A Comprehensive Model for Values Education and Moral Education

Abstract

Today’s “”just say no”” approach to moral education is as simplistic as the values clarification emphasis of the1960s and 1970s. One solution is to combine the best approachesof past decades. The Comprehensive Values Education modelis progressive and allembracing in content, methodology, andapplication throughout school and community.

The Integration of Problem Solving and Value Approach: the Shift Toward How to Think

“…While education of certain values faces challenges with their internalization (Yazdani & Akbarilakeh, 2017), research in value-based education (Kirschenbaum, 1992), problem-based education (Kirkman, 2017) encourage educators to help learners to identify values, to think about them and to develop higher levels of moral reasoning. Problem solving integrating values could be helpful to foster meaningful learning and to promote the development of the capabilities of problem solving and moral reasoning along with responsibility.…”

Emotive Expression

“…Criticism of this approach stresses particularly the questions about its effectiveness and the lack of philosophical and educational foundations, while one of the reasons for the decline of its popularity was also its erratic implementation. One of its main proponents, Kirschenbaum (1992) has later accepted much of this criticism and proposed a more comprehensive values education approach. It is based upon four aspects of comprehensiveness.…”

El Discurso de los Adolescentes Escolares: Discurso Sostenido acerca de la Libertad (2)

“…En este sentido, cabe apoyar los programas de desarrollo de la asertividad, con el propósito de educar para decir ¡no!, en el sentido estricto que corresponde a la circunstancia; al mismo tiempo que la difusión de la información acerca de los valores vitales que en el consumo de drogas, alcohol o tabaco puedan verse afectados por la adicción: El tópico de la educación moral en la escuela es, no cabe duda, muy discutido, existiendo argumentos muy serios a favor y en contra de ella. No obstante, concordamos con Kirschenbaum (1992) en señalar que la escuela no debe "enseñar" valores de manera instruccional, sino que:…”