAD, a multimedia kit, may be used with average students integrated into
the regular curriculum or with students in guidadce or remedial programs. The
five sections include "Reaching In and Reach(ng Out," "Your Feelings and
I Mine," "Working Together," "Me: Today and Tomorrow," and "Feeling,
Thinking, and Doing. r'

*n. Dyndmic Consumer Decision,,,Vtaking. New York, NY: Educational and

Con/sumer Relations Department, J.C. Pefiney Company, 1972.
9-12: This material focuses on consumer decision making. The program in-
cludes introductory information for the teacher and a variety of student ac-
I tivities. Three general types of decision-making activities are presented: prob-
ing, processing information, and clarifying values.
*o. Elder, Carl A. Making Value Judgments: Decisions for Today. Columbus,
OH: Charles E. Merrill, 1972.
7-12: The 14 chapters in this book focus on important problems, including
drugs, crime, prejudice, and personal relationships, tto help youth clarify their
values and give them a better understanding of decision making so they can
learn how to make their own personal value judgments.
*p. Environmental Values Action Cards. S. Paul, MN: Minnesota State De-
partment of Education, 1974.
1-6: Intended as a source of ideas for teachers, these cards attempt to make
children aware of themselves and of others and to encourage children to explore
intrinsic and extrinsic values and means of expression that are significantly
differeht frcrm those normally used in the classroom.
*q. Fischer,Carl, and Walter Limbacher. Dimensions of Personality. Dayton,
OH: Pflaum, 1969-70, 1972. Includes the following titles: Let!,s Begin, Now
I'm Ready, I Can Do It, What About Me?, Here I Am, I'm Not Alone, and
Becoming Myself.
K-6: These materials are,designed to help primary and intermediate students
with their physical, social, and emotional' development. The seven units for e""

each primary grade level present activities for developing self- concepts, such as
"Making Friends," "Solving Problems," and "Thinking about My Feel-
ings." Through various readings, cartoons, and pictures, the intermediate
program helps children know and understand themselves by engaging in ac-
tivities and discussions on such thin as se -awareness, emotion, heredity,
environment, growth, behavior, prejudice, learning, and, self-image. A
teacher's guide and spirit masters accompan the student books for.,sach title.
*r. Gelatt, H. B., et al. Deciding. New York, NY: College Entrance Examination
Board, 1972.
7-9: This course of study contains three sections that include activities designed
to present students with a decision-making process that can be applied directly to
their life choices: The materials include a student book and a leader's guide.

216
216
A * s. Gelatt, H.B., et al. Decisions and.4utcomes. New York, NY: College En-
't trance Examination Board, 1973.
10-12. The four sections in this program provide role plays, simulations, and
discussion activities of various real-life,situations, helping students to Team
more about themselves and their peers by developing and applying decision;
making skills;
*t. Goodykoontz, William F. Contact. New York, NY: Scholastic, 1968 -74.
7-12: This multi-unit reading series presents various anthologies' to which
students react by expressing their thoughts and feelings in a logbook, in class
discyssion, of in simulation activities. A teacher's guide, posters, and a record
are also included with each unit. The program is designed for students with less
than average reading abilities.
u. Hall, Brian. Valuing: Exploration and Discovery. San Diego, CA: Pennant,
1971.
12: This audiovisual kit, containing background text, graphic materials, and
taped situations,. emphasizes listening and communication skills and interper-
sonaLexperiences. Unit titles areas follows: Unit 1" Values and Change";
Unit 2" Values in Listening"; Unit 3"Examining Personal Values"; and
Unit 4"Applying Values."
*v. Hanley, Jim, and Don Thompson. Searching for Values: A Film Anthology.
New York, NY: Learning Corporatioti of America, 1912.
9-12. Fifteen major motion pictures, adapted and edited for classroom use, are
included in this series. Each film is approximately 1`6 minutes and deals with a
particular value problemloneliness (from Five Easy Pieces), killings(from
Bless the Beasts and Children), truth (from On the Waterfront), and so on.
Teacher's guides with specific values clarification activities are provided for 417

each fjlm.
*w. HarA Choices: Strategies for Decision - Making: White Plains, NY: The
Center forHumanities, 1975. -

9.12: Two carousel cartridget containing 160 slides, two cassettes or two
records, and a teacher's guide are included in this program. The program
emphaiizes the importance of defining a decisiotr, establishing values, recog-
nizing alternatives, gathering information, and applying decision-making
strategies based on risks and probabilities.
*x. Harmin, Merrill. Making Sense of Our Lives. Niles, IL: Argus Communica-
tions, 1974.
7-12: Consisting of cassettes, posters, and 74. value sheets, this multimedia
program provides experiences to help students clarify their values, to make
thoughtful choices in real-life situations, to listen to others, and to exp'ress
.personal convictions with confidence.
*y. Harmin, Merrill. People Projects. Menlo Park, CA: Addison-Wesley, 1973.
4-8. The three sets of project cards composing this program are designed to help
,students
students think about personal events, find satisfactionIn such thinking,, clarify
their confusions arid inconsistencies, appreciate others' experiences, develop

217 Clarification: Bibliography .

2
 small -group skills, develop abilities for responsible self-direction, and develop
mature value thinking. A teacher's 'guide is included with each card set.
z. Howard, Robert. Roles and Relationships: Exploring Attitudes and Values.
New York, NY: Westinghouse Learning,'1973.
11.12: An individualized course, including a student text and an instructor's kit,
this program focuses on interaction between a person and his or her environment,
particularly the human environment. The goal is to increase awareness of self, of
relationships with others, of roles, and of attitudes and values through question-
ing and discussion attivitieg.
*aa: Klein, Ronald, et al. Dimensions of Personality. Search for Meaning. Day-
ton, OH: Pflaum, 1974.
7-8: The 36 lessons in this junior hig h program are designed to provide students
with opportunities to reflect on their lives and to clarify their personal values in
relation to external forces, internal drives, and relationships with others. A
teactier's guide and spirit masters are included.
*bb. Man and His Values. White Plains, NY: Center for the Humanities, 1973;
9-12: This sound-slide program traces.the historical concepts of good and evil,
ies-ditis students with situations for making value decisions, and includes
activities in which students list and rank their own values.
*cc. McPhail, Peter, et al. Lifeline. Niles, IL: Argus Communications, 1975.
4 7-12: This program of moral education contains three phases, "In Other
People's Shoes," "Proving the Rule," and "What Would You Have Done?"
Through discussion of open-ended, everyday situations, students are encour-
aged to exhmine alternatives; weigh consequences, and make decisions consis-
tent with what they value. Students are urged to take the needs, interests, and
feelings of others into account as well as their own.
dd. Miguel, Richard J. Decision. A Values Approach to Decision Making. Colum-
bus, OH: Charles E. Merrill, 1974:
7-12: This audiovisual kit, designed to help students analyze de cision-making
processes and clarify their values, includes activity cards, spirit masters, a
sound-filmstrip, add cassettes. Also included are a handbook that explains in
detail how to use the kit and resource materials, including Making Value
Judgements by Carl A. Elder and Values and Teaching by Raths, Harmin, and
Simon.
ee. The New Model Me. Lakewood, OH: Meeting Modern Problems Project,
Lakewood City Public School System, 1973
9-12: A student book and teacher's guide -are included in this high school
curriculum. It is composed of a series of activities divided into six units: "Human
Behavior," -"ControlS," "Real Self," "Values," "Response," and
"Change." The intent of the course is to provide basic skills and understanding
for dealing with difficult situations in life.
*ft'. O'Fahey, Sheila, et arDeciding HO U) to Live as Society's Children: Indi-
. vidual Needs and Institutional Expectations. Evanston, IL: McDougal, Lit-
tell, 1974.

218

-220'
 gsc

9-12. This te,t from the Values Education Yeries (see also entries D-1-a and
D -1 -f) consists largely of short case studies and clarification activities related to
femininity/masculinity, education, work, and family. The last chapter encour-
ages students "to consider ways in which individuals and groups can bring about
significant change in the structure of society."
*gg. ,Paulson, Wayne. Deciding for Myself A Values-Clarification Series. Min-
neapolis, MN: Winston, 1974
6-12: These materials, which include three sets of student booklets and a
teacher's guide, organize strategies around key elements of the valuing process
as defined by Raths et al (see entry D-2-s): "prizing, alternatives, conse-
quences, acting on beliefs, speaking out, choosing freely, and acting with a
pattern." The focus is on clarifying personal values and making everyday
choices and on how students feel about important social issues. A formula for
creating new valuing experiences is also suggested.
*hh. Raths, Louis E. Exploring Moral Values. Pleasantville, NY. Warren Schloat,
1969.
\.
2-6. Containing 15 filmstrips, this program provides opportunities for students
to discuss human realities in a variety of relevant life situations requiring moral
or ethical judgments and to explore and clarify their responses.
*ii. Shaftel, Fannie, and George Shaftel. Values in Action. Minneapolis, MN:
Winston, 1970.
4-6. This audiovis(al package, consisting of ten filmstrips and three records,
presents problem situations and encourages students to think about, discuss, and
role play, possible solutions to those problems.
*jj. Simon, Sidney B. Meeting Yourself Halfway, 31 Value Clarification Strategies
for Daily Living. Niles, IL: Argus Communications, 1974.
7-12. Materials include a book for either the students or the teacher and a set of 3 I
spirit mastets. The group-oriented strategies focus on the processes involved in
choosing, prizing, and acting. These, according to Simon, are the three integral
parts of the values clarification process. .

*kk. Smith, M.F. The Valuing Approach to Career Education. Waco, TX: Education
. - AchieveMent Corporation, 1973-74.
K-8: This is a multimedia instructional system divided into three series, K-2,
3-5, and 6-8. It is designed to teach several value-clarifying skills, various
thinking skills, and certain career concepts to elementary children. The materials
include color filmstrips, tape' cassettes, storybooks, games, posters, P 'tippets, and
tests. The teacher's guides contain detailed lesson plans for each series.
II. Values Series. Santa Monica, CA: BFA Educational Media, 1972.
1-6. This series consists of sixty-four 12" x 18" color picture cards with teaching
suggestions on the reverse side. Everyday values pi-oblems are pictured. It is
recommended that the ch'ildreii beallowen to work through them in a nonjudgmen-
tal atmosphere, however, in some cases leading questions emphasize value con-
cepts ,fuch as responsibility, safety, honesty, and sharing. g .

mm. Wrenn, C. Gilbert, and Shirley Schwarzrock. Coping With Series. Circle Pines,.

219 Clarification: Bibliography

, 2.21
 MN: American Guidance Service, 1973.
7-12: This set of 23 books presents many relationships and p blems often
confronted by young.people. The teacher's manual contains inf. ation about
the entire series as well as the rationale, objectives, role of the tea her, suggested
procedures, and a supplementary bibliography for each book. e series may be
used for individual reading, as a background for class discus on, or for group
counseling and guidance sessions. The books are concerned ith getting along
with others, understanding of self, and probler,ns with drug alcohol, smoking,
food, and other crutches.

2. Teacher Materials: Clarification

*a. Casteel, J. Doyle, and Robert J. Stahl. Value Clarificatiorr-in the Classroom. A
Prime: Pacific Palisades, CA: Goodyear, 1975.
9-12. Designed for use in undergraduate, graduate, and inservice teacher educa-
tion courses, the major part of this book is devoted to a strategy called "the value
sheet." Six formats are suggested with examples, and directions for developing
new or modified value sheets are given.
*b. Casteel, J. Doyle, et al. Valuing Exercises for the Middle School. Gainesville,
FL: P.K. Yonge Laboratory School, College of Education, University of
Florida, .1974.
5-8: The first part of this monograph introduces and defines the value sheet. In
the second section the six formats identified in Casteel and Stahl's Value
Clarification in the ,Classroom:A Primer are applied to the middle school.
Examples of each format are given, designed specifically for a unit on the Bill of
Rights.
*c. Cole, Richard. A New Role for Geographic Education. Values and Environmen-
tal Concerns. Oak Park, IL: National Council for Geographic Education, 1974.
3 -12: This monograph suggests guidelines and a variety of strategies for teachers
interested in applying values Clarification techniques to the study of geography.
d. Curwin, Richard L., and Gerri Curwin. Developing Individual Values in the
Classroom. Palo Alto, CA: Learning Handbooks, Education Today, 1974.
K-6: This handbook is one of a series of teacher resource books published by
Learning Magazine. Focusing on values education, this book explains the theory
and practice of the clarification approach, and provides various activities to assist
teachers in building trusting atmospherei, helping students "discover their true
self," "integrating values and curriculum areas," creating their own clarifying
activities, and evaluating students' progress. An annotated bibliography of val-
ues and humanistic education resources is also included.
*e. Dunfee, Maxine, and Claudia Crump. Teaching for Social Values in the Social
Studies. Washington, D.C. . Ass'ociation for Childhood Education International,
1974.
K-6; A resource for elementary teachers, this book illustrates the application of
various value-clarifying techniques and strategies in relation to student self-
concept, prejudice, friendship, the environment, and democracy.
f. Experiences in Decision Making. Elementary Social Studies Handbook. Edmon-
ton, Alberta,' Can.& Alberta Department of Education, 1971.
K-6. The fiveparts xif this handbook include objectives and references for a new
social studies program, elaboration of components of the program, suggestions

220
222,
 for planning instructional units, learning activities, and sample units. The
rationale incorporates ,the. belief that human values and the valuing process
---
should be the major fotus of the new social studies.
g. Glashagel, Char, and Jerry Glashagel. Valuing Families. Akron, OH: Youth
Values Project, Akron Y.M.C.A., 1974. \
K -12. A resource for family life education, these materials consist of 24 different
strategies and exercises for family groups. They are intended to help develop
self-esteem, to provide practice for effective communication, and to sharpen
decision-making skills.
h. Glashagel, Char, and Jerry Glashagel. Valuing Youth. Akron, OH: Youth Values
Project, Akron Y.M.C.A., 1974.
K-6. Intended for persons working with elementary-age children, these mate-
rials suggest four basic valuing strategies, as well as strategies for specific value
issues. An underlying assumption is that alcohol and drug use and abuse' are
related to a person's value system. Included in the materials package is a training
program for leaders.*
i. Hall, Brian. Values Clarification as Learning Process. Paramus, NJ: Paulist
Press, 1973.
12. This series of three books is designed to help teachers implement the clarifica-
tion approach. Book 1-Sourcebook examines values and how people apply them
in their .own lives, Book 2-Guidebook contains descriptions of projects and
exercises to help people examine and clarify their values, and Book 3-Handbook
for Christian Educators presents guidelines for using values clarification in
religious education.
*j. Harm in, Merrill, et al. Clarifying Values Through Subject Matter. Applications
for MI Classroom. Minneapolis, MN: Winston, 1973.
6-12: The use of various clarification techniques in 20 subject-matter areas,
including social studies, biology, earth science, mathematics, health, art, and
music, are illustrated in this book.
61)
,
*k. Hawley, Robert C. Value Exploration Through Role Playing: Practical
Strategies for Use in the Classroom. New York, NY: Hart, 1975.
7 -12: The six chapters of this book attempt to give.teachers specific information
and strategies for implementing role play in the classroom.
*1. 'Hawley, Robert C., et al. Composition for Personal Growth: Values Clarifica-
tion Through Writing. New York, NY: Hart, 1973.
7-12. The application of various clarification strategies in secondary English
composition programs is explained and illustrated. Activities focus on the topics
of identity, interpersonal relations , and personal growth.
m. Howe, Leland W., and Mary Martha Howe. Personalizing Education: Values
Clarification and Beyond. New York, NY: Hart, 1975.
The authors feel that in order to personalize education, values clarification
should form an integral part of every dimension of the classroom. With this
purpose in mind, this teacher resource provides over 100 strategies in addition to
worksheets. -
n. Knapp, Clifford E. "Teaching Environmental Education with a Focus on Val-
ues." 1972. ED 070 614.
... . .

221 Clarification: Bibliography

223
 4-12: This short papal- illustrates the application of several clarification tech-
niques to environmental issues. Strategies used include value sheets, role play-
ing, contrived incidents, values continuum, values voting, and rank orders. This
paper also appears in Readings in Values Clarification (Simon and Kirschen-
baum, 1973, pp. 161-74).
*o. Kuhn, David J. "Value Education in the Sciences: The Step Beyond Concepts
and Processes." 1973. ED 080 317.
7-12: This short paper discusses how students' values can be clarifiekl in science
classes andillustrates the application of various techniques to-scienceltopics. The
techniques used include simulations, role playing, sensitivity modules, and
attitudinal surveys.
p. McPhail, Peter, et al. Moral Education in the Secondary School. London,
England: Longmans, 1972.
7-12: Part I ofthis work discusses the nature of adolescence and the rationale fair
stressing moral education. Part II deals with the practical aspects of implementing
a`program of moral education. It outlines.and describes the Lifeline program and
discusses the teacher's role, curriculum planning, and school organization in
relation to the program. The appendices provide suggestions for extending the
Lifeline approach in areas such as Sex education, racial relations, and community
services and present some\ research findings based on the work of the authors.
*q. Morrison, Eleanor S., and Mila Underhill Price. Values in Sexuality: A New
Approach to SexIikcation. New York, NY: Hart, 1974.
9-12: This book offers a course structure within which high school and college
students can openly explOre and discusi- their feelings about sexuality. Units
focus on group building activities, physiology, psycho-sexual development, sex
roles, nonmarital sex, values clarification, and dimensions in relationships.
r. Paine, Doris M., and Diana Martinez. Guide to Religious Thought; An Examina-
tion of Spiritual Value Systems. New York, NY: Bantam, 1974.
10-12: This guide suggests a program for helping students to examine their own
system of values and beliefs and to compare them with those of others. In this
sense the course reflects the analysis approach. However, the valuing process
emphasized encourages the development of communications skills in the area of
feelings and emotions. A major objective of the course is values clarificgtion.
This is to be achieved through small-group processes and discussion.
*s. Raths, Louis E., et al. Values and Teaching: Working with Values in the
Classroom. Columbus, OH: Charles E. Merrill, 1966.
61

K-I2: This is the first teacher resource published on the clarification approach to
values education. The authors explain their theory of values, illustrate the use of
several strategies to help students clarify their values, discuss guidelines and
problems in applying this approach, and review the early research on values
clarification. 1

*t. Shaftel, Fannie R., and George Shaftel. Role-Playing for Social Values:
Decision-Making in the Social Studies. Englewood Cliffs, NJ: Prentice-Hall,
1967. \,,
K-8: Part I of this text explains the theory, rationale, and methodology of role

222
224
 playing. Included are a discussion of the social studies objectives that can be,
attained through role playing, suggestions for guiding the role-playing process,
and descriptions of various uses of this dramatic technique. Part II consists of
problem stories that can serve as the stimuli to the role-playing activity. The
stories deal with individual integrity, group responsibility, and self-acceptance.

*u. Simon, Sidney B., and Jay Clark. More Values Clarification: A Guidebook for
the Use of Values Clarification in the Classroom. San Diego, CA: Pennant,
1975.
7-12: This extension of Values Clarification (see w. below), presents new
strategies geared for helping teenagers and young adults clarify their values. (To
be retitled Beginning Values Clarification).

v. Simon, Sidney B., and Howard Kirschenbaum, eds. Readings in Values Clarifi-
cation. Minneapolis, MN: Winston, 197.
K-12: Readings related to values in general and the clarification approach in
particular are included in this anthology. The first section, "Values Clarification
and Other Perspectives," includes articles by Rogers, Rokeach, and Kohlberg,
as well as several by Simon and his associates. The second section of the book
consists of articles discussing the application of values clarification to various
subject areas, including history, environmental education, foreign languages,
and English. Other parts contain articles relating values clarification to religious
edlication, the family, administration, and group dynamics. The book concludes
with an annotated bibliography on values clarification.

*w. Simon, Sidney B., et al. Values Clarification: A Handbook of Practical

Strategies for Teachers and Students. New York, NY: Hart, 1972.
K-12: This manual consists of 79 values clarification activities and strategies
for elementary and secondary students and adults. Each strategy is explained in
terms of its purpose and procedure.. Additional suggestions and applications are
also provided.
x. Walz,Garry R., ed. Communique. Resources for Practicing Counselors. 2 (May
1973). Ann Arbor, MI: ERIC/CAPS, School of Education, University of Michi-
gan. ED 075 766.
K-12: Part of this issue of Communique contains a description of the values
clarification process and of specific techniques for use by teachers and coun-
selors.
y. Williams, Elmer. Values and the Valuing Process. Social Studies for the Elemen-
tary School, Proficiency Module #5. Athens, GA: Department of Elementary
Education, University of Georgia, 1972. ED 073990.
K-6: This teacher training module is designed to help prospective teachers
become aware of the affective domain and develop competence in using clarifica-
tion strategies with their students. The first part deals with Bloom's taxonomy of
affective objectives. The second part focuses on the valuing process. The last
section is a teaching strategy built around an unfinished story that will help
children identify alternatives in a problem situation and examine the possible
consequences of each alternative. Appendices include additional activities and a
bibliography of materials.

223 Clarification: Bibliography

225.
 z. YCh=culator. 4 (Spring 1973). New York, NY: National Council of YMCAs. ED
080 403.
7-12: This issue of the Y Circulator details the process used to plan and imple-
ment a program of values clarification at a Hi-Y Conference in Blue Ridge, North
Carolina.

3. Theoretical Background Materials: Clarification .

a. Maslow, Abraham H., ed. New Knowledge in Human Values. New York, NY:
Harper and Row, 1959.
This collection of 15 articles is based on addresses delivered to the First Scientific
4 Conference on New Knowledge in Human Values organized by the Research
Society for Creative Altruism. Contributors include Bronowski, Hartman, and
Margenaw, who reflect a naturalistic or scientific orientation to values; Allport,
Maslow, Fromm, and Goldstein, who reflect a humanistic viewpoint; and Tillich,
Suzuki, and Weisskopf, whO propound an ontological (spiritual) orientation. The
first group of scholars relate to the analysis 4pproach to values education, the
second group to clarification, and the final group to the union approach.
b. Moustakas, Clark. The Authentic Teacher: Sensitivity and Awareness in the
Classroom. Cambridge, MA: Howard A. Doyle, 1966.
A theoretical basis for teachers helping students to develop as healthy, whole
persons, as well as classroom illustrations, are presented in this publication.
Emphasis is placed upon understanding children in terms of their own values and
Meanings rather than in terms of external diagnosis and, evaluation.
*c. Raths, Louis E., et al. Values and Teaching: WOrking with Values in the
Classroom. Columbus, OH: Charles E. Merrill, 1969.
Part Two, "A-Theory of Values," presents the theoretical basis for values
clarification. (See also entry D-2-s.)
d. Rogers, Carl. Freedom to Learn. Columbus, OH: Charles E. Merrill, 1969..
This book offers an explanation of how and why classrooms should be organized
to allow students to be free to learn. , It contains Rogers' article originally
published in theJournal of Abnormal and Social Psychology (1964, pp. 160-167)
elaborating a theory of the evolution of the valuing process which relates directly
to Se clarification approach to values education.
e. Related Works:
1) Allport, Gordon. Becoming: Basic Considerations for a Psychology of Per-
sonality. New Haven, CT: Yale University Press, 1955.
2) Allport, Gordon. " Values and Youth." In,Studies in Adolescence, Robert E.
runder, ed. New. York, NY: Macmillan, 1963, pp. 17-27.
3) Fromm, Erich. Man for Himself: An Inquiry into the Pfychology of Ethics.
New York, NY: Holt, Rinehart and Winston, 1947.
4) Murphy, Gardner. Human Potentialities. New York, NY: Basic Books,
1958.

4. Selected Research Studies and Articles: Clarification

a. Clegg,4;nbrose, Jr., and James L. Hills. "A Strategy for Exploring Values and
Valuing in the Social Studies." In Readings on Elementary Social Studies:

224
. 226
 Emerging Changes, Jonathon C. McLendon, ed.13oston, MA: Allyn and Bacon,
1970, pp. 375-84.
This exploratory study foundthat several cognitively oriented teaching strategies
developed by Taba could be used to teach three of Rath's valuing processes
(choosing, reflection, and affirmation) to fifth-grade students.
b. Covault, Thomas J. ',`The Application of Value Clarification Teaching Strategies
with Fifth Grade Students to Investigate their Influence on Students' Self-concept
and Related Classroom Coping and Interactive Behaviors." Unpublished doc-
toral dissertition. Columbus, OH. Ohio State University, 1973, [Reported in the
Values Education Newsletter, 1 (February 1974) pp. 1-2.1
This study found that fifth-grade students who participated in 11 one-hour values
clarification sessions made the following significant changes as compared with a
control group who had physical education taught by the same investigator:
improved self-concept, positive attitude toward learning, and less acute and
infrequent apathetic, uncertain, and inconsistent behavior.
c. Gray, Russell Dent, III. "The Influence of Values Clarification Strategies on
Student Self Concept and Sociometiic Structures in Selected Elementary School
Classrooms." Unpublished dOctoral dissertation. Los Angeles, CA: School of
Education, University of' Southern California, 1975.
This study found that using an outside specialist for teaching one hour of values
clarification lessons per week for 15 weeks is not an effective method for
changiii self-concept,and most sociometric structures in sixth-gracie students.
d. Kingman, Barry. "The Development of Value Clarification Skills. Initial Efforts
in an Eighth Grade Social Studies Class, Part II." Occasional Paper 75-1. Stony
Brook, NY: American Historical Association History Education Project,,State
University of New,York, 1975.
In discussing his efforts to teach values clarification to a group of eighth-grade
students, the author reports his limited quantitative findings and his various
problems and failures. He concludes "that value clarification is an enormously
complex process riddled with technical and theoretical problems."
e. Raths, James. "Clarifying Children's Values." The National Elementary Prin-,
cipal, 42 (November 1962) pp. 35-39.
Of the 100 students in grades five through eight who acted as their own controls,
this fIrly study of values clarification found that 88 made significant changes in
"raising questions and alternatives," "active participating," "initiation and
self-direction of classroom activity," and "attitudes toward learning."

