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Docuitnresune DOCUitnRESUNE ED 1.18 513 SO 008 920 AUTHOR Jelinek, James John TITLE Principles and Values in School and SoCiety: The Fourth Yearbook of-the Arizona Association for Supervision and Curriculum Development. ySTITUTION Arizona Association for Supervision and Curriculum Development. PUB DATE 76 NOTE 192p.; For a related document, see SO*008 919 AVAILABLE FROM Dr. James John Jelinek, Editor of Yearbooks, Arizona Association for Supervision and Curriculum Development, C011 ge of Education, Arizona State University, Tempe Arizona 85281 ($15300 paper) EDRS PRICE MF-$0.83 PlusPoste,HC Not Available from EDRS. DESCRIPTORS' *Curriculum Development; Educational Needs; Educational Philosophy; Elementary Secondary Education; Foundations of Education; Higher Education; Humanistic Education; *Moral Development; Moral VaIties; Problem Solving; *Social Sciences; *Values; Yearbooks e .ABST.11,,g2 This yearbook records some basic ideas on values education which the author previously presented to lay and professional audiences. The first part of the doiFument focuses on the formulation of problems\and principles. A principle is defined as ,a solution to a problem. Seventy principles are identified and listed. Zor example, one principle is an attitude--if conflict among forms of behavior rages within the individual, then attitudes emerge. The second part examines values-and the nature of human values, andlists 797 values in school and society. The last part of the document places the 70 principles and 797 values into the contexts of materials on the formation of problems and solutions, theidentifying and learning of human values, leatning, objectives, creativity, criteria for the evaluation of schools, criteria of philosophy and objectives of schools and the school and community for use in the accreditation of schools,'outcomes of training as contrasted 111-1.11 teaching, and processes of humanization/dehumanization in the schools. (A JR) I ,--.********************************************************************* unpublished . * Documents acquired. by ERIC include many informal * materials not available. from other sources. ERICmakes every effort * * to obtain the best copy available. Nevertheless,items of marginal * * reproducibility are often encountered and this affects thequality * * of the microfiche and hardcopy reproductions ERIC makesavailable * * via the ERIC Document Reproduction Service (EDRS). EDRSis not * responsible for the quality Of the original document.Reproductions * * supplied by EDRS are the best that can be made from theoriginal. *********************************************************************** ; a 1 L PRINCIPLES AND VALUES IN SCH004 AND SOCIETY THE FOURTH YEARBOOK OF THEARIZfiA ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT JAMES JOHN JELINEK; PROFESSOR'OF ARIZONA STATE UNIVERSITY, TEMPE, ARIZONA S 1 PUBLISHED BY THE ARIZONA ASSOCIATION FOR SUPERVISION ANDCURRICULUM . DEVELOPMENT, C/O DR. JAMES JOHN JELINEK, COLLEGE OF EDUCATION'; ARIZONA STATE UNIVERSITY, TEMPE, ARIZONA 85281 ., 3 $ J $1, right 1976. by Jamey John Jelinek 4 ' 3, The Typesetting, Printing, and Binding of this Book were Done by the Bureau of Publications, Arizona State University, Tempe, Arizona, and the Production Department of the Tempe Daily News, Tempe, Arizona ii Y EN Printtples and VaTueS in School Society, is an attempt to formulate in writing some ofTiEasic'ideas I have presented as a speaker and lecturer for layend,professional.avdiences 'during the past four decades. I assume full responsibility ;pr the ideas in the book; however, the main iMpetus.for my having written it has come from those individuals who have ( expressed an interest in having the, ideas available to them in written form, as well as those who have shared with me the meaningfulness of the ideas in their lives. There are, of course, many persons to whom I owe much for having helped me,to clarify my ideas in the areas, of psychology, philosophy, love, economics, religion, education, and so on, ideas which are presented in this book. I am, however, especially indebted t my wife, Elizabeth, whose deep and abiding love and intellectualyiglity are boundles's,to my son, Lawrence, and daughter-in-law,Sandra, whose love, intelligence and humor are precious, to all my students who &re always asource Of inspiration, and to Dr. H. D. Richardson, Professor Emeritus and former, Vice President of Arizona State Universitk, whose abundant insightshave been both a challenge and an inspiration to me, I amalso grateful to the Arizona Association for Supervision and CurriculumDevelopment for publishing the manuscript and.for providing With many, many opportunities to have dialogue with.the dedicated and insightful individuals who make up its membership. J. J. J. A V : ; v'srii`"( I , , 7 4 When the .nitht We :see stars ti " a . V. 4. '`. *. .is' *-t 1 12- 6, ;4,- ,," . , 6- N"->. PARTi-....PRiNC1)4...