Values Education

We revisit Aristophanes’ charge against Socratic education in the Clouds and, placing that charge in its democratic context, propose that the play is equally critical of Socratic education as it is of democracy’s narrowly utilitarian approach to learning embodied in the comic protagonist Strepsiades. The clash between the two, we claim, is the play’s main target. In the second part, we suggest that Aristophanes’ challenge is still with us and merits to be taken seriously by defenders of liberal education today. Discussing one institutional response to that challenge, we argue that if it is to be useful for modern democracy liberal education needs to address the heterogeneity of values, and that a core-text based curriculum is uniquely fit to do so.

Özet: Araştırmada yaşın bireysel değerlere katkısı ve politik kuşak aidiyetinin etkisi, '68 ve '78 kuşakları ile Özal sonrası kuşak üzerinden incelenmiştir. Araştırma verisi, İstanbul'da kendilerini politik kuşak aidiyeti ile ifade eden dernek ve vakıf üyelerinin yanı sıra internet grupları, üniversite öğrencileri ve mezun dernekleri üyelerine uygulanan 301 anketten elde edilmiştir. 29 değer ifadesi ile Schwartz'ın Değerler Ölçeği'ndeki sekiz değer boyutuna ulaşılmıştır. Araştırmanın üç hipotezinden ilki, yaş ilerledikçe kendini aşma ve muhafazacı yaklaşımın, yeniliğe açıklık ve kendini yüceltme değerlerine göre yüksek olacağıdır. İkinci hipotez, kuşak aidiyeti farklı olanlar aynı yaş grubunda olsalar da farklı değerlere ve aynı kuşaktan olanlarla benzer değerlere sahip olacağı yönündedir. Üçüncü hipotez, cinsiyet, birden fazla dil bilme ve eğitim düzeyinin değerlerde fark oluşturacağı şeklindedir. Araştırma sorusu olan yüksek gelir düzeyi "iyilikseverlik", evlilik "yetkin, çevreci ve maceracı olma" ve çalışıyor olmak ise "yetkin olma"da fark oluşturmuştur. Araştırma sonucunda, hipotezler ve araştırma sorusu kısmi olarak desteklenmiştir.

In most Western countries, a compulsory education system plays a key role in societal integration. This article discusses how the Norwegian model of education, its values base and religious education, contribute to integration in the broad sense. Approximately 98 per cent of all children between the ages of six and sixteen participate in a common, compulsory and public course of education regulated by a curriculum
approved by the parliament. Both the schools’ values base and the obligatory subject of religious education are best understood as contributions to integration in contemporary Norwegian society that is characterised by secularisation and disintegration of the Christian hegemony on the one hand, and by the emergence of cultural and religious diversity on the other. In this case, secularism is identified not with distance from religion but with equity towards religions, in education and in society, based on the assumption that everyone can unite around human rights, regardless of religious or cultural affiliation.

Several have challenged the idea that the act of educating is a neutral endeavour. Following this line of thought, this article intends to examine a common concept often taken for granted: curiosity. The aim of this article is to explore the notion of curiosity in an early-childhood-educationand-care (ECEC) context in Norway in order to provide new perspectives on how value aspects of curiosity are communicated in official documents. Four ECEC documents from different organisational levels will be analysed. Informed by qualitative content analysis with a conceptdriven strategy, this document analysis seeks to explore connections between the notion of curiosity and prominent value fields in ECEC, such as competence, democracy and care. Analysis of the documents suggests that curiosity is a value-loaded notion here, one which often has a competence-related value and which is frequently understood as a tool for gaining knowledge, especially in natural science and mathematics. Other value aspects, such as nurturing democracy, are represented to a minor degree. At the same time, the documents do not include possible ethical aspects of curiosity, such as connections to interpersonal caring, nor do they mention any existential or intrinsic value. In the final discussion, the article therefore explores these possible alternatives.

This study makes use of Schwartz's Portrait Values Questionnaire (PVQ; Schwartz, 1994; Schwartz et al., 2001) to examine the psychometric properties of Openness to Change (OC) factor in large student sample from Romania and Ukraine. Additional purpose is to examine value differences across cultures by applying a one-factor model focused on OC as salient process of personality development. Participants were 383 students aged from 18 to 45 years from Romania (n = 183) and Ukraine (n = 200). Results support for the generalizability of the one-factor model on openness to change in Ukraine and Romania. Implications for the study of personality value across these two national contexts are discussed.

The purpose of this qualitative study is to evaluate how the aesthetic value is handled in social studies textbooks. In this study, document analysis was used. Firstly, the sections devoted to the teaching of aesthetic value in the social studies curriculum were examined. After the social studies, curriculum was reviewed it was found that only two of the textbooks (the 5th and 7th grades social studies textbooks) contained sections that taught aesthetic value. The findings of the research indicate that values education has a significant place in the social studies curriculum (2018), but the teaching of aesthetic value is very scarce in social studies textbooks. Aesthetic value is being taught by giving only examples of historical buildings or historical relicts. Aesthetic value has not presented in the context of creativity, beauty, thinking of beauty, meaning of beauty, creation of beauty or the emotional and intellectual basis of beauty.

The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The results of the study demonstrate that the social studies' curriculum of Turkey has more emphasis on individual and social values such as sensitivity, responsibility, solidarity, science, philanthropy, and patriotism, etc. On the other hand, the social studies curricula of the United States lays more emphasis on individual and social values such as sensitivity, science, responsibility, solidarity, and respect for individual rights, as well as democratic values such as diversity (difference), public good, and prevention of conflict .

The aim of this study is to determine which values are included in education songs in elementary school textbooks and the level of these values. This study, conducted using document analysis method, involved primary education music class textbooks. Education songs in textbooks were analyzed within the frame of 29 values determined based on literature research. Two charts have been created in order to determine the values included in educational music. At the end of the research, it was determined that although music classes are very suitable for teaching values, education of values was not sufficiently included in the schedule. There were education songs including values such as love, respect, self-esteem, solidarity, cooperation, peace, collaboration, morality, cleanliness, kindness, diligence, friendship, responsibility, patriotism, tolerance, loyalty, sharing, sensibility and honorableness; however, there were no education songs including values of compassion, grace, honesty, generosity, sincerity, prudence, being patient, being fair, hospitality and humbleness. In addition, there were no Traditional Turkish Music Songs for children and there were very few folk songs in the textbooks.

The purpose of this study is to analyze of the tendency to tolerance and helpfulness attitude of 4th grade students in terms of certain variable. In the research, the descriptive screening model was used. In the research, one of the purposive sampling models, the convenience sampling method was used. 265 students from the 4th grade in primary school have participated to the research. As a data collection tool in the research, the personal information form, the Tolerance Tendency Scale and the Helpfulness Attitude Scale were used. In the analysis of data, descriptive analysis and multivariate analysis of variance (MANOVA) was used. Consequently, of primary school 4th grade students were found to respond to the tolerance tendency scale as completely adequate level, and as I fully agree to the helpfulness attitude scale. While the tolerance to tendency scores of the students showed significant differences regarding gender, father's educational level; they have not shown significant difference regarding mother's educational level and socioeconomic level. While the students' helpfulness attitude scores showed significant difference regarding gender, mother's educational status, father's educational status, it did not show a significant difference regarding socioeconomic level. Proposals were developed based on the findings derived from the research.

Özet Bu çalışma Türkçe eğitiminde değerler eğitimi bağlamında yapılan lisansüstü tezlerin incelenmesini amaçlayan betimleyici nitel bir araştırmadır. Araştırma kapsamında 2020 yılına kadar Türkçe eğitiminde değerler eğitimi bağlamında yapılan ve Yüksek Öğretim Kurumu Ulusal Tez Merkezi'nde 31.12.2019 tarihine kadar dijital olarak yayımlanan yüksek lisans ve doktora tezleri incelenmiştir. Verilerin analizi lisansüstü tezlerde; "tür, yıl, üniversite, yöntem, veri analizi, araştırma nesnesi, metin/medya türü, değer tasnifi ve en sık kullanılan değerler" başlıklarının belirlenmesine yönelik bir form aracılığıyla gerçekleştirilmiştir. Analiz sonucunda ortaya çıkan bulgulara göre 103 yüksek lisans, 7 doktora olmak üzere toplam 110 lisansüstü tez mevcuttur. Türkçe eğitimi alanında yapılan bu tezlerin 33 farklı üniversitede yapıldığı görülmektedir. Değerler eğitimi tezlerinde kullanılan araştırma yöntemleri incelendiğinde ise nitel araştırmaların öne çıktığı, bununla beraber betimsel tarama ve doküman incelemesi desenlerinin kullanım sıklığının oldukça fazla olduğu tespit edilmiştir. En çok kullanılan araştırma nesnelerinin ders kitabı, edebi eserler gibi dokümanlar olduğu görülmüş ve bu dokümanlarda en çok hikâye,
şiir, roman gibi metin türlerinin ele alındığı bulgulanmıştır. Lisansüstü tezlerde kullanılan değer tasnifleri incelendiğinde; araştırmacılar tarafından oluşturulan tasniflerin, MEB kaynaklı ve bireysel tasniflerin kullanıldığı ortaya çıkmıştır. Tezlerde öne çıkarılan değerlere bakıldığında ise kök değerlerle benzerlik görülmüş, sırasıyla sevgi, yardımseverlik, saygı, sorumluluk, çalışkanlık, dürüstlük, dostluk, duyarlılık, adalet ve vatanseverlik değerlerinin ön plana çıktığı tespit edilmiştir.

Anotace: Jsme očitými svědky změn, které přináší rychle měnící se svět kolem nás. Důležitým úkolem pedagogiky je tyto přeměny nejen brát v potaz, ale prostřednictvím všech fází výchovně-vzdělávacího procesu, v koncepci školního vzdělávání i v systému mimoškolní výchovy na ně reagovat. Současné teorie pojetí moderní výchovy a vzdělávání nacházejí svou platformu především na čtyřech pilířích-učit se poznávat, učit se jednat, učit se žít společně a učit se být (UNESCO, 1997). Zejména v posledním jmenovaném pilíři nacházíme smysl výchovy a vzdělávání v utváření a rozvíjení vlastní osobnosti edukovaného v návaznosti na tři předcházející požadavky. Tím je kladena před výchovu a vzdělávání důležitá výzva, totiž že musí přispívat k všestrannému rozvoji každého jedince a to po stránce duševní či tělesné, musí rozvíjet jedince v oblasti myšlení i citů, hodnot, postojů i osobní odpovědnosti, v souladu s cílem umožnit jedinci řešit své vlastní problémy, činit svá vlastní rozhodnutí a nést odpovědnost sám za sebe. V tomto příspěvku chceme vyzdvihnout důležitost tohoto úkolu především v souvislosti s rozvíjením afektivní oblasti žákovy osobnosti, tedy v souvislosti s formováním jeho postojů a hodnot, a zároveň chceme upozornit na důležitost výzkumů v této oblasti. A nejen to. V konečném úzu našeho spektra se zaměříme na žáka z kulturně odlišného prostředí, což přirozeně význam celé problematiky ještě více umocňuje. Klíčová slova: Výchova a vzdělávání, hodnotová orientace, afektivní oblast osobnosti, žák z odlišného kulturního prostředí. 1. Hodnoty v centru zájmu humanitních věd Na úvod našeho příspěvku si klademe otázku proč se v rámci pedagogiky zabývat hodnotovými systémy žáků, hodnotovými orientacemi, proč zkoumat hodnoty vůbec? Budou výsledná data užitečná a implikovatelná do oblasti pedagogiky, do edukačního procesu, do vztahu učitel-žák? Vždyť oblast hodnot leží v centru zájmu mnoha vědních oborů a disciplín, přičemž každá na tyto kategorie nazírá z jiného úhlu pohledu, takového, který co nejprecizněji odpovídá specifickým kritériím vymezujícím tyto obory. Filosofie (především pak disciplína praktické filosofie etika) pojímá hodnoty jako základní kulturní kategorie, které odpovídají vyšším tendencím, normám a ideálům. Slovy Vacka (2013, s. 9), "filosofové zkoumají a formulují morální pravidla", zjednodušeně řečeno "to, jak by lidé měli morálně myslet a následně jednat". V tomto přístupu můžeme spatřovat normativní hledisko. Axiologie, jako filosofie hodnot, k tomu přidává dimenzi zabývající se původem a podstatou hodnot, účastí subjektu či objektu na vzniku hodnot, systémy hodnot i vzájemnými vztahy ke společenským a kulturním aspektům. Konečně také bázemi procesu hodnocení i podílem racionální a iracionální složky lidského vědomí v něm. Vedle toho, psychologii hodnoty zajímají jako speciální psychické kategorie, které tvoří stabilní trvalou stavbu osobnosti. Také se soustřeďuje na vývoj hodnotového systému a ve svém badatelském záměru

The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This essay systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this essay mainly utilizes the perspectives of Lakatos’s research programme. In particular, this essay considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential impacts of the new trends emerging from natural sciences that seem to be challenging to existing theoretical frameworks of moral education are examined using the vantage points of philosophy of science.

In spite of so much advancement in science and technology, the society is still besieged with the age old problems of inequity, poverty, strife, crime and violence. Though superficially, these problems seem to be disparate, having their origin in the economic, the political and the social systems, their roots can be traced to the fact that the youth are being given an education that completely sidesteps the whole question of human values and goals. Not that the need for such education has not been realised, but there seem to be two serious misgivings about imparting value education. First, value education is often equated with sectarian indoctrination-an anathema to a secular state like India. Secondly, there is this notion that values can not, and should not, be taught at all, these are picked up by youth from the environment in which they live, from the inspiration provided by the leaders, the role models. This paper analyses the reasons behind both these objections and shows how can values be taught in a scientific manner to modern rationally minded youth.

The general objective of this M. A. thesis was to analyze the education for values having the metaphor of the real as a starting point, as it was proposed by Weil, given
that metaphors became common ways for Weil to express her essentially challenging and poetic way of thinking. Its main object of study was the textbook by Cardoso et al. (2016). We asked, therefore, how the metaphor of the real, as proposed by Weil, could
assist elementary school teachers to educate for values. We hypothesized that it would be possible to use the metaphors that appear in a textbook for Portuguese classes in seventh year classrooms of a nationally comprehensive, confessional education network to assess the possibility of teaching values through metaphors. This hypothesis was less a response to the problem than an assumption that gave support to the methodology chosen for the study. Having Steiner’s “hermeneutic movement” as a framework, we were able to develop a theoretical and qualitative approach to our
data. In fact, more and more thinkers and educators have been reaffirming the importance of metaphors for education since they have become a powerful ally to
educational processes whose worldview does not suffer from dehumanizing elements.

The purpose of this study is to investigate the relationship between the tendency to tolerance and helpfulness behavior in 4 th grade primary school students. Relational screening model was used in the study. Simple random sampling method was used in the study. 265 students from the 4 th grade of the primary school students have participated to the study. The data in the study were collected by using the scale of tolerance and the scale of helpfulness attitude. Descriptive statistics were used in the analysis of the data pearson product moments correlation analysis and multiple linear regression analysis were used in the analysis of data. As a result, it was found that a medium level significant relationship in the positive direction existed between the tolerance tendency scores and helpfulness attitude scores of fourth grade students, that the value belonging to tolerance displayed a significant relationship with acceptance and empathy sub-dimensions and that all three variables together explained 24% of the helpfulness attitude. This result has also revealed a predictive relationship between students' tendencies towards tolerance and helpfulness attitudes. Based upon the findings, following recommendations have been provided.

To what extent can heads use an inclusive values-led approach to school development in the face of pressures from Ofsted and their Local Authority to focus almost exclusively on attainment outcomes? We explore leadership of school improvement in a qualitative study of ten head teachers in the English county of " Preshire " , who worked with the 3 rd edition of the Index for Inclusion, , a guide to values led school improvement. We situate the study within a review of conflicting research advice about the characteristics of successful heads and how 'values', seen as motives for action, affect the recommendations from research. We found that the heads were able to use shared inclusive values to accomplish, with their staff, a degree of control over the way their schools are improved. To an extent they were able to resist extreme local pressures to engage in short term strategies to force up attainments. By making their inclusive values explicit they showed courage rather than compliance. To varying degrees they used 'the Index' to create inclusive, democratic and sustainable school improvement plans while conforming to Ofsted requirements. We consider the possibilities for more widespread implementation of school development led by inclusive values.

Politics of Integration of Cultural Heritage in Education
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The first study of this Issue was conducted by Dr. Saeed Al-Masri under the title “Policies of integration of cultural heritage in education”. This study is an attempt to identify the nature of the gap between the cultural heritage and the present in the Arab world. This gap manifests itself in the dissimilarity and the dual relationship between the policies of the cultural heritage and those of the education. The study also focuses on how to deal with this relationship through cultural policies able to integrate the heritage in the education system and by analyzing the nature, the historical roots and the factors that contribute to the aggravation of the situation. Moreover, it introduces alternatives to the policies of integration of cultural heritage in education.
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  عندما أطلقت اليونسكو دعوات متكررة منذ السبعينيات من القرن الماضى لضرورة تعزيز العلاقة بين التراث الثقافى والتعليم كان ذلك إدراكا منها لأهمية الدور الذى يلعبه التعليم فى المحافظة على التراث الثقافى من التهديدات التى يتعرض لها. وإذا كان التراث الثقافى يعيد إنتاج نفسه بصورة مستمرة بآليات متعددة تقوم على التعلم سواء بالحذف أو الإضافة ، فما المغزى الحقيقى من هذه الدعوات ؟ من الواضح أن الدعوة لحماية التراث كانت انعكاسا للقلق العميق لدى كثير من الشعوب الغربية على وحدة النسيج الاجتماعى والخوف من أن تؤدى الصراعات بين الجماعات العرقية إلى تفكك هذه المجتمعات . فالقلق على التفكك فى الوقت الحاضر نابع من إهمال لتركة الماضى من التراث الثقافى وعدم حسم الموقف منه . ومن ثم فإن دعوة الحفاظ على التراث الثقافى من خلال التعليم تعبر عن سياسة للتعايش والتسامح والتفاعل بين الثقافات المتعددة وكذلك أيضا بين الماضى والحاضر باعتبارها السبيل الوحيد للعبور نحو مستقبل أفضل. وقد وجدت هذه الدعوة صداها الواسع فى كثير من المجتمعات الغربية وطُرحت بشأنها مشروعات وبرامج ومبادرات متنوعة ومشروعات على الأجندة الثقافية والتنموية للحكومات الغربية .
غير أن هذه الدعوة تواجه تعثرا حقيقيا فى قبولها والتفاعل الإيجابى معها من جانب كثير من الدول النامية التى تعانى من تحديات مرتبطة بالتنوع الثقافى وبصفة خاصة البلدان العربية. ويبدو أن كثير من البلدان العربية تشهد تحديات بصورة أو بأخرى نابعة من انقسامات عرقية ودينية ومذهبية وطائفية . ومع ذلك فإن السياسات الثقافية والتعليمية الرسمية العربية تنكر هذا التنوع الثقافى رغم حدة الصراعات الناشئة عنه والتى يتم قمعها والتعتيم عليها بصورة مستمرة . ولا توجد سياسات ثقافية لاحترام التنوع داخل خريطة الاهتمام الرسمى بالتراث الثقافى ولاتوجد سياسات تعليمية رسمية أيضا قابلة للتفاعل الإيجابى والمتوازن مع تنوع  الجماعات وتنوع التراث الثقافى المرتبط بها . هذا على الرغم من وجود اهتمامات حكومية وأهلية متنوعة بالتراث الثقافى فى مختلف البلدان العربية . إلا أن زاوية الاهتمام الرسمى السائدة منصبة على اهتمام شكلى ببعض عناصر التراث دون غيرها و لأغراض احتفالية أو سياحية.  كما أن الاهتمام الرسمى بدراسة التراث الثقافى فى مؤسسات التعليم ما زال محدوداً وقاصراً وأغلب الجهود فى هذا الشأن ذات طابع فردى وتتعلق بخيارات أفراد أكثر من كونها سياسات لمؤسسات حكومية. فى مقابل ذلك فإن عناصر من التراث ذات طابع إسلامى تجد الطريق ممهدا لها للتوغل بقوة فى بعض مقررات التعليم  بموجب سيطرة بعض مظاهر التعليم الدينى على مؤسسات التعليم ذات الطابع المدنى. يأتى ذلك على حساب النظرة المتوانة لعناصر التراث الثقافى المختلفة وعلى فرص الاندماج الاجتماعى بين الفئات والجماعات المتباينة عرقيا ودينيا ومذهبيا. 
هذا يعنى أن هناك تباين كبير بين ما تهدف إليه السياسات الثقافية والتعليمية العربية  من ناحية وأوضاع الإنقسام الاجتماعى والثقافى الراهنة داخل المجتمعات العربية من ناحية أخرى . وقد انعكس ذلك سلبا على اتساع الفجوة العميقة بين الماضى والحاضر والتى تتجلى فى تباعد وازدواج العلاقة بين سياسات التراث الثقافى وسياسات التعليم . وعلى ضوء ذلك تسعى هذه الدراسة إلى التعرف على طبيعة هذه الفجوة وكيفية مواجهتها عبر سياسات ثقافية قادرة على إدماج التراث فى التعليم  وذلك من خلال عرض لطبيعة الفجوة الراهنة بين التعليم والتراث الثقافى وجذورها التاريخية والعوامل التى ساهمت فى تفاقمها . يلى ذلك طرح أهم بدائل سياسات دمج التراث الثقافى فى العملية التعليمية  وفقا لزوايا النظر المختلفة للتعليم ولما يمكن أن تتجه إليه المسارات المحتملة للتنمية والاستثمار البشرى فى التعليم بالمنطقة العربية..

Developing the professional competencies of future teachers is one of the main tasks of the faculties of education. The framework of the expected qualifications for ensuring the quality of education and professional development of teachers is determined by General Competencies for Teaching Profession in Turkey. Field teacher candidates are also required to acquire competencies specific to the field in the preparation phase of the profession. The field education knowledge competency of the History Teacher Special Field Competencies in Turkey includes the ability to associate the history course with the environment. One of the performance indicators of this competence is "organizing educational trips (to libraries, archives, museums and historical places, etc.) within the framework of the social activities regulation" The purpose of this study is to provide history teacher candidates with a performance indicator for organizing educational trips to out-ofschool learning areas in History Teacher Special Field Competencies. The study group of this research, which is designed according to action research, one of the qualitative research methods, consists of 72 history teacher candidates studying in the Pedagogical Formation Certificate Program at the Faculty of Education of a state university. The data of the research were obtained using a semi-structured interview form. Within the scope of the research, firstly, history teacher candidates were given education on out-of-school history education in the special teaching methods course. Afterwards, Anne Frank-A History For Today Exhibition was visited and the teaching designs and views of the history teacher candidates on how to use this history exhibition in their lessons were examined. According to the results of the research, it was observed that the education given to increase the proficiency of history teacher candidates for out-of-school history teaching was effective and, in this context, they were able to use the exhibition they visited in the history lessons they designed. In addition, historical thinking skills such as historical empathy, historical analysis and interpretation, historical comprehension and values such as respect for differences, respect for human rights and democracy, and tolerance are among the results of the research.

By education, it is possible to eliminate or decrease the social
problems which are growing at present. Educational programs may play
an active role for this purpose. It is very important for the prepared
education programs not to leave on chance the gains for the solution of
such social problems. While considering the fact that attitudes are
developed at an early age, the requirement of the values education
emerges in both gains and content of primary school courses.
Examination of the gains in terms of values education programs not
only offers introductory information to the teachers but also generates a
data source for curriculum development centers. It should be taken in
into account to provide adequate and balanced distribution of cognitive,
affective and psychomotor areas in the prepared training programs. In
this context, it must be known to what extent of the affective
characteristics takes place in the training programs. In this study, the
gains in Life Science Education Program analyzed in the term of values
education. The study is limited with the second grade’s Life Science
curriculum and the exemined values are limited with 27 different
humanistic values. Life Science in 2nd grades consists of three themes
which are including a total of 94 gains. At the end of the study, it has
come to a conclusion that in the theme of ‘My School Excitement’ 15
values of the 33 values, in the theme of "My Unique home" 9 values of
37 and in the theme of "Yesterday, Today and Tomorrow" 7 of 24 values
have associated with values. Additionally, it is determined that
"responsibility" is the most and "peace", "non-violent life" and "morality"
are the least values that have been pointed. There is no reference to the
expression of 10 values. Several recommendations based on the results
of the study are presented.

Cet article présente des entretiens menés suite à un dispositif de formation de formateurs proposé aux Conseillers pédagogiques et Inspecteurs de l’académie de Créteil. Au cours de rencontres régulières, ces derniers ont été sensibilisés à la psychophénoménologie et ont pu expérimenter la démarche de l’entretien d’explicitation. Après deux années de ces échanges, des entretiens ont dégagé comment leur pratique d’accompagnement et leur posture de conseil s’étaient modifiées. Ils se considèrent comme étant plus « réflexifs » sur leur manière de guider, plus pertinents dans leur questionnement et plus conscients de la dimension éthique de leur positionnement.

The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

This study has been done to determine the claassroom teachers
attitudes towards the values education being implemented at schoools. The first
course circular that published by the Ministry of Education in 2010 became a
turning point in term of works of values education to be official and
dissemination. But it is a known fact that the teacher is a key role for a
programme adoption or being implemented successfully. For this purpose, the
requirement of classroom teacher attitudes towards values education has born.
It should be kept in mind that the taechers who have positive attitudes towards
values educations will it implement more effectively. In order to determine the
diffenrentiation status of classroom teachers’ attitudes related to values
education and this attitude in terms of several variables have been developed
and implemented by researcher with " Values Education Attitude Scale " that
consists of 25 items. This study is a screening model and of a descriptive nature.
The study universe is composed of the classroom teachers who work at primary
school in Bingöl. All of the teachers have been reached and the data collection
tool was distributed on a voluntary basis. Accordingly, 162 teachers completed
the scale and provided feedback. Four of these scales were eleminated at the
first analysis as they were filled incorrectly or incompletely. So the analysis has
done on the scales that filled by the 158 teachers.
The scale 's internal reliability coefficient was calculated by Cronbach
alpha and found as 92. In the analysis of data; percentage and frequency were
used in personal information. The distribution of the scale scores were
examined and it was determined that the distribution wasn’t parametric.
Therefore, the Mann-Whitney U and the Kruskal-Wallis tests which are nonparametric statistical analysis techniques were used to test difference of the
scores obtained from the scale in the term of several variables. The significance
level was taken .05 in all comparisons. According to the analysis, the classroom
teachers attitudes’ towards value education were positive, the scores of attitude
neither changed by the gender nor by the variablity of the class they teach, but
got significantly differing conclusions for the seniority and variable type of the
school graduated from. Based on these findings, various suggestions have been
made.

Even though hidden curriculum is influential on students’ moral education, it is not
sufficiently investigated. Among the researchers that studied the subject, Lawrence
Kohlberg has attempted to systematically explain hidden curriculum’s role and
effects on moral education. In this article, the role and effects of hidden curriculum
in moral education are explained in accordance with Kohlberg’s suggestions. In particular,
the inadequacy of conveying moral education in the form of a course and in
an authoritarian way has been emphasized. The new primary curriculum in Turkey
brings a new understanding about students’ gaining moral values. The degree of
gaining these moral values by students in classrooms is discussed according to
Kohlberg’s ideas about hidden curriculum.

