Previous research and document evidence obtainable in popular media has consistently reported that Kenyan students' moral standing and general conduct in the wider society does not reflect acquisition and practice of values learnt through the teaching or Christian Religious Education (CRE) at the form four level. This has caused complaints among…

Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used…

In this brief response, Carla Payne comments on Karen Hornsby's "Developing and Assessing Undergraduate Students' Moral Reasoning Skills" (EJ1137006). Payne agrees with Hornsby's statement that the development of "moral reasoning skills" is a very desirable outcome for an ethics course, yet takes issue with Hornsby not sticking…

This article describes briefly the growing emphasis in Australia on values education as evidenced by the Australian Government's National Framework for Values Education in Australian Schools (2005), and the responses of the respective States and Territories. Arguing that the major approaches to the teaching of values (the trait approach often…

"Values clarification" is questioned on grounds that (1) it fails to distinguish between moral and nonmoral values, (2) it is an invasion of privacy, (3) it dispenses with the moral distinction between "self" and "others," and (4) it raises questions of the morality of scholarship and of the morality of research with human subjects in particular.…

Arguments are presented in support of values clarification as a viable teaching strategy to counter nine objections to this technique written in a 1980 article by Richard A. Baer, Jr. Arguments focus on values neutrality, religion, definitions, psychotherapy, freedom, subjectivity, privacy, research, and biases. (DC)

Maintaining and clarifying objections to values clarification originally reported in 1980, responses are given to comments about these objections discussed by Clifford E. Knapp in another article in this journal. (DC)

The use of values clarification methods offers a means of dealing with the social-emotional stigmas associated with venereal diseases; techniques of educating students on this subject are discussed. (JD)

Sharply criticizes values clarification as a serious threat to moral existence and possibly to the physical existence of mankind. Values clarification, an educational innovation and a teaching technique, is harmful, says the author, because it tells students, in effect, that they need not come to decisions about serious moral questions and engage…

Defines the value-clarification approach as one that teaches the individual to think through issues, and, eventually, to develop his or her own value system through a cognitive process involving verbalization, role-playing, and composing value-laden situations. Its overriding aim is, through examination, consideration, and exploration, to make…

Traces the origin of the Values Clarification movement in education in Carl Roger's clien-centered therapy and exposes its unwarranted extreme ethical stance. Examines a model episode of values clarification and shows how the theoretical confusions of the Values Clarification proponents are reflected in their actual teaching strategies. (Editor/RK)

A comparison is made between the educational philosophies of Confucius and John Dewey. The comparison is limited to four aspects of education: democracy, instruction, learning, and scientific attitude. Confucianism emphasizes the necessity of self-examination, of the cultivation of virtue, and of education as the means of producing the kind of…

Methods of using values clarification techniques to meet the affective needs of students with emotional disabilities are discussed. The theoretical background and benefits of values clarification are briefly reviewed, and suggestions are offered for implementing such a program at three levels of student skill in the valuing process. (DB)

A study conducted at the University of Virginia has implications for the development of a conservation ethic in natural resource conservation courses. If instruction is provided about alternative approaches and the ramifications explored (thereby helping individuals to clarify their natural resource values), important changes in individuals'…