E. Action Learning
1. Student Materials: Action Learning
'Newmann, Fred M., and Donald W. Oliver. Social Action: Dilemmas and
Strategies (Public Issues Series). Columbus, OH: Xerox, 1972.
9-12: This booklet investigates the ways young people can influence public
policy and suggests value dilemmas regarding what types of social and political
actions are appropriate for youth.
2. Teacher Materials: Action Learning
*a. Allen, Rodney F. Teaching Guide to the Values Education Series. Evanston, IL.
McDougal, Littell, 1974.

225 Action Learning: Bibliography

22.7.
 9-12. This teacher's guide presents some theoretical background on values and
an instructional model for values education to be used with the Values Education
SeriCS (see entries D-1-a, D-1-foond D-1-ff). The emphasis, on "social self=
realization" and community, which is reflected in this teacher work but not in the
student materials, is the reason why it is classified under the action learning
approach.
b; Citizenship Education Clearing House (CECH). P.O. Box 24220, St. Louis, MO
63130.
CECH is a nonprofit organization that will furnish information on establishing
action programs for young people.
*c. Jones, W. Ron. Finding Community: A Guide to Community Research and
Action. Palo Alto, CA: James E. Freel, 1971.
9-12: Admittedly biased toward an activist philosophy, this book is valuable
mainly as a source of possible community action projects related to welfare, food
costs, consumer prices, the police, and schools.
d. National Commission on Resources for Youth. New Roles for Youth in the School
and Community. New York, NY: Citation Press, 1974.
This publication describes 70 community action and service projects carried out
by students.
e. Newmann, Fred M. Education for Citizen Action: Challenge for Secondary
Curriculum. Berkeley, CA: McCutchan, 1975.
9-12: This teacher resource presents a rationale, curriculum model, and
suggested guidelines for developing a secondary-level educational program
around the central objective of enhancing "student ability to exert influence in
public affairs." The author argues that this ability is a crucial aspect of the
broader goal of developing environmental competence and that the school is
uniquely suited to achieving this objective. The curriculum development model
identifies those areas of competence related to this objective. formulating policy
goals (which includes "moral deliberation"), working for support of goals, and
resolving psycho-philosophic concerns. The appendix includes a list of organiza-
tions and projects throughout the country that support citizen action and commu-
nity involvement programs.

3. Theoretical Background Materials: Action Learning.

a. Aoki, T. "Controlled Change: A Crucial Curriculum Component in Social
Education." Paper presented at the annual meeting.of the National Council of the
Social Studies, Denver, November 1971. ED 065 404.
This paper advocates a "transactional" approach to social education which
focuses on the interaction between students and their significant world and calls
for students' participatory commitment to the process of change.
b. Bigge, Morris L. Positive Relativism. An Emergent Educational Philosophy.
New York, NY: Harper and Row, 1971.
This book postulates the educational philosophy of positive relativism, which
stresses that "a person is a psycho-social being" and that "personal development
is largely a matter of individual-social development." The discussion of the
nature of values reflects this viewpoint.
c. Blumer, Herbert. Symbolic Interactionism. Perspective and Method. Englewood
Cliffs, -NJ: Prentice-Hall, 1969.

.4, 226
228
 The ideas of Georg Herbert Mead are interpreted from a sociological perspective
in this book. Blumer contends that a person is not fully determined by the society
or culture. The possession of a "self," according to Blamer, makes the person "a
special kind of actor," who can help guide his or her own behavior within the
social context. e
d. Cherryholmes, Cleo H. Toward a Theory of Social Education. Washington,
D.C.: Office of Education, U.S. Department of Health, Education and Welfare,
1971. 'ED 065 373.
This paper explains a theory of social education based on the axiom that "stu-
dents are social actors engaged in purposive decision making who process
information in acquiring and acting upon normative and empirical beliefs about
social phenomena." Normative assumptions of this theory are that social educa-
tion should increase the ability of students to (1) make socially effective choices,
(2) systematically assess alternative social futures, and (3) be continuous social
learners.
e. Dewey, John. Theory of Valuation (International Encyclopedia of Unified Sci-
ence, Vol. II, Pt. 4). Chicago, IL: University of Chicago, .1939.
This work postulates a theory of valuing to which educators and theorists from
other values education approaches claim to be related. Dewey was classified as an
"action learning" theorist because of his emphasis on the social and personal
aspects of valuing, as reflected in the following: Valuing "is as much a matter of
interaction of a person with his social environment as walking is an interaction of
legs with a physical environment"; "We must realize both the degree to which
moral beliefs are a product of social environment and the degree to which thinking
can alter that environment,"
f. Raup, R. Bruce, et al. The Improvement of Practical Intelligence. New York,
NY: Harper, 1950.
A model for making group value judgments which emphasizes both the nature of
the situation (environment) and the "moods" of the characters (person) is
presented in this book.
g. Ubbelohde, Robert. Social Studies and Reality: A Commitment to Intelligent
Social Action. Greensboro, NC: Humanistic Education Project, University of
North Carolina, 1973. ED 081 711.
This essay argues that practices allowing teachers to help students deal with
society in an effort to bring about needed social change and action would include
values clarification techniques, the methods of the social and physical sciences,
and the dialectical method.
.

Other Approaches
1. Evocation
a. Ayer, Alfred J. Language, Truth, and Logic. London, England: Victor Gollancy,
1946. i

An "emotive theory of values" is propounded, contending that values "are

simply expressions of emotion which can be neither true Nor false" and, thus, are
unverifiable. , . .

227 Other Approaches: Bibliography

23
b. Combs, Arthur W., and Donald Snygg. Individual Behavior: A Perceptual
Approach. New York, NY: Harper and Row, 1949.
This classic work on phenomenological psychology emphasizes that there is no
objective reality, merely reality as perceived through subjective frames of refer-
ence
c. Driscoll, Francis. "TM as a Secondary School Subject." Phi Delta Kappan. 54
(December 1972) pp. 236-37.
A New York' superintendent discusses how and why transcendental meditation
(TM) has been made available to students and teachers in his school district.
d. Essence Cards. Menlo Park, CA: Addison-Wesley, 1971, 1975. Includes the
following: Essence I and Essence 11.
K-12 Developed by the Environmental Studies Project, now known as Essentia,
these materials are designed to develop more effective, humane environments.
Creativity and inventiveness are encouraged. The teacher's guides suggest ways
for creating an accepting, open, trusting atmosphere in the classroom. Essence I
consists of 78 assignment cards intended to develop awareness of self, others, and
the total environment. Essence II consists of approximately 200 awareness cards
divided into eleven mini-units. Communicate, Creature, Coping with Complex-
ity:. Movement, Astronomy/Astrology, Community, Peephole, Evolution,
People, Patterns, and Enviros. Also included is a game that requires invention.
e. Rogers, Carl. "Toward a Modern Approach to Values." Journal of Abnormal
and Social Psychology. 68 (1964) pp. 160-p7.
Rogers presents a theory of valuing that claems that the valuing process within a
person has an "organismic" base and evolves through three stagesinfant,
adult, and self-actualizing adult. The first stage, which conceives of valuing as a
flexible, changing, unconscious, and fully organismic process, closely relates to
the evocation approach to valuekeducation.
f. Samples, Robert E. "Value Prejudice: Toward a Personal Awareness."Media &
Methods, 11 (September 1974) pp. 14-18, 49-52.
Samples contends that since most important decisions are "based on emotion and
intuition, not logic and rationality," teachers should focus on the emotional
drives that underlie a person's value structure rather than on the rational expres-
sion of those values. He is co-director of an educational group called Essentia,
located at Evergreen State College in Olympia, Washington. This group is
developing student and teacher curriculum materials designed to focus on the
intuitive-as well as analytical processes.
g. Westermarck, Edward. Ethical Relativity. New York, NY: Harcourt, Brace,
1932.
A theory of values is presented that conceives of values as moral emotions
indicating approval or disapproval. Since values or moral principles are grounded
in emotion, Westermarck contends that morality is relative and that moral
principles have no objective, validity.
h. Whitaker, Carl A., and Thomas P. Malone. The Roots of Psychotherapy. New
York, NY: Blakiston, 1953.
This book elaborates the authors' "experiential or non-rational" psychotherapy,
which stresses the feeling experience of the patient ratlienthan the intellect and
which strives to have the patient develop the ability to make spontaneous,
unconscious, autonomous choices without rational thinking.

228

2 3.0"
 i. Whitaker, Carl A., and Thomas P. Malone. "Experiential or Non-Rational
Psychotherapy." In Psychotherapy and Counseling, Joseph Sahakian, ed.
Chicago, IL: Rand-McNally, 1969, pp. 414-436.
A concise summary of the "experiential" approach to psychotherapy is presented
in this article.

2. Union
a. Crampton, Martha. "Some Applications of Psychosynthesis in the Educational
Field." In Four Psychologies Applied to Education: Freudian, Behavioral,
Humanistic, and Transpersonal, Thomas B. Roberts, ed. New York, NY: Wiley
1975, pp. 453-462.
This article describes a curriculum project, Integrative Qualities, designed to
develop educational materials that stress transpersonal elements such as "higher
. intuition" and "ultimate values." Some of these materials are available from the
Canadian Institute of Psychosynthesis, Inc., 3496 Avenue Marlow, Montreal 260,
Quebec, Canada.
b. Foster, Arthur L. "Valuing as Religious Experience." In Values in an Age of
Confrontation, Jeremiah W.- Canning, ed. Columbus, OH: Charles E. Merrill,
1970, pp. 119-123 ,
This essay discusses various other definitions of valuing then contends that
valuing is essentially a religious experience of making contact with the Godhead.
c. Harman, Willis W. "Experience with afpraduate Seminar on Personal Growth."
In Approaches to Education for Character, Clarence H. Faust and Jessica
Feingold, eds. New York, NY: Columbia University Press, 1969, pp. 301-314.
In this essay three processes of transforming the self are discussed, two of which
relate directly to the union, approach to values educationthe use of imagination
and transforming symbols and the experience of cosmic consciousness.
d. Hartoonian, H. Michael. "A Disclosure Approach to Value Analysis in Social
Studies Educatiog: Rationale and Components." Paper presented at the Third
Annual Conference ?on Social Education and Social Science. Lansing, MI:
Kellogg Center, Michigan State Univeitity, 1973. ED 083 059.
This presents a rationale for a disclosure approach to value analysis, which
involVes the student construction of value profiles of his or her own mythic
thought.
e. Jung, Charles C. "The Next Revolution: Education and the Evolution of Self."
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, 1973. ED 063'546.
This paper postulates a theory of the "evolution of the social-psychological self"
which closely resembles other developmental theories. Howevef, the last
stage the creative selfseems to reflect a view of the person similar to that of
- the union approach to values education.
f. McWatersi Barry. "An Outline of Transpersonal Psychology: Its Meaning and
Relevance, for Education." In Four Psychologies Applied to Education. ,Freud-
ian, Behavioral, Humanist c, and Transpersonal, Thomas B. Roberts, ed. New
York, NY-i, Wiley, 1975, pp. 448-452.
The author outlines a new classification scheme of educational domains that

229 Other Approaches: Bibliography

231
 includes a transpersonal dimension composed of four modes of experience:
intuitional, psychic, mystical, and personal/transpersonal integritive. Examples
of the content of each mode and the methods of ,developing each mode of
experience are also provided. .
g. Murphy, Midhael H. "Education for Transcendence." In Four Psychologies
a Applied to Education. Freudian, Behavioral, Humanistic, and Transpi7sonal;
Thomas B. itoberts, ed. New York, NY: Wiley, 1975, pp. 438-447.
The author discuses some recent psychological research (including that of Laing
at the Tavistock Clinics in London and Kamiya at the Langley Porter Neuro-.
psychiatric Institute in San Francisco and some psychOtherapy methods used in
Gestalt therapy and encounter groups) which he believes could be applied to the"
educational goal of transcending the ego and experiencing cosmic oneness.
h. Radha, Swami Sivananda. "Life Seals." ASCENT: The Journal of Yasodhara
Ashram Society, 5 (Spring 1973) pp. 10-15. _

