Values education 1. Galang Jovelyn T. Orquero Jovilyn Kalasag 2. It can be an activity that can take place in any organisation during which people are assisted by others Accdg. Sridhar 5. Ang pag- uugali ng makabagong henerasyon ay dapat na ituwid dahil sila ang susunod na magpapatakbo ng ating bansa.
They are the simplified versions of real social experiences and one necessary and useful when the reality is too abstract and obscured.. Role playing activities should be organized based on the life experiences and age level of students. Expected role of an ideal student, teacher, parent, patriot should encourage student to take role taking activities voluntarily. Negative precepts are to be discouraged in role playing.
It consists in identifying the wrong or right actions of an individual or group, either pre-planned to occur or observed by accident, and reprimanding or rewarding those concerned.
Real example: The reaction to a picture of starving children. A positive and negative reinforcement by the teacher helps value inculcation. This can be done by a teacher's natural actions and responses. This time honored method has been notably unsuccessful. The students are encouraged to share their experiences.
Students thus engage themselves in the process of making inferences about values from the thoughts, feelings, beliefs or behavior of themselves and others. It consists of the students discussing a dilemma and by reasoning they attain a higher level of knowledge. They are asked to clarify value questions, and identify values in conflict.
They are encouraged to determine the truth and evidence of purported facts, and arrive at value decision, applying analogous cases, inferring and testing value principles underlying the decision. This approach has been detailed by Raths, et. Therefore, by teaching morals in schools, it may be easy to ensure that acts of moral decadence are not embedded in our children as they mature.
Apparently, this is not the case currently in East Africa and as a result the vicious cycle is intact. Evidently, there are reports of escalating destructive tendencies by students in schools, increasing incidences of drug abuse, fornication, and teenage pregnancies.
All these manifestations of greed, dishonesty, individualism shade a grim picture for the future of East Africa communities. One of the basic concerns of the society is the formation of young people in sound moral habits. There seemed to be clear structures regarding how this was accomplished in the traditional East African setting. The extended family played a big role in moral education of children. Oral narratives by grandparents had moral lessons embedded in them while uncles and aunts too played the guiding role.
In addition, initiation ceremonies offered ideal avenues of disseminating moral lessons to youths. In light of this, and as appropriately suggested by Ozolins, schools and educational institutions have an important role to play in the formation of moral habits: they form a particular habitat in which the values and beliefs of the community can be passed on.
This is important because, the habituation of children to virtuous acts enables the development of morally upright citizens. Refocusing the curriculum Interestingly, the intention to instill morals in young children through education is documented explicitly in the national aims and objective of education for East African Countries.
However, the capitalistic modern way of life, currently evident in East Africa, which emphasizes cut-throat competition has had a backlash effect on integration of morals in the curriculum. We are witnessing overemphasis on examinations that has reinforced and perpetuated competitiveness at the expense of nurturing moral values among students.
Consequently, the over-emphasis on cognitive domain of education has retarded the affective domain which nurtures the development of desirable character and values cherished by the society.
Therefore, as also supported by TIQUET , there is need for the curriculum and its delivery to be redesigned in a balanced manner to instill virtues in the youth such as honesty. The irony here is that pressure to pass examination has led some students to engage in cheating during examinations, even in subjects that teach about morals. Unless teaching and learning provide such a focus, all the particular knowledge and skills acquired are worse than useless.
An 'educated' person whose information and ability are directed to no personally appropriate worthy ends is a menace to himself and to society. A highly sophisticated society educated to no coherent way of life is likewise by its very learning made the more prone to disease and degeneration. Answers to the above question: Main views f 1 Peer bullying should be considered. Children should not be treated badly. Communication with peers at a young age is important for their social development. Children should not be allowed to spend too much time in front of TVs, tablets and computers, and these times should be spent with their peers.
For this reason, activities such as value disclosure are made in the classroom to make the peers feel what value they adopt in the face of events and the child can feel what value should behave in the face of some events. What are the problems encountered in applications related to values education and solutions?
Answers to the above question: Main views f 1 The method of suggestion should be abandoned and used in other approaches. Thus, students can be excluded from computer and internet games. They are even unaware of other methods of education in values.
