An Overview of Trends in Values Education

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

Oktay Akbaş

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.

Anahtar Kelimeler

Values education approaches, Values realization, Character education, Address for correspondence - Kırıkkale University Kırıkkale/Turkey. E-Mail: [e-mail] Citizenship education, Moral education.

Değer Eğitimi Akımlarına Genel Bir Bakış

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.

Anahtar Kelimeler

Değer eğitimi akımları, Değer gerçekleştirme, Karakter eğitimi, Vatandaşlık eğitimi, Ahlak eğitimi

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