Günümüzde modern eğitim ve okullar teknoloji dünyasında, özellikle internet teknolojisi gibi yeni gelişmelerin etkin olduğu alanlarda müfredat programlarında yapılan değişiklikler ve eklemelerle araçsal süreçlerde zamanına uyum sağladığı, fakat toplumda meydana gelen geniş çaplı değişim, dönüşüm ve sorunları önceden sezip inceleyerek bu alanlarda topluma rehberlik yapmak şöyle dursun, çoğu zaman bunların gerisinde kaldığı söylenebilir. Toplumsal sorunlarla yüzleşmeye ve çözüm çareleri aramaya başlandığında ise genellikle parçacı ve indirgemeci bir zihniyetle işe başlanmaktadır. Dahası, bu sorunları üreten asıl etkenlerin köküne inmeden ve çoğunlukla birbirleriyle olan ilintisi veya daha geniş muhtemel olgularla irtibatı kurulmadan pek çok unsurdan soyutlanarak ele alınmaktadır. Bu makale, modern eğitim anlayışlarını biçimlendiren temel felsefi ön kabulleri ve varsayımları tartışırken pozitivizmin etkisinde kalan eğitim anlayışında değerlerin dışlanma, ötelenme sürecini inceleyecektir. Modern eğitim, -gençliğin modern sıkıntıları, aile ve toplum sorunları, sivil-demokratik kültür ve anlayışın gittikçe kötüleşmesi, finansal, ekonomik alandaki yozlaşmalar, küresel ısınma ve ekolojik dengedeki değişimler ve benzerizamanın yeni sorunlarıyla ne kadar yetkin bir şekilde baş edebilmektedir, sorusunu ifade etmeye çalışacaktır. Ayrıca günümüz hayatını ve eğitim anlayışını derinden etkilemesi sebebiyle bu modern varsayımların olumlu ve olumsuz yönlerine dikkat çekecektir.

The non-violent, tolerant, pacifistic and humanistic manner of Mahatma Gandhi is a globally recognized fact. UNESCO's foundation of Mahatma Gandhi Institute of Education for Peace and Sustainable Development is one of the best examples that support this fact. In this study, it is aimed to present "Mahatma Gandhi", who is globally accepted as a role model with his personal characteristics, meaning and view of life, devotion to his beliefs, way of struggling with the problems he encountered, universal understanding of peace and tolerance, the value he attached to human beings, and his character, thus, from the values he possessed, to set forth an educational point of view. The study was conducted based on the method of document review in accordance with the qualitative approach to research. As a result of this study, it is assessed that Mahatma Gandhi accommodated in his personality many universal values such as love for his fellow humans, justice, peace, non-violence, tolerance, and freedom, and when faced with certain situations in his lifetime, exhibited an attitude that is compatible with his principles related to these values. In this context, it can be speculated that introducing and conveying Mahatma Gandhi's philosophy of life and the treasure of values he had to students via various educational activities and biographies can make the processes of education for peace and values more effective.

A new co re s ubj ect in the N ew S en io r S eco nda ry (N S S ) cu rr icu lu m -Libe ra l S tudi es ( LS ) -wa s implemented in September 2009 in Hong Kong. Issue-enquiry, a new teaching and learning approach, was recommended by the curriculum document to be adopted in the subject. Throughout the enquiry process, students should take the initiative to acquire a relatively comprehensive understanding of the issues while teachers should act as facilitators. This approach requires a breakthrough to both teachers and students who are used to didactic mode of teaching. This article, with qualitative data from in-depth interviews with 12 NSS LS teachers, examines how teachers perceive and learn this new approach, and investigates how their prior knowledge, experiences and beliefs influence its implementation. Analysis of the data reveals that only few teachers adopted issue-enquiry approach in their classrooms. The hindrance to its implementation includes inadequacy to respective content and pedagogical content knowledge, teachers' teaching and learning experience under didactic approach, and violation of their teaching beliefs. Implications of this study for the future successful implementation of issue-enquiry are discussed.

The Psychology of the Integral Society presents a revolutionary approach to education. In an interconnected and interdependent world, teaching children to compete with their peers is as “wise” as teaching one’s left hand to outsmart its peer, the right hand. An integral society is one in which all the parts contribute to the well-being and success of the society. The society, in turn, is responsible and cares for the well-being and success of its elements, thus forming co-dependence. In a globalized and integrated world, this is the only sensible and sustainable way to live.

In this book, a series of dialogs between professors Michael Laitman and Anatoly Ulianov sheds light on the principles of an eye-opening approach to education. Absence of competition, rearing through the social environment, peer equality, rewarding the givers, and dynamic makeup of group and instructors are only some of the new concepts introduced in this must-have book for all who wish to become better parents, better teachers, and better persons in the integrated society of the 21st century...

Regardless of who you are, what your religious or spiritual conviction if any, you are invited to join us in this book's adventures. Before COVID-19's global pandemic engulfed the world, if you lived in the United States you may remember the "good old days," as January 2020, started? We had such hope and energy, yes, retrospectively life was good. How did we miss the catastrophic chaotic premonitions? There were warnings, we ignored them. Sometimes catastrophic change surreptitiously shows up: unassumingly, inoffensively, and then ferociously and permanently alters our existence.

