Rath, Louis, Mel, and Simon, Sidney B.

Definition of Value: “Value represents something important in human existence” is a commonly agreed upon definition. The authors of Value and Teaching and Values Clarifications extend this definition to read “value represents something important in human existence that the individual has chosen freely, prizes, and acts upon.”

Values as an influence on Behavior: Emotions and I.Q. were, and are, often prime suspects to explain human behavior problems, but there have been some understandings of how physical conditions, group pressures, and group climate influence behavior. However, there has been little more than a vague understanding of the influence that values might have on behavior. Many people think of values as a crucial influence attributing to children’s problems. The author of Values and Teaching contend that several kinds of problems children exhibit at school and at home are more likely caused by a lack of values, rather than by emotions. They jointly contend that when children with certain behavior problems are given value experiences of a particular kind, their problems often ease with intensity and/or frequency. This adds support for the notion that values must be added to the possible explanation of children’s behavior problems.

Value Clarification Theory is a teaching theory. It is not a panacea for all that ails children and education but it does provide some unique and powerful tools for some problems of many children. This value theory is very similar to Hunt’s and Metcalf’s approach to critical thinking. Values theory applies to critical thinking techniques to matters in the affective domain. The value approach is a combination of subject matter, personal concern, and attitude development that has been avoided in education. This approach is closer to the process of valuing, rather than of a value in any identifiable institutional sense. Valuing refers to how man uses his muscle and spirit to relate to his surroundings. Each person has to learn how to choose from a dimension of values. Values theory assumes that humans can arrive at values by an intelligent process of choosing, prizing, and behaving.

Hypothesis of the Valuing Process: If children are helped to use “the valuing process” they will behave in ways that are less apathetic, confused, and irrational and in ways that are more positive, purposeful, and enthusiastic. Any teacher or person can test this hypothesis.

Honesty, fairness, kindness, respect, empathy, common concern – civil responsibility, integrity By example, modeling

THE PROCESS OF VALUING

Because life is different through time and space, experiences of people will be different, and so will the consequent values and styles of life. Values will never be absolute. However, some ideas about the processes for effectively obtaining values in a satisfying and intelligent way can be made. From this assumption comes the process of valuing. Unless something satisfies all seven of the criteria noted below, we do not call it a value.

1. Choose freely. Free from coercion if to be a lasting guide.
2. Choosing from among alternatives. If not alternative (such as whether to eat) or choice in matter then no value.
3. Choosing after thoughtful consideration of the consequences of each alternative. Emerging from weighing and an understanding of the consequences of each of the alternatives. There is an important cognitive factor here in considering the range of the alternatives and consequences.
4. Prizing and cherishing. Values flow from choices we are glad to make.
5. Affirming. Once chosen freely from alternatives and cherished, something must be publicly affirmed before becoming a value.
6. Acting upon choices. Life must be affected and given some direction by something called a value.
7. Repeating. Values do not appear just once in our life but are persistent and tend to give pattern to our life.