Swami Radha describes a procedure she uses with groups to help individuals,gain
"new understanding the Self." It employs art, symbolism, and intuition.
(This procedure is di ussed in Chapter VII of this book.)
i. Suzuki, D, T. "Human Values in Zen.", In New Knowledge in Human Values,
Abraham H. Maslow, ed. New Yolk, NY: Harper and Raw, 1959, pp. 94-106,
The article presents a Zen Buddhist conception of the nature.of values, which sees
the ultimate source of values and valuing in the "isness" of things. In typical Zen
master fashion, Suzuki claims that "the value is a value when it is amo-value."
j. T4Uich, Paul. "Is a Science, of Human Values Possible'?" In New Knowledge in
, Human Values; Abraham H. Maslow, ed. New YOrk, NY: Harper and Row,
1959, pp. 189-196.
Discussion focuses on the ontological foundation of values, which, accordingto
Tillich, are derived from "man's own essentialpeing.",
O
k. Watts, Alan W. The Book: On the Taboo Against Knowing Who You Ark.'New
York, NY: Collier, 1967.
With frequent use of parables and stories from Eastern philosophy and religion,
Watts discusses in Western terms the task, meaning, and value of attaining
cosmic consciousnessthe feeling that you are IT (at one with God).
I. Yeomans, Thomas. Search for a Working Model: Gestalt, Psychosynthesis, and
Confluent Education. Occasional Paper No. 22, Santa Barbara CA: Development
and Research in Confluent Education (DRICE), University of California, 1972.
Attempting to establish a theoretical basis for the program of "confluent educa-
tion," this paper summarizes the *deas of Perls' Gestalt therapj, and As-
sagioli's psychosynthesis. In using the i eas o the latter psychologist), the
advocates of confluent education seem to be affirming that "transpersonal experi-
ence and development are . . . legitimate and natural directions Qiigrowth" and,
thus,, legitimate and natural concerns for education.
m. Related Works:
1) Assagioli, Robert. Psychosynthesis. New York, NY: Viking, 1971.
Bugenthal, J.F.T. The Search for Authenticity. New York, NY: Holt,

230
232
 Rinehart Ana WirgiOn, 1965. ;.`
3) Jung, Carl G. The Integration of the Personality. New York, NY: Farrar and
Rinehari, 1939. /
4) Maslow, Abraham H. Religions, Values, and Peak Experiences. New York,
NY: Viking, 1970.
5) Progoff: Ira. The Death and Rebirth ofPsychology. Nev.; York, NY: Julian,
1956.
6) Sorokin, Pitirim A. "Reply to- Professor iffiesskopf." In New Knowledge in
Human Values, Abrahain H. Maslow, ed. New York, NY: Harper and Roik,
1959, pp. 224-232. r'
7) TilIrch, Paul. The Courage to Be. New Haven, CT: Yale University Press,
19522.
8) Weisskopf, Walter A. "Comment." In Nev Knowledge in Human Values,
Abraham H. Maslow, ed. New York, NY: Harper and Row, 1959, pp.
199-223.

r'
o

231: Other Approaches: Bibliography

0

233
 selected bibliography
of related works on values
and values, education

AoGeneral Bibliographies on Values

I . Albert, Ethel M., and Clyde Kluckhphn. A Selected Bibliography on Values, Ethics,
and Esthetics, in the Behavioral Scienies and Philosophy, 1920-1958. Glencoe, IL:
Free Press, 1959.
2. A Guide to Selected Curriculum Materials on Interdependence, Conflict, and
d
Change: Teachei. Comments on Classroom Use and lmitentation. Denver, CO:
Center for Teaching International Relations, Denver ersity, apt New York:
Center for War/Peace Studies, New York Friends Group, Inc., 1973. ED 096 236
3. Hearn,-D. Dwain, ed., an. d,Sandy Nicholson. Values, Feelings and Morals. Part 1:
Research and ferSpectives.,Pakt 2: An Annotated Bibliography of Programs and
Instructional Materials. Washington, D.C.: American Association of Elementary,.
Kindergarten, and Nursery Educators, 1974. ED 095 472.
4. Moral and Values Education. Bibliographies in Education, No. 44. Ottawa,. On-
tario, Canada: Canadian Teacher's Federation, 1974. ED 097 269.
5. Reading List for the Theme Center "The Individual's Quest for Universal Values."
Curriculum Research Report. Brooklyn, NY: Bureau of Curriculum Research, New
York City Board of Education, 1960. ED 089 251.
6 ThomasS Walter L. A Comprehensive Bibliography on.the Value Concept, Grand
Rapids,, MI: Project on Student Values, Northview Public {Schools, 1967. ED 024
064.

B. Bibliographies Related to Specific Approaches

1. Glaset- Kirschenbaum, Howard and Barbara Glaser- Kirschenbaum. "An Anno-
tated Bibliography on Value's Clarification.." In Readings in Values Clarification,
Sidney B. Sion and Howard Kirschenbaum, eds. Minneapolis, MN. Winston,
1973, pp. 366 -385. (Clarificatidn) .

2. Report No. 2: Moral Education : .4 Bibliography and "Annotations. Vancouver,

:British Columbia:Canada, 1974. (Moral Developmerit)
3 Selective Bibliography on Valuing as an Educational Approach to Drug Abuse and
Other HighRisk Behavior, Coronado, CA: CorOnacto Unified School District, 1973.
(Inculc4tion) .

232

I.
234
C
 C. Student Materials Related to Values Education
1. Abbey, David S. Valuing: A Discussion Guide for Personal Decision Making.
Chicago, IL Human Development Institute, Instructional Dynaniics Incorporated,
1974.
11-12. Valuing is d'self-contained program that teaches the fundamentals of the
process involved in making choices and decisions to groups of nine to 12 partici-
pants. It permits people to share information about themselves only when they wish
to do so without the assistance of a trained leader. The complete program includes an
audio cassette, a manual, six figures books, and an exercise book.-
2. The Adventure fihe Lollipop Dragon. Chicago, IL. Singer Education and Training
Products, Societ r Visual Education, 1970. Includes the following titles. How the
Lollipop Dragon t His Name (Sharing), Working Together, Avoiding Litter, Care
of Property, Taking Turns, and Kindness to Animals.
1-3. This set of color sound-filmstrips is illustrated in cartoon style. The characters,
, including the Lollipop Dragon and the children Of Tum Tum, demonstrate the values
and conduct implied in the Hiles. Script guides and the Lollipop Dragon Coloring
Book are also available.
3. Campbell, Alexander, and Ralph H.' Ojemann. Learning to Decide Program.
Cleveland, OH: Educational Research Council of America, 1970.
4-6. This multimedia program consists of a teacher's book for each of the three grade
levels, students' stories, a question booklet, a decision-making booklet, filmstrips,
, and tapes. Also included is a.packet. entitled Readings in Human Behavior.
4. Campbell, Alexander, and Ralph H. Ojemann. Values and Decision Making Pro-
gram: Cleveland, OH: Educational Research Council of America, 1972, 1975.
,
7 12: This program includes a junior high component and a senior high component.
A student booklet, a teacher's guide, and a packet, Readings in Human Behavior,
are included in each component.
5. Developing Basic; Values. Chitago, IL, Singer Education and Training Products,
Society for Visual Education, 1964. Includes the following titles: Respect for
Property, Consideration for Others, Acceptance of Differences, and Recognition of
Responsibilities.
3-6. These color sound - filmstrips present, stories and sample class discussions
illustrating the basic values reflected in the titles.
6. Jackson, Dorothy J. Career Decision Making: A Mini Course. Ithaca, NY: Cornell
Institute for Occupational Education, New York State College of Agriculture,
Cornell University,. forthcoming January 1976.
9-12. The course includes'three packets, each with a student booklet and a leader'st-
guide. Areas covered include "Values, "Occupational Information," and "Decj-
sion Points." The aim of the course, which includes both individual and group
activities, is to help students build career decision-making skills. It is presently being
piloted.
7. Open-Ended Stories. Lakeland, FL: Imperial Film, 1970. Includes the following
titles: The Painting, The Open Gale, The' New Building, The Puiset, and The
Warning Blinker. . ,.

2 3.3 Student Materials: Bibliography

235
 1-6. Each of the sound-filmstrips presents an unresolved conflict situation. Some
alternative solutions are presented. The values involyed are integrity, self-
responsibility, responsibility for others, friendship, and courage. A summary of.
filmstrip content and. suggested questions
, are given in the study guide.
8. Posters Without Words. Niles, IL: Argus Communications, 1973.
,,7-12: Materials include six color and six black-and-white posters, 14" x 21",
two spirit masters, and a teacher's' direction sheet. The posters are designed to
encourage personal reflection,.cretii,e expression, and group di cussion.
'9. Price, Roy. Concepts for Social Studies. New York, NY: Macmi Ian, 1974.
9-12: Included in this set of 21 paperback bdoks for social studies are four on
values concepts: The Arena of Values, A Walk in My Neighbor's Shoes, The Cruex
of the Matter, and The Cement of 4Societiesr Cartoons, photographs, and illustra-
tions supplement the readings, and a teacher's. guide is available for each title.
10. They Need Me. Lakeland, FL. Imperial Film, 1968. Includes the following titles.
My Friends Need Me, My Mother and Father Need Me, My Dog Needs Me, and
My Baby Sister Needs Me.
1-6: These four captioned filmstrips present children's interdependence upon
those around them. Situations in which a child could be of help are explored, and
children must decide on a course of action. The solution is then pictured.
11. Two ,Sides to Every Story. Lakeland, FL: Imperial Film, 1970.' Includes the
following titles: Is Anyone to Blame?, Have You Felt Hurt?, A Place in the
Family, and Have You Wanted to Be Alone?
1r6: These color, captioned filmstrips attempt' to deal, through open-ended
situations, with 'conflicts involving hurt feelings, misunderstandings, and re-
: :lations with brothers rd sisters.
12. Understanding Values. Jamaica, NY: Eye Gate, 1973. Includes the following
titles: Stealing, Cheating and Chiseling, Lies, Half-Truths and Untold Truths,
Other's ValuesIYour Values, Who Cares /Staying Involved, and Right, Wrong, or
Maybe.
6-12: These six sound-filmstrips present open-ended situations dealing with the
subjects mentioned in the titles.

D. Teacher Materials Related to Values Education

1 Bessell, Harold, and Uvaldo Palomares. Human Development Program. San
Diego, CA: Human Development Training Institute, 1973, 1974.
2. Brown, George. Human Teaching for Human Learning: An Intrqduction to
. Confluent Education. New York, NY: Viking, 1971.
3. Epstein, Charlotte. Affective Subjects in the Classroom: Exploring Race, Sex, and
Drugs. Scranton, PA: Intext, 1972.
4. Kuhns, Witiam. Themes Two: One Hundred Short, Films for. Discussion.
Dayton, OH: Pflaum, 1974.
5. Sthrank, Jeffrey. Media in Value Education: A Critical Guide. Niles, IL: Argus
Communications, 1970.

234 I.

230
 6. Weinstein, Gerald, and Mario D. Fantini. Toward Humanistic Education: A
. Curriculum of Affect. New York, NY: Praeger, 1970.

E. Thebretical Background Materials Related to Values

and Values Education
1. The Acquisition and Development of Valices: Perspectives on Research. Be-
thesda, MD. National Institute ofehild Health and Human Development, 196'8.
2. Baler, Kurt, and Nicholas Rescher, eds. Values and the Future. New 'fork, NY:
Free Press,-1969.
3. Barrett, Donald N., ed. Values in Americo. South Bend, IN: University of Notre
Dame Press, 1961.
4. Bauer, Nancy W. "Development of Effective 'Moral Decision-Making Through
Social Studies." Paper presented to the College and University Faculty Assethbly
of the National Council for the Social Studies, Chicago, November 1974.
5. Beck, Clive M. Moral Education in the Schools: Some Practical Suggestions.
Toronto, Ont'ario, Canada: Ontario Institute for Studies in Education, 1971.
6. Beck, Clive M., et al. (eds).. Moral Education: Interdisciplinary Approaches.
Toronto, Ontario, Canada: Universitiof Toronto Press, 1971.
7. Belok, Michael, et al. Apprdaches -to Values in Education. Dubuque, IA:
William C. Brown, 1966.
8. Berkowitz, Leonard. Development of Motives and Values, in the Child. N ew
York, NY;.Basic Books, 1964.
9. Brameld, Theodore, and Stanley Elam, eds. Values in American Education.
' Bloomington, IN: Phi Delta Kappa, 1964.
10. Broudy, Harry S. Enlightened Cherishing: An Essay on Aesthetic Education.
Urbana, IL: University of Illinois Press, 1972.
11. Buttimer, Sister Annette. Values in Geography. Washington, D.C.. Commission
on College Geography, Association of American Geographers, 1974. ED 098 137.

