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ERIC Number: ED407397
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching and Learning on Moral Dilemmas.
Veugelers, Wiel
Values education, moral development, critical thinking, and critical pedagogy are important educational concepts, each with its own philosophical and political background and educational practices. This paper reports on efforts to link elements from these different approaches to the secondary education curriculum. First, a model of "Teaching and Learning Values" is described, along with "values stimulation"--the values teachers find important for their students are expressed in the content of their instruction and in the way they guide the learning process. In a study of 415 teachers, results indicated that teachers not only pass knowledge and skills onto their students, but also stimulate them in developing certain values. Four methods teachers use in teaching values are identified. In a second study, teachers from five upper secondary schools participated in an examination of the connection between stimulating certain values by teachers and students' critical thinking. Interviews with these teachers focused on how they see their task in developing values in their students; examples of strategies used by these teachers are discussed. In a third study, 43 students indicated their preference that teachers indicate differences in values and express the values they themselves find important. Cognitive strategies and values of students are also explored. (Contains 43 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands