Group Dynamics
Values Clarification
Rationale The object of the values clarification strategy is not to teach specific values, but to make students aware of their own personally held values and of the way in which their values compare to those of friends, adults, different groups in society, and even other societies in other times. It is hoped that, as this awareness increases, students will reconsider and perhaps modify poorly founded values while, at the same time, hold more confidently values which stand the test of review and comparison. Procedures Though values clarification activities take a variety of forms, there are certain basic procedures that should be followed when using the strategy: • The teacher begins the lesson with "opening up" activities which focus on lowrisk issues. • The activities require student to indicate their position on an issue in an overt and explicit manner. • The teacher accepts student responses without judgement or evaluation and discourages any attempts by students to challenge or mock each other's position. • The students should be asked to explain or provide reasons for holding a specific value position. This is the clarification aspect of the strategy. • The activities should, whenever possible, be related to issues that have historical import or are related to current social or political concerns. Closure No assessment is really desired unless it is the observation of whether or not students share their values and possess an appropriate sense of their own values.
The classic sources for both an explanation of values clarification and a description of examples are: Raths, L.E. ,. Harmin, M., & Simon, S.B. Values and Teaching (2nd ed.),. Columbus, OH: Charles E. Merrill, 1978) Simon, S.B., Howe, L.W., & Kirschenbaum, H. Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart Publishing, 1972).
Values Clarification
Sidney Simon’s Approach
Purpose: • • • •
Help Students identify more
Rationale The object of the values clarification strategy is not to teach specific values, but to make students aware of their own personally held values and of the way in which their values compare to those of friends, adults, different groups in society, and even other societies in other times. It is hoped that, as this awareness increases, students will reconsider and perhaps modify poorly founded values while, at the same time, hold more confidently values which stand the test of review and comparison. Procedures Though values clarification activities take a variety of forms, there are certain basic procedures that should be followed when using the strategy: • The teacher begins the lesson with "opening up" activities which focus on lowrisk issues. • The activities require student to indicate their position on an issue in an overt and explicit manner. • The teacher accepts student responses without judgement or evaluation and discourages any attempts by students to challenge or mock each other's position. • The students should be asked to explain or provide reasons for holding a specific value position. This is the clarification aspect of the strategy. • The activities should, whenever possible, be related to issues that have historical import or are related to current social or political concerns. Closure No assessment is really desired unless it is the observation of whether or not students share their values and possess an appropriate sense of their own values.
The classic sources for both an explanation of values clarification and a description of examples are: Raths, L.E. ,. Harmin, M., & Simon, S.B. Values and Teaching (2nd ed.),. Columbus, OH: Charles E. Merrill, 1978) Simon, S.B., Howe, L.W., & Kirschenbaum, H. Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart Publishing, 1972).
Values Clarification
Sidney Simon’s Approach
Purpose: • • • •
Help Students identify more