'12_ Combs, Arthur, ed. Perceiving, Behaving and Becoming. Washington, D.C..:
Association for Supervision and Curriculum Development, 1962.
13. Dahlke, H. 0." Valles in Culture and Classroom. .New York, NY: Harper and
Row, 1958.

14. Drews, Elizabeth M., and Leslie Lipson. Values and Humanity. New York, NY:
St. Martins, 1971.
15. Faust, Clarence H., and Jessica Feingold, eds. Approaches to Education for
Character: Strategies for Change in Higher Education. New York, NY: Colum-
bia University Press, 1969.
16. Hall, Everett W. What Is a Value? New York, NY: Humanities Press, 1952.
17. Hunt, Mate G. Values. Resource Guide. Oneonta, NY. American Association of

2 35 Theoretical Materials: Bibliography

237
 Colleges for Teacher Education, 1958.
18. Katz, Martin. Decisions and Values. Princeton, NJ. College Entrance Examina-
tion Board, 1963.
19. Krathwohl, David, et al. Taxonomy of Educational Objectives. The Classifica-
tion of Educational Goals. Handbook 11: Affective Domain. New York, NY:
David McKay, 1964.
20. Lyon, Harold C., Jr. Learning to Feel-Feeling to Learn. Columbus, OH:
Charles E. Merrill, 1971.
21. Meddin,,Jay. "Attitudes, Values, and Related Concepts: A System of Classifica-
tion." Social Science Quarterly, 55 (March 1975) pp. 889-900.
22. Nib lett, W. R., ed. Moral Education in a Changing Society. London, England:
Faber and Faber, 1963.
23 Peterson, James A. Counseling and Values. A Philosophical Examination. San
Diego, CA: Pennant, 1972.
24. Rokeach, Milton. Beliefs, Attitudes, and Values. San Francisco, CA: Jossey-
Bass, 1970.
25. Rokeach, Milton. The Nature of Human Values. New York, NY: Free Press,
1973.

26. Sahakian, William S. Systems of Ethics and Value Theory. New York, Nt':
Philosophical Library, 1963.
27. Simpson, Elizabeth L. Democracy's Stepchildren. San Francisco,,CA: Jossey-
Bass, 1971. -

28. Smith, Philip G. Theories of Value and Problems of Education. Urbana, IL:
University of Illinois Press, 1970.
29. Wilson, John. The Assessment of Morality. London, England. NFER Publishing
'1973.
30. Wilson, John, et al. Introduction to Moral Education. Baltimore, MD: Penguin,
1967. -

F. Film Catalogs with Values -'Related Materials

,.
For the catalogs listed below ordering addresseslilAbeen prtividt:d. Values .related
st.
films are generally listed in these catalogs under such categories as guidance, values
education, human relations, ethics, social values, art.contemporkry issues.
1. BFA Educational Media. Catalog of 16mm Films. Available from BFA Educa-
tional Media, A Division of Columbia Broadcasting System, Inc., 2211 Michi-
gan Ave., Santa Monica, CA 90404.
t
2. Bosustow ProduCtions Film Catalog: Available from Bosustow Productions, 1649
Eleventh St., Santa Monica, CA 90404.
3. Britannica Films. Catalog No. 39,1974-75. Available from Encyclopaedia Britan-
nica Education Corporation, 425 N. Michigan Awe., Chicago, IL 60611.
4. Carousel Film Catalog. Available from Carousel Films, Inc., 1501 Broadway,

236
238
 Suite 1503, New York, NY 10036.
5. Coronet Films. Available from Coronet Instructional Medi* 65 East South Water
St., Chicago, IL 60601.
6. F.,cce*s Circle Film Catalog. Available from Eccentric Cirole, P.O. Box 1481,
EvanstOn, IL 60204. . ,

7.. Education! Motions Pictures. Available from Indiana University, Audio- Vistial
Center, Bloomington, IN 47401, Attention: NET Film Service.
8. Film and Multi-Media Catalog. Mass Media.. Available from Mass Media, 1720
ChouteaU Ave., St. Louis, MO 63103.
9. Film Images.Catalog. Available from Film Images, Division of Radim Films,
Inc., 17,West 60th St., New York, NY 10023.
10. Film List. Center for Teaching International Relations. Available from Colorado
Division, UNA-USA-UNESCO, 1600 Logan St., Denver, CO 80203.
11. Films for Junior and Senior High School Social Studies. Available from Indiana
University, Audio-Visual Center, Bloomington, IN 47401.
12. Films on the Future. A Selective Listing. Available from World Future Society,
P.O. Box 30369, Bethesda Branch; Washington, D.C. 20014.
13. Gilbert Films Catolog. Available from Gilbert Films, Erector Square, New Maven,
CT 06506.
14. Guidance Associates Instructional Media Catalog. Social Studies 1975 (section
on "Motion Media"). Available from Guidance Associates/Motion Media, 757
Third Ave., New York, NY 10017.
15. Learning ,Corporation of America: Searching for Values: A Film Anthology.
Available from Learning Corporation of America, 711 Fifth Ave., New Yak:.
NY 10022.
16. Lifelong Learning Films, 44 (March 31, 1975). Available from Lifelong Learn-
ing, University Extension, University of California, Berkeley, CA 94720.
17. Mountain Plains Educational Media Council, Film Catalog. Available from
University of Colorado, Bureau of Audiovisual Instruction, Boulder, CO 80302,
Attention: Booking Clerk.
18. NBC Educational Enterprises. 16mm Film Catalog. 1974-1975. Available from
NBC Educational Enterprises, 30 Rockefeller Plaza, New York, NY 10020.
19. New Day Films Catalog. Available from New Day Films, P.O. Box 315,
Franklin Lakes, NJ 07417.
20. Perennial Education Film Catalog. Available from Perennial Education, Inc.,
1825 Willow Rd., P.O. Box 236, Northfield, IL 60093.
21. Perspective Films. Unique Visual Statements on the World Around Us. Available
from Perspective Films, 369 West Erie St., Chicago, IL 60610.
22. Pictura 16mm Educational Film Catalog. Available'rrom Pictura Film Distribu-
tion Corporation, 43 West 16th St., New York, NY 10011.

237 Film Catalogs: Bibliography

230
 23. Pyramid Films. Available from Pyramid Films, Box 1048, Santa Monica, CA
90406.
24 Sterling Educational Films Catalog. Available from Sterling Educational Films,
A Divisiob of the Walter Reade Organization, Inc., 241 East 34th St., New
York, NY 10016.
Is
\
25. Time Life Films Catalog. Available from Time Life Films, 43 West 16th St.,
New York, NY 10011. . .

26, United Nations Films and Filmstrips Catalog. Available from Colorado Divi,
sion, UNA-USA-UNESCO, 1600,Logan St., Denver, CO 80203.
27 Wombat Productions Film Catalogs. Films that Reach. Available from Wombat
Productions, Inc., 77 Tarrytown Rd., White Plains, NY 10607.
28, Wombat Productions: Your 1974-'75 Catalog Update. Available from Wombat
PrOductions, Inc., 77 Tarrytowu,Rd,,, White Plains, NY 10607.
...---''''''
G. Selected Documents on Values Education in the ERIC
System ,

1. Allen, Rodney F. "But the Earth Abideth Forever: Values in Environmental

Education." No date. ED 099 300.
2. Bradley, R. C. "Values and Reading." Paper presented at the Annual Conven-
tion of the International Reading Association, New Orleans, 1974. ED 088 007.
3. Burgess, Evangeline. Values in Early Childhood Education. Washington, D.C.:
rational Education Association, 1965. ED 088 565.
4. Casteel, J. Doyle, et al. The Science Observation Record: A Theoretical Model
' Relevant to Value Clarification in Mathematics, Science, and Social Studies.
Gainesville, FL: Institute for Development of Human Resources, University of
Flordia, 1974. ED 093 959.
5. Christopher, Lochie B., and Orvis 'A. Harrelson, eds. Inside Out: A Guide for
Teachers. Bloomington, IN: National Instructional Television Center, 1973. ED
081 199.
6. Del Prete, Richard P., and Peter P. Twining. "Value Development Employment
Module." 1973. ED 091 645.
7. DeMarte, Patrick J., and Margo I. Sorgman. "A Pilot Stu to Investigate the
Effects of Cotrses in Humanistic Education on the Self-Frerceptions of Preservice
Teachers." Paper presented at the 4pnual meeting of the National Council for the
Social Studies, San Francisco, November 1973. ED 090 109. ' 1
1

8.. Denys, Larry. "Beyond Progress and Development." 1972., ED 068 4314.
4
9. Dubois, Sheilagh, ed. Values in the Curriculum. Windsor, Ontario, Canada:
Ontario Association for Curriculum Development Annual Conference, 1971. ED
081 965.
. .

10. Education for Student Concerns. Affective Education Research Project. .

Philadelphia, PA: Office of Curriculum and Instruction, Phildelphia School
District, 1968. ED 093 725.

238

240. M
11. Focus on Man. A Prospectus. Social Studies for Utah Schools._,Salt Lake City,
UT: Utah State Board of Education, 1971. ED 065 383:
12. Fraenkel, Jack R. "Teacher Approaches to the Resolution of Value Conflicts."
Paper presented at tItt annual meeting of the National Council for Social Studies,
Boston, Nov ber 1972. ED 092 445.
13. Fraenkel, Jack.'`" Values: Do We or Don't We Teach Them?" 1971. ED 065
388.

14. Frank, Peter R. "An Effective Approach to Drug Education." Paper presented at
the annual meeting of the American Educational Research Association, Chicago,
1974. ED,092 823.
15. Frost, Reuben B:, and Edward J. Sims, eds. Development of Human Values
Through Sports. Washington, D.C.: American Alliance for_Health, Physical
Education, and Recreation, 1974. ED 099 352.
16. Greenberg, Polly, and Bea Epstein. Bridge-To-Reading. Section 3: Feelings,
Thoughts, Understandings, Solving'Problems, Values. Mdrristown, NJ. General
Learning Corporation, 1973. ED 093 489.
17. A Guide to Selected Curriculum Materials on Interdependence, Conflict, and
Change. Teacher Comments on Classroom Use and Implementation. Denver,
CO: Center for War/Peace Studies; and New York, NY: New York Friends
Group, Inc., 1973. ED 096 236.
18. Holdrege, Craig, et al. Sunshine Unfolding. Boulder, CO: Social Science
Education Consortium, 1972. ED 081 708.
19. Humanities III. The Future of Man. Wilmington, DE. Stanton School District,
1971. ED 065 431.
20. Jones, John A. "The Curriculum Accommodation Questionnaire, Form S."
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, 1974. ED 091 437.
21. Jones, John A. "Validation of the Curriculum Accommodation Questionnain
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, 1974. ED 091 436.
22. Kerlinger, Fred N. "The Study and Measurement of Values and Attitudes."
Paper presented at the annual meeting of the American Educational Research
Association, Chicago-,,1972. ED 079 618.
23. Kingman, Barry. The Development of Value Clarification Skills. Initial Efforts in
an Eighth Grade Social Studies Class. Occasional Paper 74-3. Stony Brook, NY:
American Historical Association History Education Project, State University of
New York, 1974. ED 090 128.
24. Kuhmerker, Lisa. "We Don't Call It Moral Education. American Children Learn
AboUt Values." 1973. ED 092 467.
25. Leming, James S. "An Empirical Examinationpf Key Assumptions Underlying the
Kohlberg Rationale for Moral Education." Paper presented at the annual meeting of
the American Educational Research Association,,Chicago, 1974. ED 093 749.

