Until recently, the teacher education curriculum attempted to mold future teachers into either didactical technicians or social engineers or both. The author suggests a philosophy that transcends the outer being phenomenon of earlier and present teacher education curricula. The author explores a new perspective for teaching, learning and…

Strategies for encouraging students to articulate and examine their personal values are suggested.

Heightens student awareness of ethical considerations inherent in advertising procedures, enabling students to articulate a position on an advertising issue without undue bias. (RL)

Chinese elementary school primers of the post-cultural revolution period emphasize moral principles, military heroism, revolutionary ardor, and sacrifice of individual interest for the good of society. Considerable emphasis continues to be placed upon rote learning, tests, homework, and report cards, although apparently less than in pre-cultural…

Discusses the first two parts of a three-part course. The first part addresses the problems of the growing social complexity in classrooms, the alternative and competing value systems operating among school participants and the effects of teaching within an extended bureaucracy. The second part places those problems within the social contexts of…

Values clarification, a relatively new form of humanistic education, was compared with a traditional lecture-discussion approach to teaching a survey course in health science to undergraduates. It was concluded that the objectives of a survey course in health science may be equally attained by either of the instructional procedures. (Author)

Explores the use of figurative language in children's literature to convey morality and specific truths about life. (HTH)

Constitutional law is a good way to introduce students to fundamental debates over means and ends, over what means work and at what costs, and over what ends are not merely desirable, but may be legitimately achieved even through the application of collective force. It also offers an exciting way to teach logic. (MLW)

The wealth of language and lore about frogs can be used to enrich learning in language arts, science, social studies, and the arts, as well as to investigate values and develop thinking skills. Activities are suggested and a list of appropriate books is provided. (MT)

Teaching strategies to help elementary social studies teachers teach distributive justice--i.e., fair sharing of available resources--are provided. Also described are the approximate age levels and the different levels of reasoning associated with distributive justice. (RM)

Discusses a model that allows teachers to provide content and instructional strategies that are appropriate to students' stages of both mental and moral development. The model (called the Three Step Approach) is based on Lawrence Kolberg's theory and provides opportunities for students to actively explore value-laden issues. (JN)

Discusses the "Every Pupil Response" (EPR) strategy and its use in teaching basic facts, problem-solving, place value, and fractions. Basically, the technique involves children responding simultaneously to a question by holding up a card, using parts of their bodies, or stick figures. Advantages of EPR are noted. (JN)

A field work, internship, or practicum course, by virtue of its emphasis on practical decisions and interventions, is perhaps more directly concerned with values and ethical issues than any other course in the undergraduate psychology curriculum. Methods and resources for facilitating discussion of ethical issues are discussed. (RM)

Some general suggestions for using films to teach values education are discussed, and two specific lessons for using films to teach secondary students about the conflict over the use of French and English in Quebec and Canada and about war are presented. (RM)