Value clarification refers to the instructional process which encourages students to clearly identify, critically analyze, and rationally evaluate their own and other peoples' opinions, attitudes, viewpoints, and values. Background reading is suggested and six teaching topics are outlined, showing the teaching strategy and classroom procedures…

The paper takes the position that if value inquiry in the social studies is to become something more than a mere fad'' it will have to be grounded upon a sound rationale from which appropriate curricular designs and teaching strategies can be developed. (Author)

Suggests that role playing can offset problems in teaching values clarification and moral reasoning at the elementary school level. Because role playing relies heavily on activity, it circumvents the problem of having a dilemma dealt with by discussion only. Role playing also allows students to take the perspective of others. (Author/KC)

To illustrate the complexity of the issue, the author presents a sampling of possible viewpoints on the teaching of values in the schools. (SJL)

An analysis of the effects of using three different approaches in values clarification on college students revealed that none of the three had much impact on value system rankings nor did they evidence much influence on individual "focus" values selected. (JD)

Relying solely on explanations of an art object's characteristics as a basis for judging its value is educationally misleading. Students also need to understand that value judgments are bestowed by people and that these justifications of "good" art are conditioned by the viewer's social milieu and beliefs about art. (Author/SJL)

Suggests seven value clarification exercises based on situations in basal reading series in which characters could have acted, thought, or felt differently. (MKM)

Discusses the use of silence in the classroom to encourage reflective and creative thinking on the part of the students; notes the values of meditation and lists recent books that discuss it. (MAI)

Nine suggestions on how to teach pop culture. (DD)

Argues that Kohlberg's reasons for abandoning the content of morality, what he calls "the bag of virtues", are not defensible and that the "bag of virtues" approach to moral education is necessary to his theory of stimulating moral development through cognitive stimulation. (Author/RK)