Examines the need for the inclusion of ethics in science instruction and discusses three approaches that can be used in teaching ethical decision-making: values clarification, case studies, and simulations. Provides an example of a classroom activity combining these approaches. (JP)

While supporting the concept of affective education, the author warns that ill-trained or unscrupulous purveyors may use its techniques in ways that invade children's privacy and manipulate their emotions. She advises cautious implementation of affective education, with attention to staff development and careful screening of classroom materials.…

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…

Environmental ethics provide a set of related values that help to limit or restrict individual freedom in order to save and protect nature. Examples of environmental ethics include land ethics, deep ecology, social ecology, Native or first peoples' worldviews, reverence for life, and conservation and management. Includes teaching strategies and a…

Classroom speaking poses a unique opportunity for the evaluation and the clarification of human values. Value clarification is possible when a specific method is followed that encourages potential behavior change on the part of the speaker. Value clarification can thus be usefully applied by speech communication teachers as a natural, integral…

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)

Practical and theoretical problems associated with incorporating values clarification as an element of health education are explored. Guidelines for teaching values clarification are offered. (DF)

The results of this investigation combined with the feedback of students lead 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. (Author/LA)

Educational imagery is a teaching method that guides students into decision-making situations through directed daydreaming or fantasizing. The theory is that if a decision is clearly imagined and acted out, the process will be facilitated in real life. (JN)

Suggests that an individual's culture may be seen as a developing interaction to three different levels of experience--personal, interpersonal, and impersonal--and that English teachers need to think out their work in relation to all three levels. (GT)

Three articles by practicing instructors suggest techniques for improving developmental student success. Judith Maisey describes values clarification strategies designed to help students better understand their world views. Beverly Stratton discusses the use of graphics in teaching paragraph organization. Judy Lambert outlines writing topics…

The use of values clarification methodology in public schools and by quasi-public agencies is questioned. Among the objections raised are that the approach is theoretically weak, conflicts with many traditional beliefs, and constitutes an invasion of privacy. A re-orientation among environmental educators is advocated. (WB)

The author criticizes values clarification techniques done without parental consent in non-elective courses because they invade privacy, lead to ethical relativism, and have the potential to damage children's ego-strength. (Author/AV)