DOCUMENT RESUME , ED 118 465 ,95 SO 00.8 489 'AUTHOR Superka,.Douglas P.; And gthers . TITLE Values Education Sourcebook: Conceptual Approaches, Materials Analyses, and an Annotated Bibliography. INSTITUTION ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, Colo.; SoCial Science Education Consortium, Inc., Boulder, Colo. SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE 76 NOTE 262p.;. For related document, see ED 103 284 AVAILABLE FROMPublications,.Social Science Education Consortium, Inc., 855 Broadway, Boulder, Colorado 80302 (order SSEC Publication No. 176,*$10.95iNprepayment or purchase order) EDRS PRICE MF-$0.83 HC-$14.05 Plus Postage DESCRIPTORS *Annotated Bibliographies;. Bibliographies; Classification; Curriculum Development; *Curriculum Evaluation; Elementary Secondary Education; Instructional Materials; Learning4,,Actvities; *Moral Development; Resource Guides; Social Sciences; *Social Studies; Teacher Education; Teaching Techniques; Typology; *Values ABSTRACT This is a resource guide for teachers, currlculum coordinators, curriculum developers, teacher trainers, and other educators interested in valueg education. The volume is therevised and expanded edition of ED 103 284 An ,introduction outlines and explains the guidelines used to formulate and organize the analyses of values educational materials. Chapter one presents an overview of the typology of values education approaches developed in the earlier publication and three' procedures designed to help users apply the analytical system. Chapters tim through six contain the analyses of curriculum resources. Each chapter focuses on one of the five values e education approaches: inculcation, moral development, analysis, clarification, and action learning. Each is divided into three sections: a detailed explanation of the approach, analYses of student materials reflecting the approach, and analyses of teacher materials reflecting the approach. Chapter seven describes and explains two other approaches to values education -- evocation and union--for which there are few curriculUm materials prepently'available. `These two approaChes are explained in terms of their rationale, pur ose, and methods. In additidn, sample learning activities and edu ational programs related to these two approaches are discussed. nannotated bibliography 'of over 400 materials and resources concludes the document.(Author/JR) - , Documents acquired by ERIC Include many informal unpublished materials not available, from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. I r. aluesEducation V Sourcebook Conceptual Approaches; Materials Analyses, 7 and an Anhotated Bibliography U.S . DEPARTMDNT OF HEALTH, e EDUCATIOME WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT 14AS BEEN REPRO- Douglas P. Superka DUCED EXACTLY AS RECEIVED FROM THE PERSQN OR OROANIZATION ORIGIN- Christine Ahrens ATiNG IT POINTS OF VIEW OR OPINIONS STATEO DO NOT NBCESSARILY REPRE- Judith E. HeJstrom SENT OFFICIAL NATIONAL INSTITUTE OF with Luther J. Ford EDUCATION POSITION OR POLICY and Patricia L. Johnson .1 Social Science Education Consortium oQ ERIC Clearinghouse for Social Studies! O. Social Science Education 19/6 C: \f Ordering Information This publication is available from. Social Science Education Consortium, Inc., 84 Broadway, Boulder, Colorado 80302. Request SSEC Publication No. 176.; It is also listed inResources in Educationand can be obtained.in micro&he and hard copy from the ERIC Document Reproduction Service, identified as S008 489. SecResources in Educationfor ordering infonnation and ED number. ti The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under government sponsorihip are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the National Council for the Social Studies for critical review and determination of professional competence. