Moral instruction was an accepted part of the educational system until the 1930's. More recent approaches to moral instruction are discussed and criticized. The author states that it is specious to talk about student choices, that school is inherently doctrinal, and that the question to ask is, What will be indoctrinated? (MD)

Discusses one approach to teaching fourth graders about death through children's literature. (DD)

A sequential, problem-solving approach is offered as a strategy for the classroom teacher who wants to help the student increase his skills of inquiry, conceptual learning, and value clarification. (Author/KM)

Presents values clarification exercises for college music education students. For example, students evaluate their personal and professional traits in terms of their career ambitions. They rank their life priorities, professional ambitions, and current activities. They also identify desirable teaching role models and consider examples of music…

A proactive human rights posture in clinical practice connotes a unique value commitment and broad social perspective in which professional influence directs, challenges, and stimulates clientele. Clinical practitioners must examine their values and question allegiance and conformity to human rights standards and social action responsibilities of…

Proposes a view of values counseling that emphasizes values clarification and suggests that the strength of this approach is found in the process of values clarification. Encourages counselors to think about values counseling as an integrative process that is a purposeful approach derived from a theoretical base. (JAC)

The suggestion to equate values with purpose is considered. The advantage of value development over moral development is that values apply to a broader category of ideas while morality has a more confined and narrow application. All students and teachers should attempt to become both creators and appreciators of values. (JN)

Describes a counseling model that integrates career and leisure through need-value theory and compensatory leisure theory. (RC)

An experience in values clarification about euthanasia is described. (PBS)

The historical study of words, and particularly of the changes in their meanings, has two benefits. First, it can bring to light our recent and culture-bound perspective on the nature of language, and, secondly, the approach to language needs to be made with a perspective on the future rather than the past. (JN)

The teaching of ethics or controversial issues in health education must meet two criteria: (1) The controversy must be addressed from various viewpoints; and (2) The issues must involve questions of right and wrong. Examples of values clarification activities are given. (JN)

Explains why the American views of optimism and progress are impediments to the teaching of literature. Tells how the teaching of tragic fiction can help students deal with important philosophical and aesthetic issues. (RL)

Presents a theoretical perspective on how student work experiences can integrate theory and practice and add to values clarification and self-understanding for students. A practical classification model for identifying learning associated with student work-related assignments is presented. (Author)

Describes an experimental death awareness workshop based on Kubler-Ross' theory. The effects of the workshop reveal cognitive and emotional changes indicating participants in the workshop to be moving towards an acceptance of death. (Author)

Educators can help high school and lower college students to prepare for life's challenges by encouraging their scholarly efforts, aiding them in clarifying and focusing their values, giving assistance with career education, and counseling them about the advantages of cocurricular activities. (Author/SJL)