Suggests strategies and questions which may be used to build readers' sensitivity to the relationship between their own values and the values expressed in what they read. (DD)

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)

By observing the patterns of language that students use, teachers may infer that valuing is taking place. They may then plan, teach, and assess learning according to student performance. (JH)

Discusses the use of the opinion poll technique which requires students to take a stand on an issue and to defend or give reasons for taking the stand they chose. Students become aware of their values and how they affect decisions. Issues for elementary students are suggested. (RM)

Several current viewpoints concerning values education are identified and suggestions for a comprehensive approach to values education are offered. (JMF)

Suggests that values clarifying procedures implemented within the language arts program can improve children's self-image and their attitude toward reading and other language arts skills. Gives examples of values strategies. (JM)

Presents a rationale and framework for teaching values using quality works of literature. (HTH)

This paper discusses a value clarification model for health education as an alternative to a purely factual approach which is becoming inadequate in the face of ever increasing amounts of information. This hierarchial model consists of three levels: (1) the information level providing the factual basis; (2) the conceptual level, centering on the…

Because many of today's issues are complex and confusing, children need opportunities and help in value development other than the traditional kinds. Describes value clarification techniques available to the teacher. (Author/DR)

The author describes values clarifiction as an educational approach which employs practical strategies, is consistent with democratic society, covers a variety of issues, adapts to all subject matter, and can be done at all ability levels. (Author/AV)

The values clarification approach contains conceptual, ethical, and practical flaws. These include failure to distinguish moral from non-moral value issues, use of methods which jeopardize students' privacy rights, reliance on assumptions and methods of approaches to therapy, and absence of persuasive research to support claims of effectiveness.

Values clarification strategies or activities in which children explore, list, order, and code their experiences and thoughts, combined with language experience techniques, can provide meaningful reading situations. Values strategies function as affective mobilizers to bring a child's attitudes and emotions into interaction with learning…

The objectives of health instruction are achieved equally well through the use of values clarification and lecture techniques. (MM)