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TWO APPROACHES INVALUES EDUCATION

HILBERT S. NARCISO

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1. TRADITIONAL MODEL OF

 VALUES EDUCATION

It placed greater emphasis on the content of valesinstead of on the valer! the one choosing and acting on

the vales. The approach is more teacher"centred!#here the edcator is seen as $oth the possessor of%no#ledge &an e'pert( and the model of vales &an

idol(. The responsi$ilit) therefore! largel) rests on theedcator. The learner simpl) adopts a more passive

role! merel) a$sor$ing the material $eing handed do#n.

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 THE HUMANISTIC MODEL OF

 VALUES EDUCATION

 The stress is from content- to process based, values- tovaluer-focused and teacher- to student-centred

orientation. The greater part of the learning this time

#ill involve the valing process #here a d)namic interaction #ithin the individal learner and $et#een

each other occrs.

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 VALUING PROCESS

 This is achieved $) loo%ing in#ard to the inner self  and

to e'amine ho# the varios s)stems of #hich )o are apart! have had an in*ence on )or development ofvales. These s)stems inclde the famil) nit! the

school! the Chrch! the #or%place! the commnit)! thenation! the #orld and even cosmic realities! i.e. the

e'perience of a higher po#er.

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 This means that the

vales )o professin the cognitive

level #ill $e +ltereddo#n to the

a,ective as #ell as

the $ehavioral!there$) ma%ingthem athenticpersons #ho are

tre to themselves

and $ecoming fll)hman.

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 This also involves an e,ortat +nding some form of

consistenc) $et#een #hatone personall) pholds as

vales #ith the valesthat one-s e'ternal

realities promote! i.e.cltral norms! societ)-s

e'pectations! rolesnderta%en! and others.

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“IT IS NOT WHAT WE KNOW THAT WE DO. IT IS WHAT

WE WANT THAT WE DO.”

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 ACCORDING TO LOUIS RATHS, VALUING IS

COMPOSED OF SEVEN SUB-PROCESSES:

Prizing one’sbeliefs and

behaviors. /ri0ing andcherishing

1. /$licl)a2rming!

#henappropriate

Choosing one’sbeliefs and

behaviors3. Choosing fromalternatives

4. Choosing afterconsideration of

conse5ences

6. Choosingfreel)

 Acting onone’s beliefs

7. Acting

8. Acting #itha pattern!

consistenc)and repetition

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IMPLICATIONS OF THE VALUING

PROCESS

• 9ltimatel)! the o#nership and decision of a vale lies #ith thelearner. :ales cannot $e forced! even if conve)ed #ith goodintentions.

•  The lesson in a valing process conte't is a$ot life itself .

• A$ove all! the learner e'posed to the valing process $egins tomaster the art of discernment. This means that the learner #ill$e more a$le to live consciosl) and responsi$l).

•

:aling is de+nitel) a comple' process.•  The essence of valing lies in helping the learner as% the

;#h)