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An Overview of Trends in Values Education

Yıl 2008, Cilt: 6 Sayı: 16, 9 - 27, 01.12.2008

Öz

This study elaborates the main features of such trends in values education as
values realization, character education, citizenship education and moral education. In the
past; turning of the values described by means of general objectives into one dimension
of the elementary curricula prepared after 2004 required reinvestigation of the values
education movements within integrity.
Movements of Values Education
Studies have been being carried out on the purpose and methods of moral education
since the early 1900s. By the end of the Second World War, studies had been carried out
concerning character education, moral character education and will education in addition
to the moral education approach. Kirschenbaum (1995) states that values education and
moral education were maintained by means of conventional methods until the period after
World War II. Only upon introduction of newly developed approaches such as values
clarification, originated by Sidney Simon et al. in the USA in the mid-1960s, and community
schools developed and implemented by Kohlberg et al in the early 1970s, were
other teaching methods available as alternatives for suggestion-based values education.
In 1992, attention was again focused on the character education approach by Lickona.
Values Realization
This approach includes an individual’s being aware of her/his own feelings, beliefs, priorities
and values, appreciating her/his strengths and weaknesses and having a sense
of honor. Between the years 1960 and 1980, when the values classification approach
was common, this approach was widely adopted to help individuals to realize their own
feelings, beliefs and values. The concept was first used by Sidney Simon et al. This approach
helps individuals realize their values, make decisions and put these decisions into
action. It is also called life skills education. It helps the young acquire knowledge, skills
and feelings to guide them throughout their life in the changing world (Kirschenbaum,
1995). Developed during this period, were approaches such as values clarification, which
is about helping students realize their own values, moral reasoning, and which develops
students’ moral judgment by providing them with stories that include moral dilemmas,
and the value analysis approach, whereby students can propose solutions for moral problems
in a reasonable and systematic manner without being emotionally driven.
Character Education
Character is a trait which has been given importance by human communities for thousands
of years. A literature review indicates that character is defined as a well-organized
integration of values (Kerschentsteiner, 1954), a strong and stable human will (Kanad,
1951) and the entirety of a human beings’ habits (Lickona, 1992). Lickona (1992) suggests
that individuals who have gone through character-oriented education are not only
smart but also have a well-balanced character, are literate, kind, knowledgeable and
virtuous. In other words, they are good citizens, who exert their energy for the good of
others and to create a better world to live in.
Citizenship Education
Citizenship education is a process in which the legal and political principles of any particular
country are acquired by learners. It includes values such as public welfare, personal
rights, justice, equality, diversity, righteousness, patriotism, etc. Citizenship education
aims at helping individuals gain knowledge, attitudes and behaviors regarding the
political and legal system in that particular country.
Moral Education
Moral education is not a newly introduced issue. It has been known throughout all periods
of history and all over the world. Plato took moral education as one of the main
responsibilities of the schools and attempted to bring up citizens who were able to use
their minds as much for others’ benefit as their own (Lickona, 1992).
Conclusion
Once constructivism was adopted as the basic approach in the new elementary education
curricula, the fact that a person’s personal knowledge, views, beliefs and values have an
impact on future learning was accepted (MEB, 2005). As a consequence, values included
in general objectives are explicitly stated in many of the elementary education curricula,
and activities are proposed for teaching the values. Aspects necessary for moral character,
including cognitive, affective and active, can be developed in a well-balanced way
by means of a hidden curriculum and a direct method.