239 ERIC Documents: Bibliography

241
 26 Madison, John P. "An Analysis of Values.ancr Social Action in Multi-Racial
Children's Literature' Unpublished doctoral dissertation. Urbana, IL. University
of Illinois, 1972. ED 083 611.
27. Man and His Relationship to the Natural,and Cultural Envirbnnzent. The United
tates. A Resource Guide. Honolulu, HI. Office of Instructional Services, Hawaii
tate Department of Education, 1972. ED 091 268.
28. ate s Changing Values and a World Culture-New Directions and New Emphases
r Educational Programs. A Report on the 1971 Phi Delta Kappa Conference on
odd Education. Glassboro, NJ: Phi Delta Kappa-, 1971,, ED 079 190..
29. eux, Milton, et ill. The Development of iValue Observation System for Group
iscussion in Decision Making: Final Rep3rt. Salt Lake City, UT: University Of
tah, 1972. ED 066 389.
30. Molnar, Alex. "Modes of Values Thinking in CurricUlum." Paper presented at the-
annual meeting of the Association for Supervision and Curriculum Development,
Minneapolis, 1973. ED 077 131.,
31. Moral Education. Development of a Model. Final Report. Princeton, NJ. Educa-
tional Testing Service; 1972. ED 085 285.
32. Mukerji, Rose, and Ruth S. Pollak. Ripples and Guide for Ripples. Bloomingtonl
IN: National Instructional Television Center, 1971. ED 079 787. i

33. Murphy, Patricia D., et al. Consumer Education Curriculum Modules: A Spiral-,
1

Process Approach. 2. Valuing Process. Fargo, ND: College of Home Economics,

North Dakota State University, 1974. ED 095 269.
34. Olmo, Barbara G. "Values Education in the New Jersey Secondary Curriculuin."
1974. ED 099 263.
35. Pracejus, Eleanor L. The Effect of Value Clarification on Reading Comprehension.'
Ann Arbor, MI: University Microfilms, 1974. ED-098 557.
36. Project Social Studies: Twelve Grade Units. Minneapolis, MN. Minnesota Univer-i
sity, 1967-68: ED 083 103, 083 104, 0g3105, 083 106, 083 108, 083109, Q83 110. i

37. Ruud, Josephine B. Teaching for Changed Attitudes and Values. Washington,
. D.C.: Home Economics Education Association, 1971. ED 078 203.
'38. Satterlie , Arthur L. Human Dignity Through History. Vallejo, CA. Vallejo Unified
School District, 1971. ED 066 397.
39. Schmidt, Fran, and Grace Adams. American Culture, Social Studies, Language
Arts: 6426.01. Miami, FL: Dade County Public Sch.00ls,, 1971. ED 070 685.
40. Troyer, Maurice E., et al. "Purposes, Processes, and Consequences of Three Space
1-unit Seminars on the Nature,and Meaning of Values." Paper presented at the
annual meeting of the American Educational Research Association, New Orleans,
1973. ED 077 797.
41. Ubbelohde, Robert. "Value Problems and Curriculum Decisions." Paper pre-
sented at the annual meeting of the Association for Supervision and Curriculum
* Development, Minneapolis, 1973. ED 075 926.

240
242
 42. Vuicich, George, and Joseph Stoltman. Geography in Elementary and Secondary
Education. Tradition to Opportunity. Boulder, CO. ERIC Clearinghouse for Social
Studies/Vela! Science Education; Social Science Education Consortium, Inc.,
1974. ED 097 243.
43. Wells, Leora Wood. The Acquisition and Development of Values. Perspectives on
Research. Bethesda, MD. National Institute of Child Health and Human Develop-
ment, National Institutes of Health, 1968. ED 066 414.
44. Whitehurst, Keturah E. "Techniques and Processes of Socialization of the Black
Child." Paper presented at the Institute in the Black Perspective, Washington,
D.C., 1972. ED 097 963.

H. Selected Articles on Values Education from

Educational Journals
(Annotations are from ERIC's Current Index to Journals in Education.)
'1. Allen, Rodney F. "Student Concerns and Commitments." Social Education, 38
(Apjil 1974) pp. 349-355.
This article suggests activity in which students examine life-style implications of
diverse commitments and values in order to help them deal with both social and.
personal concerns.
2. Alley, Louis E. "AthletiCs in Education: The Double-Edged Sword." Phi Delta
Kappan; 56 (October 1974) pp. 102-105, 113.
School athletics can be adexceedingly potent tool for developing desirable behavior
patterns--but only if directed by coaches of resolute integrity. Illustrative anecdotes
are offered.
3. Berdie, Ralph F., et al. "And Man Created God in His Own Image." Counseling
and Valuei, 19 (October 1974) pp. 10-18.
This study explores the hypothesis that there is "a positive relationship between an
;individual's self-concept and his concept of God." The article is followed by a
contrary opinion by R. B. Nordberg and by the author's rejoinder.
4. Betof, Edward H., and Howard Kirschenbaum. "A Valuing Approach." School
Health Review, 5 (January/February 1974) pp. 13-14.
The article describes the use of facts, concepts, and values in teaching students the
importance of Teeling, thinking, choosing, and acting in their daily lives.
.
5. Boggs, David L. "An Interpretive Review of Social Science Research on
Behaving-Valuing Patterns 9f Low Status People." Adult Education, 24 (Summer
1974) pp. 293-312. -r
This study is an inductive analysis of the relationship between Stated purposes for
adult education programg and the behaving valuing process of potential low-status
clients as revealed in ocial science research.,
6. Cogan,lohn, and John H. Litcher. "Social Studies after Curriculum Reform. Some
Unfinished Business.",ElementariSe'hool Journal, 75 (October 1974) pp. 55 -61.
The need for a coordinated approach to social studies curriculum de'elopment is
,discussed. Issues to be considered include goals, personalizing, programs through

.o
241 Jourhal Articles: Bibliography
243
 active learner participation, human-centered programs, values and the valuing
process, a broadening of the range of content resources available, and the teacher
education program.
,
7. Crabtree, Walden. "Establishing Policy in the Values Education Controversy."
Contemporary Education, 46 (February 1974) pp. 24-27.
This article offers a brief description of some values education programs in order to
clarify reactions to criticisms of these efforts to educate for character.
8. Dalis, Gus T., and Ben B. Strasser. "The Starting Point for Values Education."
'School Health Review, 5 (January/February 1974) pp. 2-5.
9. Della Pave, L. Richard. "Success Values: Are They Univefsal or Class-
Differentiated?" American Journal of Sociology, 80.(July 1974) pp. 153-169.
This study, using Hyman Rodman''s concept value stretch in an attempt to resolve
the long-standing controversy over the existence of universal versus class-
differentiated success,value's in American society, surveys white boys from four
Massachusetts high, schools.
10. Dickens, Mary Ellen. "Values, Schools, and Human Development." Clearing
House,-48 (April 1974) pp. 473-77.
How are values imparted ,to children? Are they taught? Are they learned by
example? What is,the appropriate role for the school? And so these questions go on.
The author offers some thouglitS on this subject.
11. Dillman, Phillip L. "The Humanities at Pine Crest School." Humanities Journal, 8
(December 1974) pp. 5-9.
This secondary humanities curriculum is based on four assumptions. the humanities
-are for all students, they must ,be interdisciplinary and presented throughinul-
timedia, they must deal with real issues affectively as well as cognitively; and they
must involve value judgments and decision making.
12. Dreischmeier, William B. "Teaching for a Change in Attitude. Values Cla'rifica:
tion." Agricultural Education Magazine, 47 (December 1974). pp. 129-130, 136.
According to this article teachers need to do more to help students in the process of
value development.
13. Edwards, Larry W. "Elementary School Students Should Make Value Judg-
ments." Music Educators Journal, 69 (September 1974) pp. 40-44.
The article discusses a guide to a curriculum through which school children can
develop their sensitivity and independence.
14. Farrell, Edmund J. "Choosing Values and Valuing Choices." ADE- Bulletin, 40'
(March 1974) pp. 51-56.
The role of teaching and of teachers in deternaining and asserting our values and in
exploring alternatives and their consequences is discussed.
15. "Focusing on Everyday Problems. Consumer Education." Social Education, 38
(October 1974) pp. 500-505.
Suggestions for incorporating consumer awareness into the usual civics or govern-
ment courses are made with reference to values clarification and the needs and
experiences of the student.

242
244
16: Forbes, Jack D. "The. Ameijcanization of Education in the United States." Indian
Historian, 7 (September 1974) pp. 15-21.
The goals of education fol.' Native Amecicans should be based upon the development
ofthe individual and the maintenance or re-establishment of the native community
in harmony with the universe (the Pov.hatap Goals of Education), according to this
article.
17. Forcinelli, Joseph, and Thomas S. Engeman. "Value Education in the Public
School." Thrust for Education Leadership, 4 (October 1974) pp. 13-16.
The authors attempt to give the reader a general tInderstanding of the basis and gpals
of value-oriented.programs in addition to considering their practical applicability in
the classroom. .

18. Galbraith, Ronald E., and Thomas M. Jones. "Teaching Strategies for Moral
Dilemmas. An Application of Kohlberg's Theory of Moral Development to the
Social Studies Classroom." Social Education, 39 (January 1975) pp. 16-22.
An outline of Lawrence Kohlberg's theory of cositive moral development Prefaces
an application of the teaching 'plan developed by the Social Studies Curriculum
Center at Carnegie-Mellon Udiversity for leading discussions of moral dilemmas..,

19. Genge, Betty Anne, and John J. Santosuosso., " Values Clarification for Ecology."
Science Teacher, 41 (February 1974) pp. 37-39. '
A value clarification exercise developed for a unit on pollution is presented. In it
students are given or prepare a number of items to rate frorridesirable to undesirable
or from undesirable toward desirable. 4'
20. Goodman, Arnold M. "Potential for Growth and Development: A Rabbinic
View." Counseling and Values, 19 (October 1974) pp. 30-.35.
According to-the author the entire thrust of the Jewish RabbinicYradition is to accept
the seality of development. Behavior reflec,t4 values, and values come from the
study of the Torah. ,..

2L. Graves, Clare W. "Human Nature Prepares for a Momentous Leap." Futurist, 8
(April 1974) pp. 7j-87.
A psychological theory that holds that human beings live at different !elk's of
existence contains implications for education, management, and social services.
22Gray, Jadies U. "A Teaching Strategy for Clarifying Aesthetic Values." Art
Education; 27 (October 1974) pp. 11-14.
The purpose of this article is to demonstrate that important aspects of aesthetic
education are neither technical nor abstruse and that elementary school teachers
particularly can develop in children an openness to aesthethic experience.
23. Greenberg, Herbert J. "The Objectives of Mathematics Educafion." Mathematics
Teacher, 67 (November 1974) pp. 639,-643. .

'Literacy, values, andstemming Worn thesepurposeful action are seen as the

basic and separable educational objectives. The mathematics curriculum, be-
havioral objectives, and the affective domain are discussed in light of these.
Statements from various national committees and advisory boards are included.
24. Hitikemeyer, Michael T. "Societal Values: A Challenge to the Cdriculum

24a: Journal Articles: Bibliography

2:15
 o

Specialist." Social Studies, 65 (March 1974) pp. 114-18.

The challenge to the curriculum specialist is to determine objectives for citizenship
that consider povaried democratic principles and societal value demands and to
create a cooperative professional relationship between cdllege-leyel and school-
level curriculum specialists. .
25. Hobbs, Jack. "The Problem of Language and Values in Aesthetic Education."
Studies in Art Education, 1 (February 1973) pp. 5-9.
-
26. Hopp, Joyce W. "VC for Sixth Graders." School Health Review, 5 (January/
February 197,4) pp. 34-35.
This article describes the'use of values clarification in teaching sixth graders health
education. -

27. Huggins, Kenneth B. "Alternatives in Values Clarification."National Elementary

Principal, 54 (November/December 1974) pp. 76-79.
Within a carefully structured situation, students can be allowed greater choice than
they low have. This can be accomplished without making them feel lost and
coonfused. The balance between direction and freely offered alternatives a delicate
one, but the teacher need not be afraid of it.
28. Kneer, Marian E. "How Human Are You? Exercises in Awareness." Journal of
Health, Physical Education and Recreation, 45 (June 1974 pp. 32-34.
The author sees teacher val e awareness as a prerequisite for humanism in teaching.
A values inventory from e book Values Clarification by Simon, Howe, and
Kirschenbaum is included.
29. Kniker, Charles R. "The Values of Athletics in Schools: A Continuing Debate."
Phi Delta Kappan, 56 (October 1974), pp. 116-126. ; '
Neither the proponents nor the critics of athletics can offer 'substantial evidence to
prove that athletics per se are either beneficial or harmful. A summary of the
research to date is presented.
30. Koch, Susan. "Technology, Television, and Values." English Journal, 63 (Oc-
tober 1974) pp. 24-25.
Teachers must develop an ethical perspective on the uses of technology, according
to this article.%
31. Kuhn, David J. "Value Education in the Sciences, The Step Beyond_Cyncepts and
Processeg." School Science and Mathematics, 74 (November 1974) pp. 583-88..
32. Liles, Jesse. "A Dilemma of Teaching Values to Young Children." Contemporary
Education, 45 (Summer'l 74) pp. 296-98.

33. Matson, Hollis N. "Values: ow and From Where?" School Health Review, 5
(January /February 1974) pp. 36-38.
3:4. Matthews, Esther. "Values and Counseling: One Perspective." Counseling and
Values, 19 (October 1974) pp. 37-41.
The author maintains that counselors must design their services around the de-
velopment and clarification of values in an environment conducive to human
growth.

