Abstract
This chapter examines four major approaches to a values education pedagogy in schools. These are, namely, the trait approach that is based on moral absolutism and that finds expression in explicit teaching or through moral biography; values clarification that is based on moral relativity; the cognitive developmental approach that is based on facilitating transition through invariant stages and is practised through discussion of moral dilemmas; and role play involving the fostering of multiple perspectives. While the chapter addresses the theory underlying each approach and their respective strengths and limitations, it focuses on classroom practice and pedagogy. The author has observed over 100 lessons incorporating and integrating the four approaches and has conducted many demonstration lessons. The author shares his insights about practice and the significance of language in promoting learning about values.
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Brady, L. (2010). Classroom-Based Practice in Values Education. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_13
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DOI: https://doi.org/10.1007/978-90-481-8675-4_13
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