While the academic literature is replete with affirming that 'values-explicit' citizenship education programs are biased and indoctrinatory, there is scant attention to substantiate this claim. The present paper fills this gap; it investigates the values education notion informing "Itorero," a non-formal citizenship education platform…

The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party's youth camp on the island of Utøya (outside of Oslo) July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and…

This paper focuses on the process, approaches and teacher roles in values education and offers recommendations for teachers. It uses print materials and Internet sources on values education. These sources were analyzed and synthesized to reveal certain cases and/or opinions. In addition to contemporary sources, older reference materials were also…

This thesis explores the teaching of values in Australian schools through a framework established by the Australian Federal government during the 2000s. This paper focuses on: the approaches employed by the Australian Federal government in the implementation of Values Education; and the application of cases of values-based education utilized by…

Respect! Campaign is a learning program adopted by the leaders and staff members of East Side Community High School. It involves students and staffs in a process to discuss and define what respect means in their community. In this article, the author discusses how the school leaders at the school successfully implement the Respect! Campaign and…

Contends that values clarification is an inadequate mode of moral education. Presents values clarificationists' explanations of the approach; analyzes the asssumptions and implications of the values clarification program; and demonstrates the limitations of the approach for developing virtuous character. (WL)

"Values and Teaching", by Raths, Harmin, and Simon (1978) is examined in the context of Dewey's approach to moral education. While the books' authors claim that their approach is practical, the relationships among such concepts as "overdissenting", "aggresssive", "overconforming", and "submissive"…

Agrees that Ryan's article highlights an important problem in moral education, but describes Ryan's view of narcissism as narrow and his account of the past idealized. Argues that a school program combating narcissism is not sufficient because individualism is so deeply rooted in our culture. (10 citations) (AJL)

Value neutrality and values clarification fail to foster critical thinking about values. The values articulation approach identifies the rationality that is applied to value claims. It avoids noncognitivism and moral relativism and suggests ways the discussion of values in the classroom prepares students to deal with broader moral issues. (VM)

Defines rationality and morality and contends that learning to be moral must be based on more than value-neutral approaches which stress process over content. Argues that instruction in moral principles need not be simple bald exposition, but must include proofs, evidences, and arguments, making it nondogmatic and fully compatible with the…

Offers eight lessons to be learned from school sports activities that the author considers more important than winning, including how to win and lose, compete, cooperate, participate, work toward a goal, develop self-discipline, sacrifice, and develop new skills. (JBM)

Discusses the role of moral education and values clarification in the curriculum, highlighting how educators' morality influences the implementation of values-centered curricula. The article advocates curricula in which students learn to critically examine their daily choices and proposes that a moral education helps students learn to think…

The teacher's role is not one of a supplier of values. Rather it is that of facilitator and clarifier of the valuing process. Philosophical reasoning, disclosure of differences, and moral significance of those differences can be used to further understanding of a moral dilemma. (JN)

Argues that moral and values clarification education encourages narcissism in youths through a focus on individualism and the personal. Finds similar tendencies in adolescent literature. Describes a moral education program designed to counter narcissism through a focus on cooperative relationships. Provides instructional techniques to counter…

Argues that schools need to intensify efforts to offer values instruction since current efforts portend failure. Examines the historical roots of values education, profiles the social context of values problems, critiques approaches to values, describes ways to unify the advocates of values education, and discusses the current public demand for…