Abstract
The values clarification approach to moral education, is a deficient, if not faulty program -- for, despite claims to the contrary, the values clarification approach lacks the major requirements for an adequate moral educational program: the treatment of value judgments as objective statements which are capable of cognitive analysis as well as justification within their context. This article demonstrates the importance that considerations of character must have in an adequate system of morals -- a quality lacking in the values clarification program.
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The Journal of Educational Thought promotes speculative, critical, and historical research concerning the theory and practice of education in a variety of areas including administration, comparative education, curriculum, educational communication, evaluation, instructional methodology, intercultural education, philosophy, psychology, and sociology. The Journal is international in scope and qualitative in nature. It serves a broad readership: specialists in the areas mentioned, scholars, and the public in general. La Revue de la pensée Éducative a pour but de promouvoir la recherche fondamentale, critique et historique autour des questions que soulève la théorie ou la pratique de l'éducation, dans les domaines tels que l'administration scolaire, l'éducation comparée, la programmation, la communication, l'évaluation, la didactique, l'éducation interculturelle, la philosophie, la psychologie et la sociologie de l'éducation. La Revue, d'envergure internationale, dessert un large éventail de lectuers: spécialistes, chercheurs, profanes.
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UCalgary offers students a high-quality educational experience that prepares them for success in life, as well as research that addresses society’s most persistent challenges. Our creation and transfer of knowledge contributes every day to our country’s global competitive advantage and makes the world a better place.
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The Journal of Educational Thought [JET] / Revue de la Pensée Éducative © 1982 Werklund School of Education, University of Calgary
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journal article
Value-clarification as an approach to moral developmentEducational Horizons
Vol. 56, No. 2, The school and moral development [WINTER 1977-78]
, pp. 101-106 [6 pages]
Published By: Phi Delta Kappa International
//www.jstor.org/stable/42924277
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Educational Horizons, the official magazine of Pi Lambda Theta, focuses on serving the professional needs of teacher candidates, graduate students in education, and early career teachers. Brought to you by the publishers of Phi Delta Kappan, Horizons is published in October, December, February, and April. We believe that there is no finer profession than teaching and that encouraging and supporting excellent teaching is an essential cornerstone to creating excellent schools. Educational Horizons supports this belief by creating edgy and significant content that addresses the professional needs of aspiring teachers and those already in service.
Publisher Information
Phi Delta Kappa International, a professional education association, serves P-12 teachers; school–, district–, and state-level administrators; teacher educators and education researchers; education policy makers; and members of the public who want to be active in education issues. PDK offers print and electronic publications, an annual summit on education, worldwide networking, international travel opportunities, and scholarships. Committed to preparing the next generation of educators, PDK is also home to the Future Educators Association.
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Educational Horizons © 1977 Phi Delta Kappa International
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