Seminars about the methods to be used in values education should be given to our teachers who feel insufficient in this regard. However, he should think about how to transform the value he wants to gain into behavior and plan his lesson accordingly. In this way, students will be aware of real-life games outside the internet and computer world and their socialization will be healthier.
Our traditional games should be taught to students and our cultural and social values should be taught in practice. Good behavior of children; He must do it because he wants to, not to get reward or escape punishment. The child should do it because he internalizes a value. Otherwise, we raise individuals who do not throw garbage on the ground when there are people around, but throw their garbage on the ground when there are no people around.
It is more important to tell the truth with positive statements rather than negative statements. These values cannot be taught only by suggestion. This change is one that produces knowledge, can use it functionally in life, problem solving, critical thinking, entrepreneurial, decisive, capable of communication, empathic, contributing to society and culture, etc. It describes an individual with qualifications. In the findings obtained from the research, teachers want the values to be given in the curriculum to be more specific, explanations not to be general, to emphasize national, universal and common values, and to associate values with current issues.
They want to give examples of activities related to values education in the program and to be enriched. The current program must be taken into account when preparing history textbooks.
For this reason, in order to teach effective values education in history textbooks, full and understandable guidance should be made in the program. In the statement about the education of values in the history curriculum; MEB , pp.
The education system fulfills its function within the framework of the aim of gaining values with an education program that includes education programs.
With this understanding, our values in the curriculum, a separate program or learning area, unit, subject, etc. On the contrary, our values, which are the ultimate goal and spirit of the whole education process, are included in each and every unit of the curriculum. Very general explanations are made in the form. History teachers think that it is not enough to give only definition and information about values education in both the curriculum and history textbooks.
It is expected that there will be explanations about what activities and activities the teacher and student can actively do. Besides; they say that national and universal values such as cleanliness, hospitality, and tolerance should be included in history programs. They state that textbooks should include texts and images suitable for human rights and gender equality. School period is an important process in terms of gaining values.
Schools; it has features that help individuals to act in accordance with the desired behaviors of the society. In schools, it is important to raise individuals with democratic attitudes and behaviors as well as moral development. Because there is an indispensable relationship between democracy and values. Teaching the concepts such as respect for human rights, equality, freedom, tolerance, differentiation, freedom of expression, critical thinking and avoidance of violence, which are associated with democracy, is among the scope of values education Akan, In order to train individuals who are conscious and sensitive to social problems in schools, moral awareness should be given to students.
In addition, activities to prevent peer bullying should be carried out in schools. If these processes are carried out in a healthy way, values education can be given more effectively and permanently in a democratic environment in schools. Teachers, who have an important place in values education, should understand the importance of values education, use rich materials in their lessons, and motivate students. Teachers who are role models should set a good example of their attitudes and behaviors.
Otherwise, an effective education of values will not be required just by suggesting students. It is very important for parents to act consciously and sensitively. Teachers and family should be able to be in constant communication. The education of the student at school should be reinforced at home. Parents should also be a good role model for their children. One of the most important problems of today is the use of information and communication tools used unconsciously.
In particular, students should be kept away from programs that are not suitable for social ethics. Students should not watch bad content such as abuse, violence, bullying and slang. Students should feel part of the real world and not live-in social media.
Students who cannot socialize with their parents and friends find themselves in the virtual world. For this reason, it is necessary to contribute to the conscious socialization of students. Young children play imaginary digital games on the computer and screen instead of playing natural games on the street. Students can access the quality digital learning material from here for free and prepare from any corner of the world.
Complete book or each chapter in all subjects book for Class 8 in pdf. CBSE Class 8 Moral Science sample papers guess papers last year question papers hots syllabus multiple choice questions mcqs easy to learn and understand concepts of all chapters. Read highlight and take notes across web tablet and phone.
Glimpses of the Past Macavity. Value Education a series of 8 books from class 1 to 8 is strictly in accordance with the guidelines of National Curriculum framework recommended for CBSE and other state Board schools. A Beautiful Life 8.
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