Kaynakça

  • Akarsu, B. (1998). Mutluluk ahlakı. ahlak öğretileri-1. İstanbul: İnkılap Yayınevi.
  • Bacanlı, H. (2005). Duygusal davranış eğitimi. Ankara: Nobel Yayın Dağıtım.
  • Bacanlı, H. (2000). Gelişim ve öğrenme. Ankara: Nobel Yayın Dağıtım.
  • Brimi, H. (2008). Academic instructors or moral guides? Moral education in America and teacher’s dilemma. The Claering House, 82(3), 125-130.
  • Dewey, J.(1959). Okulda ahlak eğitimi. (çev: A.Ferhan Oğuzkan). (22 03 2009 tarihinde www.dergiler.ankara.edu.tr/dergiler/40/496/5860.pdf -adresinden elde edilmiştir).
  • Duman, T., Karakaya, N, & Yavuz, N. (2001). Vatandaşlık bilgisi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Doğan, İ. (2002). Soyoloji: Kuramlar ve sorunlar. Ankara: Pegem Yayıncılık.
  • Ekşi, H. (2003). Temel insani değerlerin kazandırılmasında bir yaklaşım: Karakter eğitimi programları. Değerler Eğitimi Dergisi, 1(1), 79-96.
  • Erden, M., & Akman, Y. (1998). Gelişim, öğrenme, öğretme. Ankara: Arkadaş Yayınevi.
  • Fromm, E. (1993). Erdem ve mutluluk. Ahlak psikolojisi üzerine bir inceleme. (çev: A. Yörükan). İstanbul: Türkiye İş Bankası Yayınları.
  • Gauld, L., & Gauld, M. (2002). The biggest job we’ll ever have: the Hyde School program for character-based education and parentin. New York: Library of Congress Cataloging-in Publication Data.
  • Gough, R. (2001). Karekteriniz kaderinizdir (çev: G. Sezgi). Ankara: Hyb Yayınları.
  • Güngör, E. (1998). Ahlak psikolojisi ve sosyal ahlak. İstanbul: Ötüken Yayınevi.
  • Kanad, H. F. (1951). Deneysel pedagoji II. Ankara: Örnek Matbaası.
  • Kelley, T. (2003). Character educatıon, natural law, human happiness & succes., (12 12 2003 tarihinde www.drtomkelly.com adresinden elde edilmiştir).
  • Kerschensteiner, G. (1954). Karakter kavramı ve karakter terbiyesi (çev: H. Fikret Kanad). Ankara: Örnek Matbaası.
  • Kirschenbaum, H. (1995). 100 ways to enhance values and morality in schools and youth settings. Massachusetts: Allyn&Bacon Company.
  • Leming, J. S. (2000). Teaching values in social studies education, past practices and current trends. (02 01 2008 tarihinde Http://www.usoe.k12.ut.us/curr/char_ed/ fedproj/hist/ teaching.htm.adresinden elde edilmiştir).
  • Leming, J. S. (2008). Research and practice in moral and character education: Loosely coupled phenomena. Larry P. Nucci, Darcia Narvaez(Eds.). Handbook of Moral and Character Education. New York and London: Routledge Taylor and Francis Group.
  • Lickona, T. (1992). Educating for character (How our schools can teach respect and resposibility). New York: Bantam Books.
  • MEB. (2005). İlköğretim Fen ve Teknoloji Dersi (4-5. Sınıflar) Öğretim Programı ve Kılavuzu. Ankara: Devlet Kitapları Müdürlüğü.
  • Montagu, A. (1964). Çocuklarımıza ahlaki değerleri nasıl kazandırabilirsiniz? (çev. R. Öncül) Ankara: Milli Eğitim Basımevi.
  • Naylor, D., & Diem, R. (1987). Elementary and middle school social studies. New York: Random House.
  • Rewell, L., & Arthur, J. (2007). Character education in schools and the education of teachers. Journal of Moral Education, 36(1), 79-92.
  • Ryan, K. (1991). Moral and values education. Arieh Lewy(Ed.). The International Encyelopedia of Curriculum, Advences in Education, Pergaman Pres.
  • Ryan, K., & E. Bohlin, K. (1999). Building character in schools. California: Jossey-Bass Inc.
  • Simon, S. B., Leland, W H., & Kirschenbaum, H. (1972). Values clarification a handbook of practical strategies for teachers and students. New York: Hart Publishing Company, Inc.
  • Tatto, M.,Tapia, M.,Varela, A., & Rodriguez, M. (2001). Examining Mesico’s values education in a globally dynamic contest. Journal of Moral Education, 30(2), 173-198.
  • Yüksel, S. (2005). Kohlberg ve ahlak eğitiminde örtük program: Yeni ilköğretim programlarında yer alan ahlaki değerleri kazandırma için bir açılım. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 5(2), 329-338.
  • Welton, D. A., & Mallan, J. T.(1999). Children and their world. Boston: Houghton Mifflin Company.

Değer Eğitimi Akımlarına Genel Bir Bakış

Yıl 2008, Cilt: 6 Sayı: 16, 9 - 27, 01.12.2008

Öz

Bu çalışmada değer eğitimi akımlarından değer gerçekleştirme, karakter eğitimi, vatandaşlık eğitimi ve ahlak eğitimi akımlarının genel özellikleri açıklanmıştır. Geçmişte genel hedeflerde ifade edilen değerlerin, yeni ilköğretim programlarının bir boyutu haline gelmesi, değer eğitimi akımlarının yeniden bütünlük içinde incelenmesini gerektirmiştir. Bu çerçevede değer gerçekleştirme, karakter eğitimi, vatandaşlık eğitimi ve ahlak eğitimi akımlarının tanımları, kapsamları, öğretim yaklaşımları, öğretmen rolleri ve temel değerlerinden bahsedilmiştir.

Kaynakça

  • Akarsu, B. (1998). Mutluluk ahlakı. ahlak öğretileri-1. İstanbul: İnkılap Yayınevi.
  • Bacanlı, H. (2005). Duygusal davranış eğitimi. Ankara: Nobel Yayın Dağıtım.
  • Bacanlı, H. (2000). Gelişim ve öğrenme. Ankara: Nobel Yayın Dağıtım.
  • Brimi, H. (2008). Academic instructors or moral guides? Moral education in America and teacher’s dilemma. The Claering House, 82(3), 125-130.
  • Dewey, J.(1959). Okulda ahlak eğitimi. (çev: A.Ferhan Oğuzkan). (22 03 2009 tarihinde www.dergiler.ankara.edu.tr/dergiler/40/496/5860.pdf -adresinden elde edilmiştir).
  • Duman, T., Karakaya, N, & Yavuz, N. (2001). Vatandaşlık bilgisi. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Doğan, İ. (2002). Soyoloji: Kuramlar ve sorunlar. Ankara: Pegem Yayıncılık.
  • Ekşi, H. (2003). Temel insani değerlerin kazandırılmasında bir yaklaşım: Karakter eğitimi programları. Değerler Eğitimi Dergisi, 1(1), 79-96.
  • Erden, M., & Akman, Y. (1998). Gelişim, öğrenme, öğretme. Ankara: Arkadaş Yayınevi.
  • Fromm, E. (1993). Erdem ve mutluluk. Ahlak psikolojisi üzerine bir inceleme. (çev: A. Yörükan). İstanbul: Türkiye İş Bankası Yayınları.
  • Gauld, L., & Gauld, M. (2002). The biggest job we’ll ever have: the Hyde School program for character-based education and parentin. New York: Library of Congress Cataloging-in Publication Data.
  • Gough, R. (2001). Karekteriniz kaderinizdir (çev: G. Sezgi). Ankara: Hyb Yayınları.
  • Güngör, E. (1998). Ahlak psikolojisi ve sosyal ahlak. İstanbul: Ötüken Yayınevi.
  • Kanad, H. F. (1951). Deneysel pedagoji II. Ankara: Örnek Matbaası.
  • Kelley, T. (2003). Character educatıon, natural law, human happiness & succes., (12 12 2003 tarihinde www.drtomkelly.com adresinden elde edilmiştir).
  • Kerschensteiner, G. (1954). Karakter kavramı ve karakter terbiyesi (çev: H. Fikret Kanad). Ankara: Örnek Matbaası.
  • Kirschenbaum, H. (1995). 100 ways to enhance values and morality in schools and youth settings. Massachusetts: Allyn&Bacon Company.
  • Leming, J. S. (2000). Teaching values in social studies education, past practices and current trends. (02 01 2008 tarihinde Http://www.usoe.k12.ut.us/curr/char_ed/ fedproj/hist/ teaching.htm.adresinden elde edilmiştir).
  • Leming, J. S. (2008). Research and practice in moral and character education: Loosely coupled phenomena. Larry P. Nucci, Darcia Narvaez(Eds.). Handbook of Moral and Character Education. New York and London: Routledge Taylor and Francis Group.
  • Lickona, T. (1992). Educating for character (How our schools can teach respect and resposibility). New York: Bantam Books.
  • MEB. (2005). İlköğretim Fen ve Teknoloji Dersi (4-5. Sınıflar) Öğretim Programı ve Kılavuzu. Ankara: Devlet Kitapları Müdürlüğü.
  • Montagu, A. (1964). Çocuklarımıza ahlaki değerleri nasıl kazandırabilirsiniz? (çev. R. Öncül) Ankara: Milli Eğitim Basımevi.
  • Naylor, D., & Diem, R. (1987). Elementary and middle school social studies. New York: Random House.
  • Rewell, L., & Arthur, J. (2007). Character education in schools and the education of teachers. Journal of Moral Education, 36(1), 79-92.
  • Ryan, K. (1991). Moral and values education. Arieh Lewy(Ed.). The International Encyelopedia of Curriculum, Advences in Education, Pergaman Pres.
  • Ryan, K., & E. Bohlin, K. (1999). Building character in schools. California: Jossey-Bass Inc.
  • Simon, S. B., Leland, W H., & Kirschenbaum, H. (1972). Values clarification a handbook of practical strategies for teachers and students. New York: Hart Publishing Company, Inc.
  • Tatto, M.,Tapia, M.,Varela, A., & Rodriguez, M. (2001). Examining Mesico’s values education in a globally dynamic contest. Journal of Moral Education, 30(2), 173-198.
  • Yüksel, S. (2005). Kohlberg ve ahlak eğitiminde örtük program: Yeni ilköğretim programlarında yer alan ahlaki değerleri kazandırma için bir açılım. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 5(2), 329-338.
  • Welton, D. A., & Mallan, J. T.(1999). Children and their world. Boston: Houghton Mifflin Company.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA55VZ78RS
Bölüm Makaleler
Yazarlar

Oktay Akbaş Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2008
Yayımlandığı Sayı Yıl 2008 Cilt: 6 Sayı: 16

Kaynak Göster

APA Akbaş, O. (2008). Değer Eğitimi Akımlarına Genel Bir Bakış. Değerler Eğitimi Dergisi, 6(16), 9-27.