244.
240
 35. McAulay, J. D. "Values and Elementary Social StUdies." Social Studies, 65
(February 1974) pp. 61 -64.
An elementary social studies.program should help a child develop an awareness of
significant pergonal social values. Values pertinent to the child from age four to 11
are pointed out. Four principal activities in which the child must engage to develop
each of these values into behavioral patterns are discussed..

36. McGrath, Earl J. "Careers, Values and General Education. "Libelal Education, 60 ,
(October 1974) pp. 281-303.
The three functions of the undergraduate college relate to careers, values, and
general education, and the willingness of most independent colleges to provide
these services will determine their survival.
37. Mitchell, John J. "More Dilemmas of Early Adolescence." School Counselor, 22
(September 1974) pp. 16-22.
Some of the moral dilemmas facing adolescents and some problems counselors face
when dealing with adolescents are discussed. In particular, the author mentions the
difficulty of distinguishing normal developmental growing pains from personality
disturbance.
38. Moon, Linda Lee. "Search for SelfThe Counselor in the Classrooni." School
Counselor, 22 (November 1974) pp: 121-23.
In an effort to humanize education and counseling, the author relates experiences
with a nine-week course entitled "Search for Self," which was team- taught by
another teacher and herself. Both the literature and the group activities centered
around trustbuilding, communication skills, strengthbuilding, values clarification,
and 'selfstudy.
39. Osman, Jack D."The Use of Selected Value - Clarifying Strategies in Health
Educatiqn." Journal of School Health, 44 (January 1974) pp. 21-25.
The results of this investigation combined with feedback from students leads to the
conclusion that the use of selected value:clarifying strategies in a,health education
. course for future teachers is feasible. Strategies include value sheets and thought

cards:
40. Osman, Jack D. "Value Growth Through Drug Education." School Health Re-
view, 5 (January/February 1974) pp. 25-30.
41. Ozbek, Nicky and R. Forehand. "Factors Influencing the Moral Judgment. of
Retardates." Journal of Mental Deficiency Research, 17 (September/Deeember
1973) pp. 255 -261.
42. Perron, Jacques., "Les Valeurs en educatioh: Vers un portrait psycho-social de
l'etudiant Quebecois." Canadian Counsellor, 8 (January 1974) pp. 23-35.
This article presents a ps'chological definition of values and defines ways of
measuring them. It also reports Jesuits of a study dealing with the evolution of
educational values of different groups of students at high school and college level
(N =400) and a Comparison between'the students' values and those of a group of
4*.
teachers.
43., Pine, Gerald, and Angelo Boy. "Counseling and the Quest far Values." Counsel-

245 Journal Articles: Bibliography,

247
 ti
ing,and Values,49 (October 1974) pp. 42-47.
No field of endeavor that touches human lives can afford to leave its philosophical
presuppositions unexamined. The psychologically whole counselor lives his values
as well as reflects on them. This article discusses this ongoing process of forming
values as it relates to counseling.
44. Itaisner, Arnold. "The Left 1-land of Science." Science and Children, 11 (May
1974) pp. 7-9. ,
/*
The author suggests that science mstruction-should allow students to see ,science not
or a technical speciality of geniuses bucalso as a legitimate feature of every
daily concerns and a tool for the development of moral and social vlues;
45 Ra nd, Boris. "A Sworcl with Two Edges. The Role of Children's Literature in
the Writings of N.K. Krupskaia." Library Quarterly, 44 (July 1974) pp. 206-218.
This article focuses on the use of children's books for instilling prevailing moral',
political, and social values in children, particularly in 'Russia.
46.. Rest, James. "Developmental Psychology as a Guide to Value Education. A
Rpview of `Kohlbergian' Programs." Review of EducationalResiarch, 44 (Spring
1974) pp. 241-259.
Consideration is given to the way in which the foundational ideas of Kohlberg,
Dewey, and Piaget have been extended in educational practice in relation to the way
in which conclusions from research are used to guide program construction.
47. Ruiz, Eleazar M. "Want to Combat Drugs? Try the PCT Approach." Journal of
Drug Education, 4 (Spring 1974) pp. 1,11-17.
The Parent-Child-;Teacher Approach, through the Interactive Learning Process
Model, provides a philosophical orientation which allows viable communication to
occur among parents, students, Mid teachers in resolving serious people-related
drug problems. It focuses on the dilemma faced by youth who must adjust to their
peer-group value system and also cope with that of the home and the school.
48. Samples, Robert E. "Value-Prejudice: Toward A Personal Awareness." Law ih
American Society, 3 (November 1974) pp. 32-37.
A few techniques are suggested for thp'use of teachers and students to increase the
level of personal awareness and to receive a picture of values and prejudices.
49. Schlaadt, Richard G. "Implementing the. Values Clarification Process." School
Health Review, 5 (January/February,1974) pp. '10-12. . <

50. Schmidtlein, Frank A. "Decision Procesg Paradigms in Education." Educational

Researcher, 3 (May 1974) pp. 4-11.
The article illustrates and describes the historical roots and major characteristics,
including environmental conditions and value orientation dilemmas, Of two compet:
ing__modeh of organizational Jeci,sion making used in educational...operation and _

research and development. the comprehensive /prescriptive paradigm and the

incremental/remedial paradigm.
51. "Section II. Dealing with ConflictThe Element of Personal Choice: Personal
Choice in the American Revolution:" Social Education,, 38 (February 1974) pp.
132-153. ,

246
248
 Ny
An introductory and a negotiations exercise offer activities related to the choices
open to the participants in the American Revolution. The choices are discussed from
the viewpoint of-Roger Fisher, a law yrocessor...
52. "Section gr. Examining American Values. Value Choices Since Revolutionary
Times." Social ,Education, 38 (February 1974) pp. 154-173.
The statements of Erik Erickson and Une Bronfenbrenner oh,American values are
followed by a values clarification exercise and an activity based on biographical
sketches of five Americans who lived before and after the American Revolution.

53. Shannon, John R. "Help Basic Business Students Identify Their Values."Business
Education Fortan, 29 (November 1974) pp. 26 -27.
54. Shuman, R. Baird. "Values and the Teaching of Literture." Clearing House, 47
(December 1973) pp. 232-38.
The article discusses the study of literature as a .means of understanding the
techniques of literature as well as helping students to understand themselves.
Strong, William. "Unself." Media and Methods, II (November 1974) pp. 8-16,
56-57.
The author maintains that personal happiness and social cohesion depend on
individuals' committing themselves to something larger than themselvesa cause
or the ideal of helping others.
56. Taichinov, M. B.,, and. Kh. Kh. Ianbulatov. "The Role of Words in the Moral
Education- of School Pupils'!" Soviet Education, 17 (November 1974) pp. 66-81.
The special role of words in the formation of moral consciousness and behavior is
explored.
57. Thurner, Majda, et al. "Value Confluence and Behavioral Conflict in Intergenera-
tional Relations.," Journal of Marriage and the Famil,, (May 1974) pp. 308-
318.
The author describes findings of an investigation of values and 'interpersonal
perceptions of high school seniors and parents of High school seniors. The findings
support the notion that there is relatively little value conflict and that the `.`generation
gap" within middle --and lower-middle-class families is 'argely a myth.

.58. Warren, Carrie L. "Value Strategies in Mental 'Health." School Health Review, 5
(January/February 1,974) pp. 22-24.
59:' Yawkey, T, D., and E. L, Aronin. "The Living Circle Approach in the Social
Studies." Social Studies, 65 (February 1974) pp. 71-75.

'
Social studies programs ,are increasing their focus upon social 'and interpersonal
. awareness. This article discusses the teacher's role in teaching abqut values in social
studies classes at the primary and secondary levels. The technique known as the
.
60. Yogehananda, Swami. "Moral Education. A Hindu View.", Journal of Moral
education, 3 (February 1974) pp. 135-36.
The article investigates the possibility of teaching a noricectarian morality in the-
oft '' multicultural school while benefiting, Muslim, Humanist, Hindu; and Jew,.
,

247 irtittirial Articles: .113ibliograph'

61. Young, David P. "Science and Values' Belong Together." Journal of College
'' Science Teaching, 4' (November 1974) pp. 111-13.
Three courses designed to bring science and values together in the science classroom,
are described.

62. ZosiinoVskii,,A. V. "Age-Related Characteristics in tPe Moral Development of

Children." Soviet Education, 17 (NOvem6er 1974) pp. 5-21.
A more, precise picture of the characteristics of the moral development of children in
the Soviet Union is offered in a scheite of classification of development according
to age.

248

250,-
 afterword

Two decades agc; few educators .were This publication is one effort to help
advocating or providing ways for dealing with these tasks. The central aims of our
directly with values in the social studies work have been to collect, organize, and
classrooms, A decade later many social analyze the vast number of materials in
studies educators were putting forth' values education and to communicate this
eloquent, reasoned pleas for teachers to inforination so that educators. can evaluate
help students work with values and value and choose resources that art most appro-
issues in school. Usually these rationales priate for their needs. We have attempted
included explanationg of one or more of to achieve these objectives by providing
the following factors. the rapid rate of the following. a typology of major values,
social change, the wide Lange of Value education approaches, a framework for
alternatives available to young people in analyzing values educatiqn materials,
our modem society, the mind-boggling analyses for 84 sets of materials, three
develdprnents related to ecology and nu- preliminary exercises to help educators de-
clear destruction, and the failure to other termine their priorities in relation to ap-
institutions to deal effectively witli the proaches and materials, and a bibliog-
value confusion'and conflict among youth. raphy, largely annotated, of more than 400
At thAt time, however,' few educators of- resources in values education.
fered any specific methods, gtivities, or, We realize that these items will not
materials to achieve the aim. Since then a solve all the problems involved in. dealing
vast amount of curriculum and teacher with such a large quantity of materials.
background .materials in values education We also realize that there am other critical
has been developed and distributed. Thus, problems that most,be confronted in values
while there was a dearth of resources to education upon' which this book has not
help teachers work with values in the even touchOl. Two of these are briefly
classroom ten years ago, a large number of distussed below as reammendations- for
materials now exists, -making it extremely other efforts needed in values education.
difficult for teachers to review and select One need with'which this book has dealt -
values education 'resources thoughtfully only slightly is for more and better ways to
and carefully. Educators' must now begin evaluate student, growth in values r.cluca.
to focus their energies on comprehending, tibn. Betaiise of the twin trends toward
evaluating, and using these materials mom accountability and a return to traditional
purposefully ancieffectively. education, teachers must be able to obtain

249
2.51
ti

evidence that efforts at teaching values and _in-depth basis in establishing, maintaining,
valuing skills have been successful. From and improving values education programs
the evaluative data sections of the analyses and values education within existing pro-
in Chapters II-VI, one can see that the grams. One-, two-, or even five-thy work-
availability of quality instruments and shops are insufficient. These persons must
techniques to evaluate. values growth var be willing to work throughout the year for
ies according to the approach. While few several years in order to help teachers on a
instruments, existoo measure clarification concrete, realistic basis to develop the ap-
and action learning objectives, several proaches and valuing activities most suited
complicated systems have been devised for to their instructional styles_ and needs.
inculcation and moral development. Pro- Charles Kniker at Iowa State University
ponents of the former approaches" should (Ames, Iowa) is one educator who has
devote their energies to developing better been engaged in such an effort. The result
evaluation procedures. 'Educators from the of his work, including guidelines for build-
latter two approaches need to make their ing one's own approach to values educa-
systems simpler and more usable. tion, will be published soon. More efforts
A second vital need is for experienced, like this are needed if the many_ curriculum
qualified, and committed persons to work materials designed to teach values and
with teachers and students on a long-term, valuing are to be used effectively.

250
252
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Moore, George E. Principia Ethica..Cainbridge, England. Cimbridge University Press, 1929. ,

Moustakas,lark The. Authentic Teacher. Sensitivity and Awareness in the Classroom. Campridge, MA. Howard
A. Doyle,-1966.
Murphy, Gatclner:-Human Potenticihties. New York, NY: Basic Books,1 958. i ,

" Murphy, Michael H. "Education for Tcanscendence.- lb Four Psychologies Applied to.Education. Freudian,
Behavioral. Humanistic, and .TransperSonal, thOmas B. Roberts, ed. New York, NY. Wiley, 1975, pp.
438-447. . /
Newmai3n, Fred_ M. Education far Citizen' Action.' Challenge for Secondary Curriculum. Berkeley, CA.
McCutahan, 1975.
Newmann, Fred 1st Social ActiOnbilemmas and Strategies. (Public Issues Series). Columbus, OH. Xerox, 1972. .

Newmann. Fred M., and Donald W. Oliver. Clarifying Public Controversy., An Approach to Teaching Social
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,
Oliver, Donald W , and Fred M. Newmgati,. The Public Issues Series (Harvaid Social Studies Project).
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Oliver, Donald W.; and James Shayer. Tvaiiiig Public Issues in the High School, Boston, MA, Houghton ,
, .. ..
Mifflin, 1966. .
.