The aim of this study is to investigate; reasons for which people lie and explore what they get by telling lie in the context of values education. Additionally, the study aims at investigating whether thoughts about telling lie are varied depending on gender and marital status. Both qualitative and quantitative methods are used in the study. The study was carried out by receiving opinions of 52 teachers and 69 pre-service teachers living in Isparta through interview forms, and data were analyzed by using content analysis method. Reliability of the study was ensured by consulting 4 experts' opinions and using Miles and Huberman formula. At the end of the research, it was found out that compared to men and singles, women and married ones stay under the influence of lie that they tell. It is noticed that women mostly tell lie to themselves, men lie to their wives and girlfriends, single people lie to themselves and their families and married people lie to their partners to a large extent. When people tell lie, they pay attention to consistency, be convincing and not to reveal the truth. Furthermore, it was concluded that people felt guilty after lying.

Resumen: La dinámica de la vida requiere con urgencia la educación de valores de los niños de la escuela primaria, sin embargo la mayoría de las veces es relegada por el interés de abordar otras asignaturas considerándolas más importante, la cual son más desarrolladas por la cantidad de tiempo por las docentes y en cambio no se enfatiza en la educación de valores, incluso cuando se observan que hay grandes problemas que puede influir en las nuevas generaciones en respecto a su formación en valores. Entonces la necesidad de profundizar y fortalecer la educación en valores, en especial valor responsabilidad en el actual contexto de la escuela primaria en Ghana, es una prioridad en el mundo en que vivimos, La poca participación de los padres de familia en las actividades educativas y formativas de sus hijos, provoca desinterés en los alumnos. A nivel escolar se genera un reto para poder comunicarse con ellos sobre la conducta y el bajo aprovechamiento escolar que presenta el alumnado. En aras de este propósito, se denota la necesidad de accionar coherente con la escuela y la familia para educar a los niños en valores durante actividades escolares y extra escolares, como eslabón esencial del proceso y vía fundamental para lograr la formación integral de los niños. Durante el desarrollo del estudio se aplicaron varios métodos sobre todo del nivel teórico y empírico que nos permitieron estudiar los referentes históricos del problema de los niños, analizar la bibliografía relacionada con el tema tratado, así como determinar los elementos, de ahí que se propuso una estrategia para el proceso de educación de valor responsabilidad, Por lo tanto, el presente artículo aborda el problemática de la educación de valores en especial valor responsabilidad en niños de quinto grado para el desarrollo integral de su personalidad.

My theme is ‘life-writing’, understood as the shaping of one's life through the contemplation of values, although this activity is mostly unreflective. To become an art so that one's life can be shaped in greater accord with clearly held values, this process must become reflective. These values have an inescapably ethical dimension, because as we necessarily poetize our surrounding world, we contribute to our personal and communal ethos the character that arises from the culturally shaping power of guiding ideals. Even the immoralist cultivates life within an ethos where obscure feelings connect with some thing or other, whereby certain aims will then appear more valuable than others.

To understand how we cannot help but shape our lives according to dimly or clearly intuited values, I compare Coleridge’s primary imagination, the ‘shaping spirit’ ‘necessary for all human perception’ with Kant’s ‘blind though indispensible function of the soul, without which we would have no cognition at all, yet of which we are scarcely ever conscious’. With Coleridge, we find in imagination an impulse to connect profound but obscure presentiments and ideas with our surroundings. This impulse propels great art and everyday aesthetics alike. Whether we pursue merely what attracts us, or seek value beyond this, all lives are freely shaped, without excuses, as the existentialists say, but not always in the most pellucid consciousness. Our choices inevitably engage us in the poetic art of life-writing. Cast in medias res, we necessarily improvise. But this is no argument against lives being moral-aesthetic works, spontaneous compositions in value.

