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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 74-24,417 VANCE, Harvey Edgar, Jr., 1941- AN EXPLORATORY STUDY IN VALUES CLARIFICATION AND ITS RELATIONSHIP TO A MORE UNIFIED VALUING PROCESS. The Ohio State University, Ph.D., 1974 Education, curriculum Development University Microfilms, A XEROX Company , Ann Arbor, Michigan © Copyright by Harvey Edgar Vance, Jr. 1974 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. AN EXPLORATORY STUDY IN VALUES CLARIFICATION AND ITS RELATIONSHIP TO A MORE UNIFIED VALUING PROCESS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Harvey Edgar Vance, Jr., B.A., M.E. ***** The Ohio State University 1974 Reading Committee: Approved by Professor Charles Galloway Professor Kelly Duncan Professor Leonard Andrews Adviser Department of Education AN EXPLORATORY STUDY IN VALUES CLARIFICATION AND ITS RELATIONSHIP TO A MORE UNIFIED VALUING PROCESS By Harvey Edgar Vance, Jr., Ph.D. The Ohio State University, 1974 Professor Charles Galloway, Adviser This investigation used an assortment of values clarification learning approaches with one hundred and fifteen secondary students at a suburban high school. The inquiry attempted to determine if such clarification and confrontation methods contribute to personal recognition and growth toward a more unified valuing process. Unified valuing was stipulated to mean a closer integration between the thinking, feeling, and acting elements of personal valuing. Valuing, for the purposes of this study, is a process that culminates with a value when each of the following is included: (1) choosing, (2) choos­ ing from alternatives, (3) choosing after thoughtful consideration of alternatives, (4) prizing and cherishing, (5) affirming, (6) acting upon one's choices, (7) repeating after reconsideration. In order to investigate the premise that a variety of values clarification procedures will enhance the development of a balanced base for value determination, a number of value stimuli were selected. These approaches were assimilated into a modern world literature class for a six-weeks period. The value stimuli chosen were: 1. eleven values clarification strategies from Values Clarification by Simon, Howe, and Kirschenbaum ; 2. value films from "Searching for Values" film anthology? 3. value speakers; 4. value emphasis with the literature; 5. pre- and post-tests: "Value Survey" and "Measure of Self-Consistency." The investigator constructed guidelines for field notations of individual and group behavior during the values activ­ ities. Also, self-reporting techniques, both written and oral, were utilized to help gauge the effects of the values procedures. The data were organized around the objectives of the study. Numerous student exemplars from the values activities were detailed. From the presentation and analysis of the data, the following assertions seemed war­ ranted : 1. Values clarification assisted the students in becoming more aware of their own value prior­ ities. 2. Students became more sensitive to the gaps between their words or ideals and their actions in specific situations. 3. Students were more able to see inter­ relationships among their own diverse personality traits. 4. Values approaches sometimes generated personal feelings that expanded into student reflection and active involvement with the issue under consideration. 5. The valuing process of choosing, prizing, and acting was incorporated into the daily lives of some students. 6. Values clarification facilitated the develop­ ment of self-awareness and acknowledgment of intrinsic feelings and attitudes among the students. 7. The intensive values emphasis influenced some students to recognize their direct relationship to others and to their society. 8. The relationship between values clarification procedures and the literature content was often unclear to many students. While there were many signs of positive personal growth, there were also indications that some students were threatened by the personal nature of the value learning strategies. Other students questioned the place of values clarification in a classroom that is committed to teaching skills in reading and composition. And finally, there was some evidence that the subjective elements triggered by values clarification were not necessarily merging with the reflective and active coordinates of the valuing process. ACKNOWLEDGMENTS I would like to express my gratitude to Professor L. 0. Andrews for his thoughtful suggestions that helped to guide the direction of this project. Professor Kelly Duncan’s assistance was also very much appreciated. He was able to recognize problem areas and offer concrete methods to address these areas of con­ cern. The chairman for this candidate, Professor Charles Galloway, was consistently a sensitive and honest base of support. His realness was indeed an instrumental factor in the origin and completion of the study. And to Linda, the most authentic person I know, thank you. VITA November 24, 1941 .... Born - Columbus, Ohio 1963.. .................. B.A., Otterbein College, Westerville, Ohio 1963-1964 .............. English, Biology Teacher, Berea City Schools, Berea, Ohio 1964-1965 .............. Geography Teacher, Madison-Local School District, Groveport, Ohio 1965-1966 .............. English Teacher, Broward County Schools, Fort Lauderdale, Florida 1966 .................. M.E., Florida Atlantic Univer­ sity, Boca Raton, Florida 1966-1968 .............. English Teacher, Madison-Local School District, Groveport, Ohio 1968-1974 .............. English Teacher, Worthington Public Schools, Worthington, Ohio FIELDS OF STUDY Major Field: Teacher Education Related Areas: Curriculum Development Educational Philosophy English Education TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................. ii VITA ............................................. iii Chapter I. INTRODUCTION AND ASSUMPTIONS ............. 1 An Overview of Literature Related to Values and Teaching Statement of the Problem Objectives Some Operational Definitions Methodology Limitations Significance of the Study II. VALUING AND MODERN LITERATURE .............. 24 A Historical Perspective of Values Related to American Schooling Value Consciousness: A Personalized Element in Education III. PROCEDURES AND INSTRUMENTATION ............ 51 Introduction A Problem before Us The Setting and Population for this Information Introduction to the Value Unit The "Process Approach" to Value Clarification A Teaching Code for this Value Study Rationale for the Choice of Particular Value Areas Criteria for the Selection of Value Stimuli Procedures Used to Clarify the Value Areas iv Chapter Page Introduction to the Value Films Value Speakers Value-Related Literature Used with This Study Description of the Value Survey Description of the Measure of Self- Consistency Criteria for Observations of Personal Growth Description of Self-Reporting Instruments Used by the Students Review of the Procedures and Instruments Used in This Investigation IV. PRESENTATION AND ANALYSIS OF THE DATA .... 79 Overview of the Chapter Objectives Sources for the Supportive Data Described in the Study Data Relating to Objective One Data Relating to Objective Two Data Relating to Objective Three Data Relating to Objective Four Synthesis of the Data as Related to the Purpose of the Study V. SUMMARY, IMPLICATIONS, RECOMMENDATIONS . 126 Purpose of the Study Assumptions Statement of the Problem Obj ectives Procedures and Instrumentation Presentation of the Data Conclusions