*. 4 Chipte)ifT.., Pie-Forzttulation of4roblems and Principles. 3 .-chapter'2:-- 'Principles-T_in School and Society, 7 PART II. VALuES. 31 1 Chapter 3. The Nature of Human Values. 33 kJ. "Chapter 4. Values in' School and Society. 45 a PART III.. PRINCIPLES AND VALUES IN'CONTEXTS. .00. O4 109 Chapter 5. Competency,Based Objedtives in Education: A Basid, Critical Analysis. 111 . .,. , Chapter 6.' Learning: A Foundational Theory for Modern. ,Education. ,-. ..-. ,. ... .. - .. .... , .... 121 '''r- , _ 4 , . -: ,Chaptier 7. 'Creativity: A futurological Wand Phildsop hi ;al Analysis 127 , . < Chapter 2. he School in Sociological and . Philosophifal Perspective: An Analysis. of- the 'Critpria on "Philosophy and Objectiy and "School and 'Community"Used by the Nort yitral Asso'ciatio'n for Colleges and Secondary ols in the Evaluation / of Schools: ..-,. 141 . ... /. - Chapter 9. Th tcomes :ofTriininias tontraSted tl 171 :with Teaching., g a' r . 1:' .4', . :.4e- , t - . ,%0;:+4,-:. 6. -fc. , 16)=-6; . J' ' A - 2 t;to, 4 13 ,. b . r." . (A r ""'" ,r.: , 3 ; ; .. , .614", . - ; :'' " : r ?".' ;,t, ' 4, 7 . ' ." . "tt".7 ipt - ' . : - thapte'r 10. 'iPrticesses of HA 18511;".°- n;the Schoo, A. - .; r 3; 4i 7.- 1, . ,. NRPENDIV.- -4:,7..' .'0..:<g.- j?...;i..:--;,' e .- 4'Al. ''' '' i- . '6..1 : .; :,-1.91,..,:,.;!;c. 0-4, :.',. ; .......,4-.- -:-.7, y:, ,--,,:. -,,y,,,...s.k. .-.- ---, ;- --- -,.....t ...,-) .;.,,,,,,,, .., .4,----,. ". -,,,-,-- .,. 6 ., ; ;. , :;,,.a , -' ',.. 4 ,..: ,.;..-: ..--,-f,- ,': -,.. -, --t- . ,, ,--ty ,, :', .,:",. "- . :... :...;°;.14 , * . , A . :: r:' ..",', 3 ."-- f. ? 1.i.'''''' .i, ,,,''' ,,. f"-,':9S f." .4r; ,,,, 4 1% ' . kir -.I" 'S .7, .Z4 .0 k ._ 3 4' c : ; ° 7. , 6 . r ., , .4\ ..,.. , f' C..^, . , '. ..:7 .0 r 4 . .. I, 1. 1, o. , 44, rs. " ft X -; , - , 4 0 o , ' M1 A a 8. AS I fe PARTY I. PaifiCIP LE% 01; . -; 4' S 2 C CHAPTER :4 j'HE FORMULATION OF'PROBLEMS AND PRINCIPLES 04 : It issom4imessaid that "a problem stated is a problem half solved." ',Both problems and principles are concerned with the relationships between variables. A principle is a solution to a twoblem. Characteristics of a Problem A problem is a question-that asks whatrelationship exists between two or more variables: The characteristics of a problem are as follows: 3. It is a question; an interrogative sentence. 2. It asks what relationship exists between two or morevariables. 3. It is-stated in obServablterms. 4. It is descriptive, not valuational. 5. It is stated in the pivsent tense. 6. It is.stated in the third person. 7. It is, general and.oiversal. 40, Criteria-of a Problem III:. In these terms the criteria ofa'problem are: 1. Does it exOess arelationship between two or more variables, such as,' low A 4 . for example, "Is A related to B?" "How are A and B related !Is A related to B under conditions C and D?" 2e, Is the problem stated in question form? 3. Is it statedinpbservable terms? 4 4. Is it stated in descriptive, not valuational terms? 5. Is it stated inthe present tense? 6. Is it stated in the third person? 7. Is it general and universal? Examples of Problems The. following are examples of problems: .. ".1.. What are the effects on pupil behayior of-different types of 0 . fncentivesy . \ii, 2. What are the' effects of teacher comments on improvement in student, -,% perforMoce? E. 3. Under what conditions does 'earning how to learn transfer to new .' situations? , For other examples of problems see James john tlelinek,,G. D. McGrath, and R. E. Wochner, Educational research Methods; John Dewey, How We Think; Dissertation Abstracts International; Encyclopedia of Educational Research;'What Research Says to the Teacher; fred N. Kerlinger, Foundations of Behavioral Research: Educational and Psychological Inquiry. Characteristics of a Principle . A prityciple, being a solution to a problem, is a statement of the . relationship between two or More variables. In effect it answers .r 5 . quOtions like the following: (1) IsA related to 8? (2) How are A and B related to C? (3), is A related to B under conditiOns C and D? ti The charicteristics of a principle are as follows: 1. It i&i/a declarative sentence, 2, It identifies .ah action and the consequence of thataction. .,then . 3. It establishes a relationship of "If.. (action) (consequence) . ." 4. It is stated.in behavioral, observable terms. y , 5. It is desriptiv, not valuational. 6.* It is stated in thepreient terse. 7, It is stated in the third person. 8. It is general and universal. Criteria ofaPrinciple In these terms the criteria of a principle are asfollows,: 1. Is it a declarative sentence? '2. Does it identify an actionand
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