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Journal articles on the topic 'Values Education'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Marfleet, Andrew. "Book Review: Values Education and Values in Education." Journal of Education and Christian Belief 2, no. 2 (September 1998): 159–60. http://dx.doi.org/10.1177/205699719800200215.

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2

Deakin-Crick, Ruth. "Book Review: Values in Education and Education in Values." Journal of Education and Christian Belief 1, no. 1 (March 1997): 74–75. http://dx.doi.org/10.1177/205699719700100121.

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3

SAYAN, YUNUS EMRE. "AHİLİKTE DEĞERLER EĞİTİMİ VE BİR DEĞER OLARAK NASİHAT." Türk Kültürü ve HACI BEKTAŞ VELİ Araştırma Dergisi 104 (December 3, 2022): 297–316. http://dx.doi.org/10.34189/hbv.104.017.

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Akhism, highly influential in Islamic and Anatolian societies between 13th and 19th centuries is a professional, commercial, economic, cultural, social, moral and educational organization whose influence in this process exceeds the boundaries of time and space. It consists of highly moral and well-behaved people, each of its members interacting with each other, providing both material and spiritual guidance to its members, and aiming at the perfect human being. On the basis of its acceptance and strong influence for ages the role of its construction with a spirit and understanding inspired by Islamic sources is very great. It is very important scientifically in terms of dealing with Akhism in a way that sheds light on the present, to make sense of it by examining it, evaluate it, and to benefit from the results of a successful experience in the past. Considering that education is an activity of introducing ideal cultural elements to future generations, the introduction of institutions that affect the culture of society in history to today's people is also among the duties of education. In Akhism, educational values, both verbal and behavioral, have been inherited from the past to the present within the framework of the master-assistant master relationship. The aim of this study is to determine the prominent values in Akhism and to reveal the importance of advice value. In this context, the values in the Akhi organization and the value of “advice”, which stands out from these values, were investigated. At the same time, the role of the concept of advice in adding value to individuals and societies has been tried to be determined, although its value has weakened today. The study has been designed with a qualitative research design and the main Islamic sources have been examined in accordance with the document analysis method in the research. Based on the richness of meaning of the concept of advice, the aspect of advice that educates a person, guides, shapes life and makes it valuable and how it builds a lifestyle has been examined. In this study, according to the 5N+ 2K (What, why, where, how, when and who, to whom) technique, the use of advice and teaching methods in the Akhism have been tried to be determined. It is assessed that the results obtained from the richness of meaning of the advice, which has been determined to have an important place in theA khism, will shed light on today's educators and values education. Keywords: Religious Education, Akhism, Values, Advice, Advice in Akhism.

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4

Wright, Ian. "Civic Education is Values Education." Social Studies 84, no. 4 (August 1993): 149–52. http://dx.doi.org/10.1080/00377996.1993.9958362.

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5

Rayan, Sobhi. "Education Toward Values." ICR Journal 2, no. 3 (April 15, 2011): 465–81. http://dx.doi.org/10.52282/icr.v2i3.626.

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This article deals with different value systems from the perspective of their source, nature, and implementation, and with the link between education and values. The achievement of values is considered to be of the highest importance in human life. Ethical doctrines vary about the source of values - whether they are derived from human beings or received from external authority. This dispute about the nature of values creates different views concerning the education of values, about the role of the educational system in the acquisition of values, and about the impact of values on pupils, both theoretical and practical.

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6

LANGFORD, GLENN. "Education and Values." Journal of Philosophy of Education 22, no. 2 (December 1988): 283. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00201.x.

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7

Cowan, John. "Education for values." British Journal of Educational Technology 35, no. 6 (November 2004): 751–52. http://dx.doi.org/10.1111/j.1467-8535.2004.00432_7.x.

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8

Walker, Carol. "Values and Education." International Journal of Learning: Annual Review 15, no. 6 (2008): 23–26. http://dx.doi.org/10.18848/1447-9494/cgp/v15i06/45815.

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9

Carr, David. "Education and values." British Journal of Educational Studies 39, no. 3 (August 1991): 244–59. http://dx.doi.org/10.1080/00071005.1991.9973889.

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10

Brady, Laurie. "Values Clarification in Values Education: A Critique." Educational Practice and Theory 32, no. 2 (January 1, 2010): 23–31. http://dx.doi.org/10.7459/ept/32.2.03.

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11

Silcock, Peter, and Diane Duncan. "Values Acquisition and Values Education: Some Proposals." British Journal of Educational Studies 49, no. 3 (September 2001): 242–59. http://dx.doi.org/10.1111/1467-8527.t01-1-00174.