Mal›n› kaybetti¤inde hiçbir fley kaybetmezsin; sa¤l›¤›-n› kaybetti¤inde bir fleyler kaybolur; ama karakterini kaybetti¤inde her fleyini kaybedersin. Anonim Temel insanî de¤erleri benimsemifl bireyler yetifltirmek aile, toplum ve okulun bafll›ca misyonlar› aras›ndad›r. Bu perspektiften hareketle okullar›n temel iki amac›ndan bahsetmek yanl›fl olmaz: Akademik aç›dan baflar›l› ve temel de-¤erleri benimsemifl bireylerin yetifltirilmesi. Temel de¤erlerin kazand›r›lmas› amac› Türk Milli E¤itim Temel Kanunu ve ders programlar›n›n amaçlar› incelendi¤inde de aç›kça görülür. Temel Kanu-79 de¤erler e¤itimi dergisi At›f/©-Ekfli, H. (2003). Temel insanî de¤erlerin kazand›r›lmas›nda bir yaklafl›m: Karakter e¤itimi programlar›. De¤erler E¤itimi Dergisi, 1 (1), 79-96. Özet-Karakter e¤itimi en genel anlam›yla örtük veya aç›k program arac›l›¤›yla, yetiflen yeni nesle temel insanî de¤erleri kazand›rma, de¤erlere karfl› duyarl›l›k oluflturma ve onlar› davran›fla dönüfltürme konusunda yard›mc› olma gayretinin ortak ad›d›r. Bu çal›flma, bir çok ülkede uygulanan karakter e¤itimi program›n› Amerika Birleflik Devletleri özelinde tan›tmay› amaçlamaktad›r. Bu çerçevede karakter e¤itiminin tan›m› ve kapsam›, temelleri, uygulanan baz› örneklerinin etkilili¤inden söz etmekte ve k›smen etraf›ndaki tart›flmalara de¤inerek ülkemizde bu tecrübeden yararlan›l›rken nelere dikkat edilmesi gerekti¤i üzerinde durarak sona ermektedir. Çal›flmada ayr›ca iki paralel metne yer verilmektedir; (i) alan›n önde gelen bir isminden çevrilen Karakter E¤itiminin Temel Prensipleri bafll›kl› bir metin ve (ii) Türkiye'den bir karakter e¤itimi program› uygulamas› örne¤i. Anahtar Kelimeler-Karakter E¤itimi, Ders Program›, ‹nsanî De¤erler. -nun hemen bafllang›c›nda millî e¤itimin amaçlar› say›l›rken ahlakî, manevî de-¤erleri benimseyen, beden, zihin, ahlak, ruh ve duygu bak›m›ndan dengeli ve sa¤-l›kl› flekilde geliflmifl bir kiflili¤e ve karaktere sahip kifliler yetifltirmekten bahsedilmektedir. Bu genel amac›n ders programlar› ile mücessem hale geldi¤ini görmekteyiz. Örne¤in ‹lkö¤retim 5. s›n›f Sosyal Bilgiler dersi 1. ünitesi amaçlar› aras›nda, insanl›¤a sevgi, sayg› ve hizmet verme bilincine varma yer al›rken, benzer flekilde 4. s›n›f Resim ‹fl Dersi amaçlar› aras›nda grup çal›flmas› yoluyla sorumluluk paylafl›m›n›n önemini kavrayabilme say›lmaktad›r. Gerek Temel Kanun gerekse derslerin özel amaçlar› çerçevesinde bu liste oldukça uzat›labilir. Ancak temel konu, bu temel insanî de¤erler, yetiflen yeni nesle hangi araçlar kullan›larak en etkili biçimde kazand›r›labilir hususudur. Dünyan›n her yerinde bir biçimde de¤er e¤itimi yap›lmaktad›r * Bu çal›flmada ise Amerika Birleflik Devletleri'nde bir devlet politikas› haline gelmifl ve bir çok eyalette uygulanan karakter e¤itimi programlar› üzerine odaklan›lacak ve bu e¤itimin temelleri, etkililikleri ve k›smen elefltirileri üzerinde durularak e¤itim sistemimiz için do¤urgular›n›n neler olabilece¤inden bahsedilecektir. 80 Halil EKfi‹ de¤erler e¤itimi dergisi Karakter E¤itiminin Temel Prensipleri * / Thomas LICKONA • Karakter e¤itimi iyi karakterin temeli olarak temel ahlakî de¤erleri teflvik eder. Karakter e¤itimi bafllang›ç felsefesi olarak iyi karakterin temellerini oluflturan özen, dürüstlük, adalet, sorumluluk, kendine ve di¤erlerine sayg› gibi toplumsal mutabakat sa¤lanm›fl, objektif olarak önemli oldu¤u kabul edilen temel ahlakî de¤erleri al›r.

Internet has become a staple for majority of people. In Indonesia, over half of the population have become active internet users, and university students are among community groups with very high use of the internet in daily life. Findings of several studies show that internet actually provides not only positive, but also even more significant negative, impacts for its users. This study explores the impacts of internet on the moral values of university students as active users. To solve the problem, this research employed qualitative approach as a case study. The research subjects were students at Civics Education Department of the University of Mataram, Indonesia. Two data collection techniques ware employed, namely, documentation and focus group discussion. Data collected was analyzed using an interactive model. Findings of the study show that internet has negative impacts on university students' moral values. It has caused to them to be dishonest, less responsible, and lazy individuals. This is very dangerous since it destroys the morality of the nation's generation. For this reason, solutions must be identified to solve the problem.

Many works have been written in different verses in classical Turkish
literature. One of these verses, masnawi, is often used by divan poets to describe long subjects. With masnawis, which are the quivalent of the novels and stories in western literature in divan poetry, many works particularly stories with love, heroism and religious-sufism contents were written. One of the masnawis with religious-sufistic content is Ahbârü’l-‘İber written by Za‘îfî, one of the 17th century poets.
Ahbârü’l-‘İber is a masnawi composed of noteworthy stories written
by Za‘îfî in 1695. According to the information obtained from the section of the
work, the reason for writing, Za‘îfî must have been born in 1650 in Van. Ahbârü’l-‘İber is the most known work of Za‘îfî and consists of various stories. The work is written in simple Turkish. In this masnawi, many miraculous events are told. Incidents to be considered in the context of velâyetname or kerametname are also mentioned. The aim of the poet is to give advice to people and make them obtain shares and hence to educate them. In this sense, the stories in the the masnawi
Ahbârü’l-‘İber have a very rich content in terms of educational values and are also appealing to today’s readers.
In this study, in the context of the Ahbârü’l-‘İber masnawi, the value
of classical Turkish literature texts in terms of social education is discussed. In addition, considering the didactic side of the work, “the points to be avoided”according to the poet are presented to the readers.

Although material value-ethics was introduced into philosophy at least a century ago, confusion still persists as to what it implies. This article offers some clarification. It states how material value-ethics stands opposed to formalistic ethics, commonly – though perhaps wrongly – attributed to Kant. The resulting analysis allows us to establish a combination of features that give material value-ethics an advantage over deontological, consequentialist and other perspectives, regardless of the hermeneutics issue.

The current study aims to determine the values parents in Turkey try to teach their children. Parents from various cities (Ankara, Diyarbakır, Hakkâri, Hatay, Iğdır, İstanbul, Kastamonu, Kırşehir, Muğla) around Turkey were selected through maximum variation sampling, a purposive sampling method. The current study was conducted within the qualitative research methods. Results were obtained through content and descriptive analyses of data collected with open-ended question forms. Parents try to teach the value of honesty as the first priority within family. Other values that families try to teach their children are, respectively, giving importance to family unity, respect, responsibility,affection, industriousness, patriotism, care for health, and tolerance.