Palomares, Uvaldo, and Harold Bessell. Methods in Human Development. Theory, Manual. El Cajon, CA. Human
Development 'Training Institute, '1970. .
.

Patgons, falcon. The Social S'stem. GlenCoe, IL: Free cress, 1951. '
.
Pasadena City Schools Moral and Spiritual Valiiei Pasadena, CA. Division of Instructional Services, Pasadena
City Schools, 1957.
. Paulson, Wayne Deciding Or Myself. A Values-Clarification Series. Minneapolis, MN. Winston, 1974,
.Peck, R. F , a'ndRobort J. Havighurst: The Psyqiology of Character Development. New York, NY. Wiley, 1960.
Pepper. Stephen-'','The Sou'rces of Value. Berkeley, CA; University. of-California Press, 1958: ,
Pepper, Stephen C. A Digest of*Purposive Values. BerkeleYCA. University of California Press, 1947.
P

Perry, R. B. Realms of Value. 'Cambridge, NA: Harvard University Press, 1954. , 1

Perry, R. '13§ Genrdl Theory of Value. Cambridge, MA: liarvard.Unixersiti Press, 1926.
r ..
. ,
.`
. 253 4
:

255
0, 11
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..

Perry, William G., Jr. Forms of Intellectual and Ethical Development in the College Years. A Scheme. New York:
NY: Holt. Rinehart and Winston. 1970. ,r
Piaget, Jean. The Moral Judgment of the Child. New York, NY: Collier, 1962 (1st ed., 1932).
Porter, Nancy, and Nancy Taylor. How to Assess the Moral Reasoning Of Students. Toronto, Ontario, Canada.
Ontario Institute for Studies in Education, 1972.
Progoff, Ira. The Death and Rebirth of Psychology. New York, NY: Julian, 1956.
Kadha, Swami Sivananda Life Seth." Asceni. The Journal ofYasodhara Ashram Society, 5 (Spring 1973) pp.
10-15: ,
Rallis, Louis E., et al. Values and Teaching Working with Values in the Classroom. Columbus, OH. Charlts E.
Merrill, 1966.
Rest, James. "Developmental Psychology AS a Guide to Value Education. A Review of Kohlbergan Programs."
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Roberts, Thomas B.,. ed. Four Psychologies Applied to Education. Freudian, Behavioral, Humanistic, and
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Rogers, 'Carl. Freedom to Learn. Columbus, OH: Charles E. Merrill, 1969
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Rogers, Carl. On Becoming a Person. Boston, .MA: Hbughfon Mifflin, 1961.

Jossey-Bass, 1970. '

Rokeach, Milton. Beliefs, Attitudes, and Values. A Theory of Organization and Change. S3.11 Francisco, CA.

Rucker, W. Ray, Clyde V. Amspiger. and Author J. Efrodbeck. Human Values in Education. Dubuque, IA.
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pp. 14-18, 49-52.
Sarason. Irwin C., and Barbara R. Sarason. Constructive Classroom Behavior. New York. NY. Behavioral
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Sarason. Irwin G., et al. Reinforcing Productive Classroom Behavior. New York, NY Behavioral Publications,
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-
Sayre, Joan. Teaching Moral Values Through Behavior Modification. Danville, IL. Interstate, 1972.
Semen, Michael. Primary Philosophy. New York, NY: McGraw-Hill; 1966.
Sears, Robert R., et al. Patterns of Child Rearing: Evanston, IL: Row, Peterson, 1957.
Selman, Robert, et at. First Things. Social Reasoning. New York, NY. Guidance Associates, 1974.
Shaftel, Fannie, and George Shaftel. Values in Action. New York, NY. Holt, Rinehart and Winston, 1970:
Shaver, James P., and A. Guy Larkins. Analysts of Public Issues Program. Instructor's Manual. Boston, MA.
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Shaver, James P., and A. Guy Larkins. The Analysts of Public Issues. Concepts, Materials, .Research. Final
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Sullivan, C., Marguerite Q. Grant, and J. D. Grant. The Development of Interpersonal Maturity. Applications of
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Sulzer, Beth, and G. Roy Mayer. Behavior Modification Procedures for School Personnel. New York, NY.
Dryden, 1972.

254,
256
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Superka, Douglas P. "A Typology of Valuing Theories and Values Education Approaches." Unpublished
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Suzuki, D T "Human Valves in Zen." In New Knowledge in Human Values, Abraham H. Maslow, ed. New
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Toulmin, Stephen E An Examination of the Place of Reason in Ethics. Cambridge, England. Cambridge
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, -
Trow, William C "Value Concepts in Educational Psychology." Journal of Educational Psychology, 46 (1953)
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Watts, Alan W The Book. On the Taboo Knowing Who rou Are. New York, NY. Collier, 1967.
Weinstein, Gerald, and Mario Fantini To Humanistic Education. A Curriculum of Affect. New York, NY.
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Westermaick, Edward Ethical Relativity. New York, NY. Harcourt, Brace, 1932.
Whitaker, Carl A. and Thomas P Malone The Roots of Psychotherapy. New York. NY. Blakiston, 1953.
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Whiting, John W M "Socialization Process and Personality." In Psychological Anthropology, Francis L. K.
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Wilson, John,- et al. Introduction to Moral Education. 1321OMO5e. MD. Penguin. 1967.
Woody, R M Behaworat Problem Children in the Schools. Recognition, Diagnosis, and Behavioral Modifica-
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Yigrnans, Thomas Search for a Working Model. Gestalt, Psychosynthesis, and Confluent Education. Occa-
sional Paper No 22 Santa Barbara. CA Development and Research in Confluent Education (DRICE), University
of California, 1972

-
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255
257
 ..

index of materials
)

.1,
.

S = Student Material; T F.Teacher Material

,,
Americarf Values Series: Challenges and Choices 6 72
Analysis of Public Issues Program S 74
Argus Filmstrips S 110 ,

Becoming Awe of Values T 24 ,

,
Building Better Bridges with Ben S 14"
Character Education Curriculum: Living with Me and.Others S 16
Clarifying Values through Subject Matter, Applications for the Classroom T 164
Composition for Personal Growth: Values Clarification through Writing T 165
Contact S 112 .
Coronado Plan: Teacher's Guides r 25
.
Deciding and Decisions and Outcomes S 114
.
Deciding for yself: A Values-Clarification Series S 1 16 v

Decision-M ing, Dealing with Crises, and Deciding Right from Wrong. The Dilemma of
Morality Today S 118 -

Developing Understanding of Self and Otliers (DUSO), D-1,, D-2 S 120

Dimehsions of Personality S 122
Dimensions of Personality: Search'for Meaning S 124
Dimensions of Personality: Search for Values S 126,
Dynamic Consumer Decision Making S 128
Environmental Values Action cards S 130
Eiploring Moral ValuesS 132 ,_

Finding Community: A Guide to Community Reseaich and Action?

. First Things: Social Reasoning S 44
First Things: Values S 46 . ' 11

Focus on Self-Development S 134

'Freedom and Responsibility: A Question of Values S 18

257
0r
'4, t) 6
 Getting ItTogether:,Dilemmas for the Classroom T50
Hard Choides. Strategies for Decision-Making and Clarifying Your Values. Guidelines for
Living S 136
Holt Social Studies Curriculum S-48
How to,Assess the Moral Reasoning of Students T 51
Human Values'in Education T 26
Human Values in the Classroom. Teaching for Personal Ind Social Growth T 27
.

The Human Values Series S 20

I Am the Mayor S 76
Images of Man I & II S 68
Introduction to Estern -Philosophy, Social Studies 6414.23.T 98
Introduction to Value Inquiry: A Student Process Book T 99
Law and Justice for Intermediate Grades: Making Value Decisions c80
Law and Order: Values in Crisis S.82
Lifeline S 138
Making Sense of Our Lives S 140
Making Value Judgments: Decisions for Today S 142
Meeting Yourself Halfway: 31 Value Clarification Strategies for Daily Living S 144
A Method for Clarifying Value Statements in the Social Studies Classroom. A Self -
Instrucjional Program T 100
Moral Dilemmas of American Presidents: The Agony of Decision S 84
The Moral Imperative S 86
Moral Reasoning: The Value of Life S 50
More Values Clarification. A Guidebook for the Use of Values 'Clarification in the Classroom
T166
A New Role for Geographic Education. Values and Environmental Concerns T 167
Opposing Viewpoints Series S
The Origins of American Values. The Puritan Ethic to the Jesus Freaks. and Human Values in
an Age of Technology S 90
People /Choices/Decisions S 92
People Projects S 146
Photo Study Cards: Meaning and Values S 52
' A. Probe into Values S 148
Public Issues Series S 94
Rational Value Decisions and Value Conflict Resolution. A Handbook for Teacher's T 101
Role- Playing for Social Values: Decision-Making in the Social Studies T 168
° Searching for Values: A Film Anthology,S 150
Self-Expression and Conduct: The Humanities S:152
Social Action: Dilemmas and Strategies'S 184
Social Science Laboratory Units S 96
The Social Sciences: Concepts and Values S 98
A Strategy for Teaching Social Reasoning t 52
A Strategy fol Teaching. Values T

258
259-
The Taba Piogram in Social Science S 100
Teaching for Social Values In the Social Studies T 169
Teaching Guide to the, Values Education Series T 189
Teaching Moral Values Through Behavior Modification. Intermediate Level S 102
Toward Affective Development (TAD) S 154
Value Clarification in the Classroom: A Primer T 170
Value Education in the Sciences: The Step Beyond Concepts and Processes T 171
Value Exploration Through Role Playing. Practical Strategies for Use in the Classroom T 172
Values: Language Arts T 28
The Values and Decisions Series S 104
.
Values and Teaching:, Working with Values in the Classroom T 173
Values and Youth T 102
Values Clarification. A Handbook of practical Strategies for Teachers and Students T 174
Values Education: Rationale, Strategies and Procedures T 103
Values Education Series S 156
Values in Action S 158
Values in Sexuality: A New Approach to Sex Education T 175'
The Valuing Approach to Career Education S 160
Valuing Exercises for the addle School T 176
Valuing in the Family: A orkshop Guide for Parents T 29
a

-4

Douglas P. Superka is a Staff Associate with the" Social Science Education Consortium
(SSEP and the ERIC Clearinghonse for Social Studies/Social Science Education in Boulder,
Colorado. He has been a high school teacher and guidance .counselor in Pennsylvania and
California, a consultant to several cumculum development organizations, and a workshop
facilitator in values education. In 1973 he received an Ed.D. in Curriculum and Instruction
(with a focus on values education) from the University of California, Berkeley.
Christine Ahrens is a former Staff Associate with the ERIC Clearinghouse for Social
Studies/Social Science Education in Boulder, Colorado. She received an M.A. in English at
the University of the Pacific, her she was a teaching intern. She has been an editor for the
Human Sciences Program at the Biolegical Sciences Curriculum Projects
Judith Hedstrom is a Staff Assistant with the Social Science Education Consortiuf and the
ERIC Clearinghouse for Social Studies/Social Science Education` n Boulder, Colorado. She
received a B.A. in Urban Studies from North Park College, Chicago, Illinois, and has been a
teacher on the Navajo reservation in Arizona, a camp counselor in Wisconsin, and a recrea-
'tional program director in Chicago.
Luther Ford is an elementary and junior high school social studies teacher in Gary, Indiana.
During the 1974-75 school term he wits a Teacher Associate at the Social Science Education
Consortium. He received an M.Ss. in Elementary Education from Indiana State University and
has been a consultant to the Indiana State Social Studies Advisory Committee and the Urban
League of Northwest Indiana.
Patricia L. Johnson is Assistant Professor of Counseling and Human Systems aSflond'a State
Fniversity, Tallahassee, Florida. She received a Ph.D. in Education from the'University of
Michigan and has worked as a values education and interpersonal communications consultant
with several public schools and with the National Council of the YMCAs. She has also taught
human relatiojis training and group process in the social studies.

261
 cati

Conceptual ApprOaches,
Materials Analyses,
and an Annotated Bibliography

,Values education resources are proliferating through the attempt of educators to

deal with values problems in and out of the classroom. The Values Education
Sourcebook is a unique guide to the bewildering variety of these resources.

This book is designed to provide useful, well-organized information about

values education goals, methods, and materials so that educators can make
informed curriculum decisions concerning the teaching of values and valuing
processes.
..
The Sourcebook contains detailed explanations of five approaches to value
education, concise analysis-summaries of nearly 100 student and teacher
resources, and an annotated bibliography of over 400 citations of curriculuin
_ materials, theoretical background works, research studies, film catalogs, and
journal articles related to values education.

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