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12

White, John, and F. W. Garforth. "Aims, Values and Education." British Journal of Educational Studies 34, no. 3 (October 1986): 276. http://dx.doi.org/10.2307/3121010.

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13

Carr, David, Brenda Watson, and Elizabeth Ashton. "Education, Assumptions and Values." British Journal of Educational Studies 43, no. 4 (December 1995): 466. http://dx.doi.org/10.2307/3121816.

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14

Nichols, James R. "Values & Biology Education." American Biology Teacher 57, no. 5 (May 1, 1995): 268–71. http://dx.doi.org/10.2307/4449990.

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15

Karoglu, Hilal. "Values in preschool education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 91–97. http://dx.doi.org/10.18844/prosoc.v4i6.2917.

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Preschool years have an important place in the formation of moral values and in the socialisation of the individual afterwards. Social values that make up an important part of human life are acquired by children who lead a normal life. This research on the ages of children, having value, gender, parental education status and mother’s work status was performed in order to determine whether it differs. The study group consisted of 121 children who received preschool education in Bayburt province centre. In order to obtain information by parents and teachers, the PreSchool Values Scale Family and Parent Form developed by Nesliturk and Celikoz were used. Data were analysed by the SPSS program. As a result of the analysis, children’s value scores differed significantly according to their age and gender, while parents’ education level and mother’s working conditions showed that the results did not differ significantly. Keywords: Values, preschool, children.

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16

Grace, Damian J. "Values, Sport and Education." Journal of Christian Education os-43, no. 2 (September 2000): 7–18. http://dx.doi.org/10.1177/2056997100os-4300204.

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17

Rubbo, Anna. "Values and Architectural Education." Architectural Theory Review 6, no. 2 (November 2001): 65–80. http://dx.doi.org/10.1080/13264820109478432.

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18

Grace, Damian J. "Values, Sport and Education." Journal of Christian Education 43, no. 2 (June 2000): 7–18. http://dx.doi.org/10.1177/002196570004300203.

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19

Rich, John Martin. "Education and Family Values." Educational Forum 57, no. 2 (June 30, 1993): 162–67. http://dx.doi.org/10.1080/00131729309335407.

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20

Lloyd, Dennis. "Values Education in Schools." Educational Forum 60, no. 2 (June 30, 1996): 185–86. http://dx.doi.org/10.1080/00131729609335122.

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21

Goggin, Philip. "‘Basic Values’ and Education." Pastoral Care in Education 12, no. 4 (December 1994): 16–20. http://dx.doi.org/10.1080/02643949409470893.

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22

Hay, David. "Spiritual Education and Values." International Journal of Children's Spirituality 2, no. 2 (December 1997): 5–16. http://dx.doi.org/10.1080/1364436970020202.

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23

Ziebertz, Hans-Georg, and Ulrich Riegel. "Religious Education and Values." Journal of Empirical Theology 20, no. 1 (2007): 52–76. http://dx.doi.org/10.1163/157092507x188575.

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24

Halliday, John. "Values and further Education." British Journal of Educational Studies 44, no. 1 (March 1996): 66–81. http://dx.doi.org/10.1080/00071005.1996.9974058.

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25

Topkok, Marchant, Nagaruk, Takak, and Saccheus. "Indigenous Values in Education." Journal of American Indian Education 59, no. 1 (2020): 50. http://dx.doi.org/10.5749/jamerindieduc.59.1.0050.

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26

Halliday, John. "Researching Values in Education." British Educational Research Journal 28, no. 1 (February 2002): 49–62. http://dx.doi.org/10.1080/01411920120109748.

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27

Radojčić, Saša. "Education and art values." Kultura, no. 142 (2014): 203–13. http://dx.doi.org/10.5937/kultura1442203r.

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28

Ferguson, John. "Values in higher education." Higher Education Quarterly 40, no. 1 (December 1985): 63–72. http://dx.doi.org/10.1111/j.1468-2273.1985.tb01451.x.

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29

Conway, Ruth. "Values in technology education." International Journal of Technology and Design Education 4, no. 1 (February 1994): 109–16. http://dx.doi.org/10.1007/bf01197586.

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30

Jaiswal, Dr (Mrs ). Anita. "Education and Human Values." International Journal of Multidisciplinary Research Configuration 2, no. 4 (October 28, 2022): 64–75. http://dx.doi.org/10.52984/ijomrc2405.