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the National Council for the Social Studies or the National Institute of Education. Book and jacket design: Rick Julliard ACKNOWLEDGEMENTS. We thank the folldwing persons for making significant contributions to this publication. Irving Morrisseft, for his thoughtful suggestions and enthusiastic support during all phases of the development of the manuscript, Janet Jacobs, for her considerable and competent editing and rewriting efforts during the revision and integration stages of the work, Robert D. Barr, Jack R. Fraenkel, Alan L. Lockwood, and Jack ,K. Henes, for their critical comments'and reviews of vanous aspects of the book, Karen Wiley and Faith Rogers, for their careful editing of the final manuscript, Nancy Dille and Joan Russell, for theft continuing coordination of the typing, and Judy Gamble, Linda Branch, Betsy Gy ger, Rick Jul hard, and Carol Rayburn, for their speedy and accurate typing of various versions and sections of the publication. , table of contents Forewordvii Prefaceix Introductionxiii What Is Meant by Values and Valuing?xiii What Materials Are Included? xiv What Information Is' Included in the Analyses? xiv How Are the Analyses Organized? xvii A Typo of Values Education Approach 1 S I.Development of th pology 4 Overview of the Typo .r Using the Typology and Analyses Explanation of the Approach 7 Student Materials 13 Teacher Materials 23 APP Moral Development 31 Explanation of the Approach 31 Student Materials 37 -reacher' Materials 49 Analysis 55 I Explanation of the Approach 55 Student Materials 61 Teacher Materials 97 Cl fication -105 Expl ation of the Appro46 105 Stud'rMaterials 109 / Tead?r Materials 163 Acti n Learning'177 Expl ation of the App Stud nt MatericiJs Tea e Materials 1 , Ev tiOn 191 Evcation /19 Uion 19.E ograp of Values Education terials97 otated Bibliography of Values Education aterials Classified:by:Approach 198 Inculcation198 Moral Development. 201 Analysis 206 Clarification214 Action Learning225 Other Approaches 227 Selected Bibliography of Rgiated Works on Values and Values Education232 General'Bibliographies on Values 232 Bibliographies Related to Specific Approaches 232 Student Materials Related to Values Education233 Teacher Materials Related fo Values Education234 Theoretical Background Materials Related to Values and Values Education 235 Film Catalogs with-Values-related Materials236 Selected Documents on Values EthIcation in the ERIC System ' 238 Selected Articles on Values Education from Educational Journals241 Afterword249 References 251 Index of Materials 257 vi foreword In response to numerous requests for information about value cation, ERICJCIESS undertook two studies one concerned with alternative tipoacheto this %subject, the other with selection and analysis of a wide variety of educatio at mates dealing directly with values issues: We were fortunate in having a staff me ber,, Doug Superka, who had already made a thorough study of various approaches to values education, anda number of staff members with substantial experience in the a nalysis of educational materials In addition to the persons listed as authors of this publication, many others have contributed to these studies, as the authors indicate in their acknowledgfnents. The, two studies have now been combined in this volume. We hope this sourcebook will serve as a useful reference to ways in which values education may be approached and to materials that are useful in values education, as well as a guide to other useful references in the growing literature on this field. Irving Morrissett Director, ERIC/ChESS Executive, Director Social Science Education Consortiuin vii G *.\ (3- r 7 I. :( 4 preface it Values education is currently one of the part of many teachers, administratbrs, and most exciting and explosive areas in edu- parents concerning the role of the school cation. Although educators have.not com- in teaching values, (3) classroom norms plete) x neglected this area in previous among the students that discourage open, decaffs, there has been in the last several trusting value activity; (4) uncertainty of years a spectacular upsurge of interest in teachers about how self-disclosing, prob- and emphasis on "values" and "valuing" ing, and accepting they should be; (5) a in education. This increased interest and generally inadequate level of teacher train- activity has affected the entire educational ing in values education, (6) a tremendous spectrum from elementaryto graduate influx into the values education movement school. of relatively inexperienced persons con- Values education has attracted the inter- ducting workshops and developing mate- est and involvement not only of teachers rials, (7) lack of reliable, valid, and usable and students but also of psychologists, evaluation procedures and instruments to socialpsychologists, sociologists, measure values development in students; philosophers, and political scientists. Their and (8) the difficulty of intelligently and ideas have