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)

Describes eight ways of using "The Book of Lists" to stimulate the thinking and imaginations of high school social studies students. The author also presents examples of ways lists can be used to teach concepts and to clarify values. (AM)

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)

Exploring the questions (1) What are values?, (2) How can values help the individual relate to his world? and (3) What is evaluation?, the author suggests ways an evaluator's values can constructively affect program evaluation. (Author/SK)

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)

Presents four short exercises for teaching about loneliness, one each for use in the upper elementary grades, high school classes, teacher education classes, and general adult education. (SJL)

Political groups, social movements, and organizational influences are sources of values which influence an evaluation study. Value positions can help define and delineate an evaluation problem but, if the values influencing the results are not explicit, the evaluative research may be viewed as something other than it actually is. (BW)

The emergence of subjective and critical approaches to the evaluation of educational reform is examined. The need to identify and clarify values and to develop comparative and dialectical evaluation models and approaches are discussed. (RL)

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

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

Analyzed the lyrics of the 100 most popular songs in America from the 1950s to the 1980s to assess their value themes. Extracted nine value themes: romantic love, celebration, humanitarianism, antiestablishmentarianism, friendship, patriotism, narcissism, self-esteem, and nostalgia. Romantic love, particularly that of "innocent" young…

Values education is essential for teaching children personal responsibility and ethical decision making. Teachers can be trained on a schoolwide basis to teach core values, along with accompanying skills and behavior. Jefferson Center has identified language and thinking patterns that must be changed to help students learn behavior appropriate to…

Presenting concept of service to self and others as important life principle gives high school additional formula for success and achievement. Leadership class at Cornwall (New York) Central High School is full-year course open to all students, staff, and parents. Program's chief commitment is serving others' needs through values clarification…

The Vancouver Declaration on Survival in the 21st Century discusses the history of human activities that threaten the environment and an alternative set of human values that allow people to survive in harmony with their environment. Signatories to the declaration are listed. (BG)