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सारांश: “मूल्य शिक्षा” समाज की आधारशिला है। समाज में जिस प्रकार की शिक्षा की व्यवस्था होगी, उसी प्रकार के समाज का निर्माण होगा। अत: इस बात का सदैव प्रयत्न किया गया है कि शिक्षा के उद्देश्य समाज के उद्देश्यों के अनुकूल हो। इसी बात को ध्यान में रखकर विभिन्न देशों के विभिन्न विचारकों ने विभिन्न कालो में मूल्य शिक्षा के विभिन्न उद्देश्यों पर बल दिया है। जैसे: प्राचीन भारत में मूल्य शिक्षा के नैतिक, सामाजिक और बौद्धिक उद्देश्यों पर बल दिया है। प्राचीन रोम में शिक्षा का उद्देश्य राज्य का कल्याण बताया गया। मध्यकालीन युरोप में शिक्षा का उद्देश्य मृत्यु के बाद के जीवन की तयारी करना था। आधुनिक यूरोप शिक्षा के इस उद्देश्य में विश्वास नहीं करता था आदर्शवादी समाज में शिक्षा का मुख्य लक्ष्य है- सार्वभौमिक मूल्यों और आदर्शों की प्राप्ति। क्योंकि वे मूल्य और आदर्श सार्वभौमिक होते हैं, इसीलिये आदर्श और उन्नत समाज में शिक्षा के उद्देश्य व्यक्तिगत या निश्चित न होकर ‘सामान्य’ या ‘सार्वभौमिक’ होते हैं।

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31

Gorgut, Ilyas. "Values Education and Physical Education in Turkey." International Education Studies 11, no. 3 (February 25, 2018): 18. http://dx.doi.org/10.5539/ies.v11n3p18.

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In the 21st century, science and technology have led to so many negative situations as well as positive developments for humanity. These negativities also affect human beings in a very intense way and in a natural result of this, people affect other’s livings negatively. The general belief that the decelerating the events, actions and moral corruptions which lead to missing the peace of communities and the abolition of this negative situation will be ensured only by the development of the values which the individual possesses. Also states are taking precautions and making plans for this issue. So, value education in many countries has recorded a rapid acceleration in recent years. In Turkey, there are also some sections which have theoretical course curriculum and some scientific activities about values. However, it is considered that development in value and value education concepts are not enough and the applied courses such as physical education and sports, which aim to improve the individual as a whole, do not take place as much as within the scope of value education. For this reason, it is aimed to establish a point of view in the light of the works done in the Turkish science literature and the activities carried out by the related stakeholders for value education. Research was prepared as a document analysis form. Resources related to the physical education and value education in Turkey were collected and general evaluations were made through the obtained data and finally some suggestions were made.

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32

Hartley, David. "Values Added: Some Sociological Interpretations of Values Education." Scottish Educational Review 29, no. 2 (March 13, 1997): 163–73. http://dx.doi.org/10.1163/27730840-02902008.

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In its quest for efficiency gains, the Conservative government since 1979 increasingly framed education policy within the metaphor of a market; or, more precisely, within that of a quasi-market (Glennerster, l99l). To this end, parents have been re-defined as consumers who will seek an effective school. In order to help them, the government has published allegedly objective measures of the effectiveness of schools, largely in the form of league tables. Of late it has added values education to its previous concern about value-added measures of attainment. Alongside the search for value for money comes the search for a set of fundamental values which will shore up an increasingly fragmented social order. In other words the question now tums on which values and dispositions can be ‘given’ to children and young people so that they may go on to play their part in the economy and to have a sense of belonging in society. The very prominence of current concerns about values education is by no means unconnected to the development of individualism, consumerism and value-added thinking which the economic policies of the previous government had sought to further.

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33

Carr, David. "Educational Values and Values Education: some recent work." British Journal of Sociology of Education 18, no. 1 (January 1997): 133–41. http://dx.doi.org/10.1080/0142569970180109.

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34

Witz, Klaus G. "Science with values and values for science education." Journal of Curriculum Studies 28, no. 5 (September 1996): 597–612. http://dx.doi.org/10.1080/0022027980280504.

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35

Krajewska, Anna. "Values education in the society of questionable values." Journal of Modern Science 36, no. 1 (April 19, 2018): 27–40. http://dx.doi.org/10.13166/jms/82981.

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36

Demirgüneş, Sercan, and Emrah Özcan. "Values Education in Turkish Textbooks in Primary Education." European Journal of Educational Sciences 9, no. 3 (September 30, 2022): 1–11. http://dx.doi.org/10.19044/ejes.v9no3a1.

