Different Ways of Teaching Values

Veugelers, W.M.M.H.

doi:10.1080/00131910097397

Cited by 146 publications

(88 citation statements)

References 12 publications

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“…Empirical research into this 'cultural bias', however, is lacking. Related to the focus on valid arguments, supporting evidence and conceptual clarity, critical thinking is also accused of stimulating relativism (Veugelers, 2000). This is primarily due to the overwhelming attention paid to the skills necessary for rational and logical reasoning and the neglect of the subject matter which is ridden with implicit values, the subject matter about which students are supposed to reason.…”

Section: Critical Thinking: Definitions and Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

330

131

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis article is about enhancing critical thinking as a crucial aspect of the competence citizens need to participate in society. First empirical research into the question which instructional strategies are 'effective' in enhancing critical thinking is reviewed. Characteristics of instruction that are assumed to enhance critical thinking are: paying attention to the development of the epistemological beliefs of students; promoting active learning; a problem-based curriculum; stimulating interaction between students; and learning on the basis of real-life situations. Research has failed to prove the effectiveness of programs especially devised to improve critical thinking (higher-order) skills. In the second part of this article, the various proposals for instructional formats for critical thinking are discussed from a social constructivist point of view. Learning to think critically is conceptualized as the acquisition of the competence to participate critically in the communities and social practices of which a person is a member. If education is to further the critical competence of students, it must provide them with the opportunity at the level of the classroom and the school to observe, imitate and practice critical agency and to reflect upon it. Learning contexts must be chosen which students can make sense of and in which they can develop a feeling of responsibility for the quality of the practice in question.

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Section: Critical Thinking: Definitions and Discussionmentioning

confidence: 99%

Critical thinking as a citizenship competence: teaching strategies

Dam

Volman

2004

Learning and Instruction

330

131

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“…in the case of injustice). Finally, we have seen that although value-development features prominently in most studies, none of them explain how values can be taught in education (see Veugelers 2000Veugelers , 2001.…”

Section: Discussionmentioning

confidence: 99%

Teaching strategies for moral education: a review

Schuitema¹,

Dam²,

Veugelers³

2008

Journal of Curriculum Studies

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“…For instance, Ishii (2010) found that teachers' caring behaviour, honesty, peaceful manner are significant part of an effective character education programs. Similarly, Veugelers (2000) found that in teaching values teachers are significant and they encourage students to acquire certain values. Ateş (2013) concluded whether consciously or unconsciously teachers are role model to students and therefore, they should reinforce positive values through this function.…”

Section: Resultsmentioning

confidence: 99%

Values Education from Perspectives of Classroom Teachers

Duban¹,

Aydoğdu²

2016

Eur. j. soc. sci. educ. res.

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Values education is a process, which begins at home and continues in society and in formal education institutions. The purpose of this research is to determine the opinions of primary school teachers about values education in primary schools. In the current research, the qualitative research method and focus group interview technique were used. The participants of the study were eight classroom teachers who were pursuing master's degree at the classroom education program of Afyon Kocatepe University. The participants were selected using the intense case sampling, which is part of purposeful sampling technique. The data were collected through audio-taped group interview. The credibility of this study was enhanced by expert review. The interview schedule was sent to experts for review. The trustworthiness of this study was established by the formula proposed by Miles and Huberman. It was calculated as 0.92. The data collected from the interview were examined using a qualitative data analysis approach. The findings of the study showed that if value education starts at early ages it would provide much more opportunity to prepare for future life, to improve personality and to have long-lasting values. The participants argued that parents are very significant in value education. The participants suggested that value education should be either an independent course or certain values should be taught in existing courses. They also proposed that in value education case studies and drama can be used and that positive and desired behaviours and empathy should be encouraged among children.

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Different Ways of Teaching Values

Cited by 146 publications

References 12 publications

Critical thinking as a citizenship competence: teaching strategies

Critical thinking as a citizenship competence: teaching strategies

Teaching strategies for moral education: a review

Values Education from Perspectives of Classroom Teachers

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