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Texts are indispensable tools used in a language teaching environment. They help students learn both implicitly and explicitly. This learning activity guides the future of the student. The individualization processes of memories that are combined together with qualified texts would be shorter and more qualified. There are many affective approaches and cognitive approaches in curriculum because raising individuals with adopted basic human values is a universal phenomenon that takes place in all the education programs. In today’s teaching processes, along with data mining, opinion mining is also included in educational processes. Equipping the input in students’ memories with positive poles (the literature used polar), in terms of value load, will directly lead to the observation of the positive affective behaviours in students. The learning outcomes under the title of education values in native language programs are basically a product of value load mining. This paper focuses on classifying the value loads of the words in the reading texts in the primary education of 7th and 8th grade Turkish textbooks as positive/neutral/negative. The study also attempts to determine the positive/neutral/negative value loads that the textbooks try to convey to the students. This study is a qualitative study and is structured with a document review method. Rapid Miner and MS Excel programs were used to acquire data, which was described in the context of value load that is transferred. With the results obtained, it can be concluded that, at the word level, the textbooks try to convey positive and negative values that are approximately the same ratio without using a certain systematic approach that would consider adjusting the text content for the grade levels.

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37

Görgüt, İlyas, and Erkut Tutkun. "Views of Physical Education Teachers on Values Education." Universal Journal of Educational Research 6, no. 2 (February 2018): 317–32. http://dx.doi.org/10.13189/ujer.2018.060215.

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38

Grundstein-Amado, R. "Values education: a new direction for medical education." Journal of Medical Ethics 21, no. 3 (June 1, 1995): 174–78. http://dx.doi.org/10.1136/jme.21.3.174.

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39

Brady, Laurie. "Moral Biography in Values Education." Educational Practice and Theory 32, no. 1 (January 1, 2010): 71–79. http://dx.doi.org/10.7459/ept/32.1.05.

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40

Ashton, Elizabeth, Baroness Warnock, Richard Pring, and John Haldane. "Education, Values and the State." British Journal of Educational Studies 43, no. 1 (March 1995): 88. http://dx.doi.org/10.2307/3121759.

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41

Moro-Rodríguez, Marta-Mª. "Values education through television advertising." Comunicar 14, no. 28 (March 1, 2007): 183–90. http://dx.doi.org/10.3916/c28-2007-18.

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Advertising sometimes transmits opposite values to the socially and educationally desirable ones. The attraction power of the television advertisements is so strong that it has become necessary to balance it in the classroom. This paper shows the creation process of pedagogical material in order to make values education in tutorial sessions or in other subjects easier. It has been assessed with a test-retest model in control and experimental groups.La publicidad transmite valores a veces contrarios a los deseables socialmente y a los perseguidos por el currículo. El poder de atracción de los anuncios de televisión es tan fuerte que se hace necesario contrarrestarlo en las aulas. En este trabajo se narra el proceso de creación de un material educativo para facilitar la educación en valores en las sesiones de tutoría o como tema transversal. Se puso a prueba su efectividad mediante un diseño test-retest con grupo control y experimental.

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42

Zia, Rukhsana. "Values, Ethics and Teacher Education." Higher Education Management and Policy 19, no. 3 (November 29, 2007): 1–21. http://dx.doi.org/10.1787/hemp-v19-art20-en.

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43

Brady, Laurie. "Values Education: Possibilities for Integration." Learning and Teaching 6, no. 1 (January 1, 2013): 19–28. http://dx.doi.org/10.7459/lt/6.1.03.

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44

Shin, Joong-sop. "Values Education and State Neutrality." JOURNAL OF HUMANITIES STUDIES 121 (December 31, 2020): 173–98. http://dx.doi.org/10.46346/tjhs.121..8.

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45

Afdal, Geir. "Facts, values and moral education." Nordic Studies in Education 24, no. 03 (October 6, 2004): 195–210. http://dx.doi.org/10.18261/issn1891-5949-2004-03-02.

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46

Mashalidis, Steve. "Critical Thinking in Values Education." Inquiry: Critical Thinking Across the Disciplines 20, no. 4 (2001): 5–12. http://dx.doi.org/10.5840/inquiryctnews20012041.

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47

Lockaby, Jazqui, and Paul Vaughn. "Teaching Values In Agricultural Education." Journal of Agricultural Education 40, no. 1 (March 1999): 74–81. http://dx.doi.org/10.5032/jae.1999.01074.

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48

Cownie, Fiona. "Alternative Values in Legal Education." Legal Ethics 6, no. 2 (January 2003): 159–74. http://dx.doi.org/10.1080/1460728x.2003.11424188.

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49

Osmanlic, Iljaz. "Education for civil society values." Inovacije u nastavi 30, no. 1 (2017): 108–19. http://dx.doi.org/10.5937/inovacije1701108o.

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50

Hill, Brian V. "Mainstreaming Values Issues in Education." Journal of Christian Education os-39, no. 1 (April 1996): 7–16. http://dx.doi.org/10.1177/002196579603900103.

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